Child-Centered Play Therapy

Target Population

CCPT is designed for children ages 3–10 who are experiencing social, emotional, behavioral, and relational disorders.  

Dosage

Therapists deliver CCPT in a series of one-on-one sessions with a child. Session frequency and treatment duration vary based on participant needs, though 35–40 sessions are recommended. Each session is typically 45 minutes in length but can range from 30–50 minutes. 

Location/Delivery Setting

Recommended Locations/Delivery Settings

CCPT is delivered in a specially designed playroom in a clinical setting.  

Location/Delivery Settings Observed in the Research

• School

Education, Certifications and Training

CCPT therapists must have at least a master’s degree in a mental health field. CCPT therapists can be certified through the University of North Texas Center for Play Therapy or the National Institute of Relationship Enhancement® (NIRE). 

University of North Texas Center for Play Therapy Level 1 Certified Practitioners must (1) complete a minimum of 40 hours of coursework in CCPT, through formal university courses or a workshop series led by an approved CCPT trainer, (2) complete the CCPT exam, (3) complete 30 CCPT sessions with three children ages 3–10 under the supervision of a CCPT supervisor, (4) complete a self-evaluation paper, (5) hold a professional mental health license, and (6) complete the application. CCPT practitioners must renew their certification every 5 years.  

University of North Texas Center for Play Therapy Level 2 Certified Advanced CCPT Practitioners/Supervisors must (1) hold a Level 1 certification, (2) hold a professional mental health license, (3) complete either a formal university course in Advanced CCPT or a minimum of 40 hours of CCPT supervision training through a workshop series, (4) complete 100 CCPT sessions with a minimum of 10 children ages 3–10 with an approved CCPT supervisor, and (5) provide 10 supervisory sessions for a beginning therapist. CCPT Advanced Practitioners/Supervisors must renew their certification every 5 years.  

NIRE-certified CCPT therapists must complete 13 hours of training in the basic NIRE virtual CCPT workshop or an equivalent NIRE-approved course. This basic training introduces the CCPT model, principles, and techniques. For certification, participants complete at least 26 hours of consultation with an NIRE-approved supervisor, either in person or virtually, to refine skills.  

Program or Service Documentation

Book/Manual/Available documentation used for review

There are two manuals that can be used to implement CCPT.  

Ray, D. (2011). Advanced play therapy: Essential conditions, knowledge, and skills for child practice. Taylor & Francis. 

Cochran, N. H., Nordling, W. J., & Cochran, J. (2010). Child-Centered Play Therapy: A practical guide to developing therapeutic relationships with children. John Wiley & Sons, Inc. 

Available languages

The Ray (2011) CCPT manual is available in English, Chinese, Japanese, Korean, and Turkish.  

The Cochran et al. (2010) CCPT manual is available in English.  

Other supporting materials

University of North Texas Center for Play Therapy CCPT Certification 

NIRE CCPT Certification 

Ray, D. C., Purswell, K., Haas, S., & Aldrete, C. (2017). Child-Centered Play Therapy-Research integrity checklist: Development, reliability, and use. International Journal of Play Therapy, 26(4), 207. https://doi.org/10.1037/pla0000046  

Landreth, G. L. (2012). Play therapy: The art of the relationship (3rd ed.). Routledge. 

For More Information

University of North Texas Center for Play Therapy 

Website: https://cpt.unt.edu/child-centered-play-therapy 

Phone: (940) 565-3864 

Email: cpt@unt.edu 

National Institute of Relationship Enhancement®  

Web: https://nire.org/workshop-schedules/professional-training-schedule/child-centered-play-therapy/ 

Phone: (301) 680-8977 

Email: niremd@nire.org 

 

Note: The details on Dosage; Location; Education, Certifications, and Training; Other Supporting Materials; and For More Information sections above are provided to website users for informational purposes only. This information is not exhaustive and may be subject to change.

