Date of Graduation

7-2020

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Counselor Education (PhD)

Degree Level

Graduate

Department

Rehabilitation, Human Resources and Communication Disorders

Advisor/Mentor

Perryman, Kristi L.

Committee Member

Blisard, Paul

Second Committee Member

Higgins, Kristin K.

Third Committee Member

Bowers, Lisa M.

Fourth Committee Member

Robinson, Samantha E.

Keywords

Academic Achievement; At-Risk Students; Child-Centered; Play Therapy; Primary Project

Abstract

This study examined the long-term impact of child-centered play therapy (CCPT) implemented through Primary Project on at-risk second-grade elementary school students. The qualifying group received ten 30-minute play therapy sessions during one academic semester during their second-grade year. In a longitudinal analysis for academic growth, MAP testing was used to determine if there was a long-term impact on both the third grade and fourth-grade years for the original qualifying students. The findings reveal implications for identification of and interventions for at-risk elementary students and CCPT as an intervention for academic achievement; specifically, reading and mathematics scores. Recommendations for future research are also included.

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