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The Use, Beliefs, Perceived Barriers, and Methods of Delivery of Play Therapy by Elementary School Counselors View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarWorks @ The University of New Orleans University of New Orleans ScholarWorks@UNO University of New Orleans Theses and Dissertations Dissertations and Theses 8-7-2008 The Use, Beliefs, Perceived Barriers, and Methods of Delivery of Play Therapy by Elementary School Counselors Christine Holbrook Ebrahim University of New Orleans Follow this and additional works at: https://scholarworks.uno.edu/td Recommended Citation Holbrook Ebrahim, Christine, "The Use, Beliefs, Perceived Barriers, and Methods of Delivery of Play Therapy by Elementary School Counselors" (2008). University of New Orleans Theses and Dissertations. 718. https://scholarworks.uno.edu/td/718 This Dissertation is protected by copyright and/or related rights. It has been brought to you by ScholarWorks@UNO with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in University of New Orleans Theses and Dissertations by an authorized administrator of ScholarWorks@UNO. For more information, please contact [email protected]. The Use, Beliefs, Perceived Barriers, and Methods of Delivery of Play Therapy by Elementary School Counselors A Dissertation Submitted to the Graduate Faculty of the University of New Orleans in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Counselor Education by Christine Holbrook Ebrahim B.A., University of Mississippi, 1993 M.S., Loyola University, 2004 August, 2008 Copyright 2008, Christine Holbrook Ebrahim ii DEDICATION I dedicate this dissertation to my husband, Sherif, and my two beautiful sons, Gardner and Adley. The three of you are my world and words cannot express how much I love you all. With all my heart…right up to the moon and back. I also dedicate this to my late grandmother, Stella Bushnell, who I know would be so proud of me. iii ACKNOWLEDGEMENTS To my husband, Sherif, without you this would have remained simply a dream; none of this could ever have been possible without you. Thank you so much for inspiring me, for believing in me, and for supporting me, not only in this endeavor, but in everything I do. But above all, thank you for being a wonderful husband and father. To my boys, Gardner and Adley, my angels sent from above, you bring out the best in me. I never imagined that I could love anyone as much as I love the two of you. To my parents and my mother-in-law and father-in-law for your support and encouragement, and never hesitating to help me out when I needed to go to class or a meeting, or when I just needed a little quiet time. To Dr. Herlihy, Thank you for always being a source of encouragement, for giving me a good laugh at the moments when I needed it most, and for reminding me that making it to the end, and taking care of myself along the way, are more important than how long it takes to get there. To Dr. Levitov, Thank you for giving me the foundations, for delivering wisdom with a sense of humor, and for your constant encouragement and support. Your calm demeanor has always been a source of comfort and I am honored that you agreed to continue on this educational journey with me. To Dr. Romano, Thank you for your endless time, your constant encouragement, your enthusiasm for school counseling and play therapy, and for allowing me to occasionally use your office as a haven from the real world. To Dr. Paradise, My Chair and Methodologist, Thank you for your constant patience, encouragement, and continuous support throughout this entire dissertation process. Thank you for your belief that I could accomplish this, despite my unexpected obstacles and for always sending my revisions back with a positive note of encouragement. Thank you for your guidance and for allowing me the freedom to pursue my dissertation topic in the manner I chose, edits and detours included. I sincerely appreciate your mentorship and guidance through it all. iv TABLE OF CONTENTS LIST OF TABLES........................................................................................................................ vii LIST OF FIGURES ....................................................................................................................... ix ABSTRACT .....................................................................................................................................x CHAPTER ONE: INTRODUCTION..............................................................................................1 Role of a School Counselor ....................................................................................................2 Play Therapy with Elementary School Aged Children...........................................................4 Conceptual Framework...........................................................................................................7 Purpose of the Study ...............................................................................................................8 Research Questions...............................................................................................................10 Assumptions of the Study .....................................................................................................11 Definition of Terms...............................................................................................................11 CHAPTER TWO: REVIEW OF THE LITERATURE.................................................................14 Counseling Children in School ............................................................................................14 Role of the School Counselor .........................................................................................14 American School Counselor Association .......................................................................15 Use of Play with Children.....................................................................................................16 Play Therapy .........................................................................................................................18 The Association for Play Therapy ..................................................................................18 Becoming a Registered Play Therapist...........................................................................19 Play Therapy in Schools .......................................................................................................20 Rationale for Using Play Therapy in Schools.................................................................20 Play Therapy with Special Populations in Schools.........................................................22 Theories of Play Therapy Commonly Used by School Counselors ...............................26 Adlerian Play Therapy ...............................................................................................26 Jungian Play Therapy.................................................................................................27 Child Centered Play Therapy.....................................................................................28 Common Play Therapy Techniques Used in School Settings ........................................29 Expressive Art...........................................................................................................29 Sand Play ..................................................................................................................30 Group Play ................................................................................................................30 Group Sand Play .......................................................................................................32 Potential Barriers to Using Play Therapy in Schools......................................................32 Summary...............................................................................................................................37 CHAPTER THREE: METHOD ....................................................................................................41 Purpose of the Study .............................................................................................................41 General Research Question...................................................................................................41 Participants............................................................................................................................42 Instrument Development.......................................................................................................43 v Expert Panel....................................................................................................................48 Procedures.............................................................................................................................50 Characteristics of the Sample................................................................................................51 Data Analysis........................................................................................................................64 CHAPTER FOUR: RESULTS ......................................................................................................68
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