COMMITTEE CHAIR: Dr. Stacie Defreitas

TITLE: DEVELOPING AND ASSESSING AN ADLERIAN PLAY THERAPY K-5TH MENTAL HEALTH CURRICULUM USING QUALITATIVE METHODS

ABSTRACT: In the United States, 33% of students exhibit internalizing or externalizing behaviors in academic settings. These behaviors can impact student engagement and performance by disrupting affected students’ and their classmates’ ability to tend to academic material. Because students spend a significant amount of time in school settings, schools have been identified as important sites for mental health prevention and intervention. One tool that can reduce students’ use of externalizing and internalizing behaviors in classroom environments is Adlerian play therapy (AdPT). AdPT is an evidence-based practice that specializes in addressing youth’s social, emotional, and behavioral challenges. This study seeks to increase the utilization of AdPT in schools by developing a school-based K-5th mental health curriculum that can be implemented in classes. Developing a structured curriculum for class use will increase student access to AdPT and may provide further evidence that AdPT reduces internalizing and externalizing behaviors while also improving socioemotional and behavioral outcomes. Research questions include: 1) According to subject matter experts certified in Adlerian play therapy, how well do the mental health curricular modules reflect Adlerian play therapy concepts and principles? 2) Based on information from credentialed play therapists who use Adlerian play therapy methods in K-5th settings, which aspects of the mental health curriculum do participants find most and least helpful to support the established learning objectives? 3) Based on information from credentialed play therapists who use Adlerian play therapy methods in K-5th settings, to what extent can the mental health curriculum be implemented as designed within a school setting with K-5th students? This[JM1.1][SD1.2] study utilized a qualitative cross-sectional research design. Qualitative data was gathered through an expert review panel comprised of certified Adlerian play therapists and through focus groups with credentialed play therapists who use Adlerian play therapy methods in K-5th settings. The researcher then conducted a thematic analysis using data from three 60-minute individual interviews with certified experts and five 90-minute focus groups with 12 participants. Findings from data analysis suggest that, while the preliminary mental health curriculum would likely have a positive impact on K-5th students, there are some barriers to feasible implementation in school settings.

 Keywords: Adlerian play therapy, school-based mental health interventions for children, play therapy in education, externalizing behaviors, internalizing behaviors

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Zoom Link:

https://us02web.zoom.us/j/84619257871?pwd=CrpRxoI6xHhbsAx4pxYlFbbFLDCua8.1