Using play therapy in schools: The teacher’s role

Abstract

This small, qualitative study examined Irish primary school teachers’ readiness to become involved in non-directive play therapy. Six teachers from a mixed sex school participated. Experiential data, gathered using a focus group and semi-structured interviews, were interpreted from a social constructionist perspective, with grounded theory employed for data analysis. Non-directive play therapy appeared compatible with teachers’ present understanding of child therapy. Their understanding, in turn, seemed conducive to their involvement in systemic play therapy interventions. This suggests that through play therapy educational psychologists can further enhance teachers’ roles as key adults in children’s school lives. Practice implications for educational psychologists include facilitating teachers’ in-depth understanding of social, emotional and behavioural difficulties, thus enhancing their use of therapeutic concepts with children. Implications for school play therapy referrals are discussed.