Results of Search and Review	Number of Studies Identified and Reviewed for Child-Centered Play Therapy
Identified in Search	39
Eligible for Review	18
Rated High	8
Rated Moderate	7
Rated Low	3
Reviewed Only for Risk of Harm	0

Outcome	Effect Size and Implied Percentile Effect	N of Studies (Findings)	N of Participants	Summary of Findings
Child well-being: Behavioral and emotional functioning	0.05 1	12 (30)	760	Favorable: 6 No Effect: 24 Unfavorable: 0
Child well-being: Social functioning	0.32 12	5 (10)	280	Favorable: 4 No Effect: 6 Unfavorable: 0
Child well-being: Educational achievement and attainment	0.34 13	5 (24)	228	Favorable: 7 No Effect: 17 Unfavorable: 0

Note: For the effect sizes and implied percentile effects reported in the table, a positive number favors the intervention group and a negative number favors the comparison group.

Outcome	Effect Size and Implied Percentile Effect	N of Studies (Findings)	N of Participants	Summary of Findings	Months after treatment when outcome measured
Child well-being: Behavioral and emotional functioning	0.05 1	12 (30)	760	Favorable: 6 No Effect: 24 Unfavorable: 0	-
Study 12847 - CCPT vs. Waitlist Control (Blanco, 2015 - Not conducted in a usual care or practice setting)
Revised Children’s Manifest Anxiety Scale	-0.18 -7	-	59	-	0
Study 12850 - CCPT vs. Waitlist Control (Blanco, 2019b)
Academic Self-Regulation Questionnaire – Learning Disorder Version: Externalized Regulation	0.08 3	-	42	-	0
Academic Self-Regulation Questionnaire – Learning Disorder Version: Introjected Regulation	-0.06 -2	-	42	-	0
Academic Self-Regulation Questionnaire – Learning Disorder Version: Identified Regulation	0.13 5	-	42	-	0
Academic Self-Regulation Questionnaire – Learning Disorder Version: Intrinsic Motivation	-0.33 -12	-	42	-	0
Academic Self-Regulation Questionnaire – Learning Disorder Version: Relative Autonomy Index	0.08 3	-	42	-	0
Study 12860 - CCPT vs. Waitlist Control (Cochran, 2017)
Child Behavior Checklist: Externalizing (Teacher Report)	0.56 * 21	-	65	-	0
Child Behavior Checklist: Internalizing (Teacher Report)	0.25 9	-	65	-	0
Self-Efficacy Scale – Teacher Version	0.61 * 22	-	59	-	0
Study 12868 - CCPT vs. No Intervention Control (Fall, 1999)
Off-Task Behaviors (Classroom Observation)	-0.23 -9	-	62	-	0
Study 12869 - CCPT vs. No Intervention Control (Fall, 2002)
Conners’ Teacher Rating Scale – Revised, Long Form: Global Index (Teacher Report)	0.20 8	-	54	-	0
Conners’ Teacher Rating Scale – Revised, Long Form: Social Problems (Teacher Report)	0.07 2	-	54	-	0
Conners’ Teacher Rating Scale – Revised, Long Form: Global Index (Case Manager Report)	-0.09 -3	-	54	-	0
Conners’ Teacher Rating Scale – Revised, Long Form: Anxious-Shy (Case Manager Report)	-0.39 -15	-	54	-	0
Conners’ Teacher Rating Scale – Revised, Long Form: Social Problems (Case Manager Report)	0.27 10	-	54	-	0
Study 12880 - Intensive Individual Play Therapy (CCPT) vs. Treatment as Usual Control (Jones, 2002 - Not conducted in a usual care or practice setting)
Diabetes Adaptation Scale – Child Form	-0.36 -14	-	30	-	0
Study 12895 - CCPT vs. No Intervention Control (Post, 1999)
Coppersmith Self-Esteem Inventory	0.41 * 15	-	168	-	1
State-Trait Anxiety Scale: State Anxiety	-0.01 0	-	168	-	1
Study 12902 - CCPT vs. Delayed-start Control (Ray, 2013a)
Impairment Rating Scale – Teacher Version: Self-Esteem	0.05 2	-	37	-	0
Study 14321 - CCPT vs. Waitlist Control (Ray, 2021)
Direct Observation Form	-0.37 -14	-	112	-	0
Study 12908 - CCPT vs. Waitlist Control (Schottelkorb, 2020)
Child Behavior Checklist: Attention Problems	0.93 * 32	-	23	-	0
Child Behavior Checklist: Aggressive Behavior	0.62 23	-	23	-	0
Child Behavior Checklist: Externalizing	0.82 29	-	23	-	0
Study 12920 - CCPT vs. Waitlist Control Group (Taylor, 2021)
Social Emotional Assets and Resilience Scales – Parent: Self-Regulation/Responsibility	0.24 9	-	37	-	0
