Abstract
ABSTRACTChild-Centered Group Play Therapy (CCGPT) has been shown to be an effective, developmentally appropriate, and efficient mental health treatment for young children. The purpose of this qualitative study was to explore six play therapists’ perceptions of conducting CCGPT in four elementary schools. Three overarching themes emerged from the data: Internal Responses During Clinical Experiences, Perception of CCGPT (subthemes: Benefits, Challenges, Comparison to Individual PT), and Observed Change (subthemes: Client Change, Shift in Therapist Perception of CCGPT). Results support the use of CCGPT in schools and highlight the need for counselor training in CCGPT.
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