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

Kristi Perryman

Committee Member

Paul Blisard

Second Committee Member

Kristin Higgins

Third Committee Member

Lisa Bowers

Fourth Committee Member

Samantha Robinson

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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