Social Emotional Assets and Resilience Scales – Teacher: Self-Regulation	0.13 5	-	37	-	0
Social Emotional Assets and Resilience Scales – Teacher: Responsibility	0.74 * 27	-	37	-	0
Study 12927 - CCPT vs. Waitlist Control (Wilson, 2018)
Children’s Aggression Scale (Parent Report)	0.60 * 22	-	71	-	0
Children’s Aggression Scale (Teacher Report)	0.35 13	-	71	-	0
Social Emotional Assets and Resilience Scales – Parent: Self-Regulation/Responsibility	0.26 10	-	71	-	0
Social Emotional Assets and Resilience Scales – Teacher: Self-Regulation	0.11 4	-	71	-	0
Child well-being: Social functioning	0.32 12	5 (10)	280	Favorable: 4 No Effect: 6 Unfavorable: 0	-
Study 12902 - CCPT vs. Delayed-start Control (Ray, 2013a)
Impairment Rating Scale – Teacher Version: Teacher Relationship	-0.41 -15	-	37	-	0
Study 14321 - CCPT vs. Waitlist Control (Ray, 2021)
Social Emotional Assets and Resilience Scales – Parent: Empathy	0.43 * 16	-	112	-	0
Social Emotional Assets and Resilience Scales – Parent: Social Competence	0.55 * 20	-	112	-	0
Study 12908 - CCPT vs. Waitlist Control (Schottelkorb, 2020)
Social Responsiveness Scale – Second Edition	1.46 * 42	-	23	-	0
Study 12920 - CCPT vs. Waitlist Control Group (Taylor, 2021)
Social Emotional Assets and Resilience Scales – Parent: Social Competence	0.35 13	-	37	-	0
Social Emotional Assets and Resilience Scales – Parent: Empathy	0.37 14	-	37	-	0
Social Emotional Assets and Resilience Scales – Teacher: Social Competence	0.70 * 25	-	37	-	0
Social Emotional Assets and Resilience Scales – Teacher: Empathy	-0.37 -14	-	37	-	0
Study 12927 - CCPT vs. Waitlist Control (Wilson, 2018)
Social Emotional Assets and Resilience Scales – Parent: Empathy	0.32 12	-	71	-	0
Social Emotional Assets and Resilience Scales – Teacher: Empathy	-0.01 0	-	71	-	0
Child well-being: Educational achievement and attainment	0.34 13	5 (24)	228	Favorable: 7 No Effect: 17 Unfavorable: 0	-
Study 12845 - CCPT vs. Waitlist Control (Blanco, 2011)
Young Children's Achievement Test: General Information	0.31 12	-	41	-	0
Young Children's Achievement Test: Reading	0.28 11	-	41	-	0
Young Children's Achievement Test: Mathematics	0.25 9	-	41	-	0
Young Children's Achievement Test: Writing	-0.06 -2	-	41	-	0
Young Children's Achievement Test: Spoken Language	0.25 9	-	41	-	0
Young Children's Achievement Test: Early Achievement Composite	0.31 12	-	41	-	0
Study 12847 - CCPT vs. Waitlist Control (Blanco, 2015 - Not conducted in a usual care or practice setting)
Young Children’s Achievement Test	0.24 9	-	59	-	0
Woodcock-Johnson III Tests of Achievement – Brief Battery	0.17 6	-	59	-	0
Study 12848 - CCPT vs. Waitlist Control (Blanco, 2018)
Woodcock-Johnson III Tests of Achievement – Brief Battery: Total Brief Achievement	0.20 7	-	50	-	0
Woodcock-Johnson III Tests of Achievement – Brief Battery: Letter-Word Identification	0.19 7	-	50	-	0
Woodcock-Johnson III Tests of Achievement – Brief Battery: Spelling	0.35 13	-	50	-	0
Woodcock-Johnson III Tests of Achievement – Brief Battery: Applied Problems	-0.06 -2	-	50	-	0
Study 12849 - CCPT vs. Waitlist Control (Blanco, 2019a)
Young Children's Achievement Test: Early Achievement Composite	0.59 22	-	36	-	0
Young Children's Achievement Test: General Information	0.76 * 27	-	36	-	0
Young Children's Achievement Test: Reading	0.13 5	-	36	-	0
Young Children's Achievement Test: Mathematics	0.08 3	-	36	-	0
Young Children's Achievement Test: Writing	0.87 * 30	-	36	-	0
Young Children's Achievement Test: Spoken Language	0.53 20	-	36	-	0
Study 12850 - CCPT vs. Waitlist Control (Blanco, 2019b)
Young Children's Achievement Test: General Information	0.76 * 27	-	42	-	0
Young Children's Achievement Test: Reading	0.92 * 32	-	42	-	0
Young Children's Achievement Test: Math	0.35 13	-	42	-	0
Young Children's Achievement Test: Writing	0.88 * 31	-	42	-	0
Young Children's Achievement Test: Spoken Language	0.77 * 27	-	42	-	0
Young Children's Achievement Test: Early Achievement Composite	0.96 * 33	-	42	-	0

*p <.05

Note: For the effect sizes and implied percentile effects reported in the table, a positive number favors the intervention group and a negative number favors the comparison group. Effect sizes and implied percentile effects were calculated by the Prevention Services Clearinghouse as described in the Handbook of Standards and Procedures, Version 1.0, Section 5.10.4 and may not align with effect sizes reported in individual publications. The Prevention Services Clearinghouse uses information reported in study documents and, when necessary, information provided by authors in response to author queries to assign study ratings and calculate effect sizes and statistical significance (see Section 7.3.2 in the Handbook of Standards and Procedures, Version 1.0). As a result, the effect sizes and statistical significance reported in the table may not align with the estimates as they are reported in study documents.

Only publications with eligible contrasts that met design and execution standards are included in the individual study findings table.

Full citations for the studies shown in the table are available in the "Studies Reviewed" section.

The participant characteristics display is an initial version. We encourage those interested in providing feedback to send suggestions to preventionservices@abtglobal.com.

The table below displays locations, the year, and participant demographics for studies that received moderate or high ratings on design and execution and that reported the information. Participant characteristics for studies with more than one intervention versus comparison group pair that received moderate or high ratings are shown separately in the table. Please note, the information presented here uses terminology directly from the study documents, when available. Studies that received moderate or high ratings on design and execution that did not include relevant participant demographic information would not be represented in this table.

For more information on how Clearinghouse reviewers record the information in the table, please see our Resource Guide on Study Participant Characteristics and Settings.

Characteristics of the Participants in the Studies with Moderate or High Ratings
Study Location	Study Year	Age or Grade-level	Race, Ethnicity, Nationality	Gender	Populations of Interest*	Household Socioeconomic Status
Study 12850 - CCPT vs. Waitlist Control
Characteristics of the Children and Youth
Southwest, USA	--	Age range: 6-7 years; Grade level: 1st grade	57% Hispanic/Latino 26% Caucasian 7% African American 5% Asian 2.4% Native American 2.4% Biracial	--	--	--
Study 12847 - CCPT vs. Waitlist Control
Characteristics of the Children and Youth
Southwest, USA	--	Age range: 6-7 years; Grade level: 1st grade	69% Caucasian 17% Hispanic 7% African American 2% Asian American	53% Boys 47% Girls	--	--
Study 12902 - CCPT vs. Delayed-start Control
Characteristics of the Children and Youth
USA	--	Average age: 6 years; Age range: 5-8 years; Kindergarten: 41%, First Grade: 27%; Second Grade: 32.4%	38% Latino/a 32% African American 30% Caucasian	78% Males 22% Females	100% rated as clinically impaired (score of 3 or higher) on the Impairment Rating Scale-Teacher	--
Study 12920 - CCPT vs. Waitlist Control Group
Characteristics of the Children and Youth
Southwest, USA	--	Average age: 7 years; Age range: 5-10 years; Grade range: Kindergarten-Grade 4; 30% age 5, 22% age 6, 14% age 7, 16% age 8, 16% age 9, 3% age 10	100% African American	78% Males 22% Females	--	--
Study 14321 - CCPT vs. Waitlist Control
Characteristics of the Children and Youth
Southwest, USA	--	Average age: 6.34 years; Age range: 5-9 years; Grade range: Kindergarten-3rd grade	40% White 23% African-American 20% Latino 16% Multiracial 1% Asian	76% Boys 24% Girls	--	--
Study 12927 - CCPT vs. Waitlist Control
Characteristics of the Children and Youth
Southwest, USA	--	Average age: 7 years; Age range: 5-10 years; Grade range: Kindergarten-4th grade	52% African American 21% Latina/o 20% Caucasian 7% Multiracial	83% Boys 17% Girls	--	--
Study 12868 - CCPT vs. No Intervention Control
Characteristics of the Children and Youth
Midwest, USA	--	Age range: 5-9 years; Grade range: Kindergarten-Grade 3; 3% age 5, 21% age 6, 23% age 7, 31% age 8, 23% age 9	97% Anglo American 2% Asian American 2% African American	50% Girls 50% Boys	--	--
Study 12908 - CCPT vs. Waitlist Control
Characteristics of the Children and Youth
Northwest, USA	--	Age range: 4-10 years	96% White 4.3% Black	83% Male 17% Female	100% Children diagnosed with Autism Spectrum Disorder by a medical professional or school psychologist; 100% scored in the moderate to severe impairment of functioning range for Autism Spectrum Disorder on the Social Responsiveness Scale–2nd Edition	--
Study 12869 - CCPT vs. No Intervention Control
Characteristics of the Children and Youth
New England, USA	--	Age range: 6-10 years; Grade range: Grades 1-4; 6% age 6, 17% age 7, 30% age 8, 30% age 9, 17% age 10	98% Caucasian 2% Unidentified ethnicity	64% Male 36% Female	Special education labels were as follows: 41% Speech and language, 33% Learning disabled, 11% Behaviorally impaired, 5% ADHD, 5% Multihandicapped, 2% Autism, 5% Other	--
Study 12860 - CCPT vs. Waitlist Control
Characteristics of the Children and Youth
Southeast, USA; Northeast, USA	--	Average age: 7 years; Age range: 5-11 years; Grade range: Kindergarten-Grade 5; 11% age 5, 23% age 6, 19% age 7, 23% age 8, 14% age 9, 9% age 10, 2% age 11	52% Caucasian 39% African American 8% Hispanic 2% Native American	77% Male	--	--
Study 12880 - Intensive Individual Play Therapy (CCPT) vs. Treatment as Usual Control
Characteristics of the Children and Youth
Gainesville, TX, USA	--	Average age: 9 years; Age range: 7-11 years; 10% age 7, 13.3% age 8, 23.3% age 9, 30% age 10, 23.3% age 11	87% Caucasian 7% Hispanic 3.4% Indian (country of India) 3.4% African American	57% Boys 43% Girls	100% had a diagnosis of insulin-dependent diabetes mellitus	--
Study 12895 - CCPT vs. No Intervention Control
Characteristics of the Children and Youth
Southeast, USA	--	Average age: 10 years; Age range: 9-12 years; 32% in Grade 4, 33% in Grade 5, 36% in Grade 6	81% African American 9% White 8% Asian 2% Biracial 1% Native American	58% Sex - Male 42% Sex - Female	--	--
Study 12845 - CCPT vs. Waitlist Control
Characteristics of the Children and Youth
Southwest, USA	--	Age range: 6-7 years	46% Caucasian 34% Hispanic 17% African American 2.4% Asian American	63% Boys 37% Girls	--	--
Study 12849 - CCPT vs. Waitlist Control
Characteristics of the Children and Youth
Southwest, USA	--	Age range: 5-6 years; Grade level: Kindergarten	44% Caucasian 31% Hispanic/Latino 8% African American 6% Native American 6% Asian American 3% Biracial	--	--	--
Study 12848 - CCPT vs. Waitlist Control
Characteristics of the Children and Youth
Southwest, USA	--	Age range: 7-8 years; Grade level: 2nd grade	64% Caucasian 18% African American 12% Hispanic 4% Not specify ethnicity 2% Did not specify 2% Asian	50% Girls 50% Boys	--	--

“--” indicates information not reported in the study.

* The information about disabilities is based on initial coding. For more information on how the Clearinghouse recorded disability information for the initial release, please see our Resource Guide on Study Participant Characteristics and Settings. The Clearinghouse is currently seeking consultation from experts, including those with lived experience, and input from the public to enhance and improve the display.

Note: Citations for the documents associated with each 5-digit study number shown in the table can be found in the “Studies Reviewed” section below. Study settings and participant demographics are recorded for all studies that received moderate or high ratings on design and execution and that reported the information. Studies that did not report any information about setting or participant demographics are not displayed. For more information on how participant characteristics are recorded, please see our Resource Guide on Study Participant Characteristics and Settings.

Sometimes study results are reported in more than one document, or a single document reports results from multiple studies. Studies are identified below by their Prevention Services Clearinghouse study identification numbers. To receive a rating of supported or well-supported, the favorable evidence for a program or service must have been obtained from research conducted in a usual care or practice setting.

Studies Rated High

Study 12850

Blanco, P. J., Holliman, R. P., & Carroll, N. C. (2019b). The effect of child-centered play therapy on intrinsic motivation and academic achievement of at-risk elementary school students. Journal of Child and Adolescent Counseling, 5(3), 205-220. https://doi.org/10.1080/23727810.2019.1671758

This study was conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2)
Study 12847

Blanco, P. J., Muro, J. H., Holliman, R., Stickley, V. K., & Carter, K. (2015). Effect of child-centered play therapy on performance anxiety and academic achievement. Journal of Child and Adolescent Counseling, 1(2), 66-80. https://doi.org/10.1080/23727810.2015.

Some contrasts that received a moderate or high design and execution rating in this study were not from research conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2) [see Individual Study Findings section above for additional information on contrasts that did or did not meet this criterion]
Study 12849

Blanco, P. J., Holliman, R. P., Ceballos, P. L., & Farnam, J. L. (2019a). Exploring the impact of child-centered play therapy on academic achievement of at-risk kindergarten students. International Journal of Play Therapy, 28(3), 133-143. http://dx.doi.org/10.1037/pla0000086

This study was conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2)
Study 12848

Blanco, P., Holliman, R., Farnam, J., & Pena, A. (2018) Effect of Child-Centered play therapy on academic achievement with normal functioning school children. Journal of Counseling Research and Practice 3(1), 1-15. https://egrove.olemiss.edu/jcrp/vol3/iss

This study was conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2)
Study 12920

Taylor, L. & Ray, D.C. (2021). Child-Centered Play Therapy and social-emotional competencies of African American Children: A randomized controlled trial. International Journal of Play Therapy, 30(20), 74-85. https://psycnet.apa.org/doi/10.1037/pla0000125

This study was conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2)
Study 12927

Wilson, B. J., & Ray, D. (2018). Child-Centered Play Therapy: Aggression, empathy, and self-regulation. Journal of Counseling & Development, 96(4), 399-409. https://doi.org/10.1002/jcad.12222

This study was conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2)
Study 12908

Schottelkorb, A. A., Swan, K. L., & Ogawa, Y. (2020). Intensive Child-Centered Play Therapy for children on the Autism spectrum: A pilot study. Journal of Counseling & Development, 98(1), 63-73. https://doi.org/10.1002/jcad.12300

This study was conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2)
Study 12880

Jones, E. M., & Landreth, G. (2002). The efficacy of intensive individual play therapy for chronically ill children. International Journal of Play Therapy, 11(1), 117-140. https://doi.org/10.1037/h0088860

This study was not conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2)

Studies Rated Moderate

Study 12845

Blanco, P. J., & Ray, D. C. (2011). Play therapy in elementary schools: A best practice for improving academic achievement. Journal of Counseling & Development, 89(2), 235-243. https://doi.org/10.1002/j.1556-6678.2011.tb00083.x

Blanco, P. J., Ray, D. C., & Holliman, R. (2012). Long-term child centered play therapy and academic achievement of children: A follow-up study. International Journal of Play Therapy, 21(1), 1-13. https://doi.org/10.1037/a0026932

This study was conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2)
Study 12902

Ray, D. C., Stulmaker, H. L., Lee, K. R., & Silverman, W. K. (2013a). Child-centered play therapy and impairment: Exploring relationships and constructs. International Journal of Play Therapy, 22(1), 13-27. https://doi.org/10.1037/a0030403

Ray, D. C., Stulmaker, H. L., Lee, K. R., & Silverman, W. K. (2013b). Child-centered play therapy and impairment: Exploring relationships and constructs: Correction to Ray et al (2013). International Journal of Play Therapy, 22(3), 158. https://doi.org/10.1037/a0032898

This study was conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2)
Study 14321

Ray, D. C., Burgin, E., Gutierrez, D., Ceballos, P., & Lindo, N. (2021). Child-centered play therapy and adverse childhood experiences: A randomized controlled trial. Journal of Counseling & Development, 100(2), 134-145. https://doi.org/10.1002/jcad.12412

This study was conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2)
Study 12868

Fall, M. (1999). A play therapy intervention and its relationship to self-efficacy and learning behaviors. Professional School Counseling, 2(3), 194-204.

This study was conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2)
Study 12869

Fall, M., Navelski, L. F., & Welch, K. K. (2002). Outcomes of a play intervention for children identified for special education services. International Journal of Play Therapy, 11(2), 91-106. https://doi.org/10.1037/h0088866

This study was conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2)
Study 12860

Cochran, J. L., & Cochran, N. H. (2017). Effects of child-centered play therapy for students with highly-disruptive behavior in high-poverty schools. International Journal of Play Therapy, 26(2), 59-72. https://doi.org/10.1037/pla0000052

This study was conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2)
Study 12895

Post, P. (1999). Impact of child-centered play therapy on the self-esteem, locus of control, and anxiety of at-risk 4th, 5th, and 6th grade students. International Journal of Play Therapy, 8(2), 1-18. https://doi.org/10.1037/h0089428

This study was conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2)

Studies Rated Low

Study 12903

Ritzi, R. M., Ray, D. C., & Schumann, B. R. (2017). Intensive short-term child-centered play therapy and externalizing behaviors in children. International Journal of Play Therapy, 26(1), 33-46. https://doi.org/10.1037/pla0000035

This study received a low rating because baseline equivalence of the intervention and comparison groups was necessary and not demonstrated.
Study 12901

Ray, D. C., Blanco, P. J., Sullivan, J. M., & Holliman, R. (2009). An exploratory study of child-centered play therapy with aggressive children. International Journal of Play Therapy, 18(3), 162-175. https://doi.org/10.1037/a0014742

This study received a low rating because baseline equivalence of the intervention and comparison groups was necessary and not demonstrated.
Study 12886

Kot, S., Landreth, G. L., & Giordano, M. (1998). Intensive child-centered play therapy with child witnesses of domestic violence. International Journal of Play Therapy, 7(2), 17-36. https://doi.org/10.1037/h0089421

This study received a low rating because baseline equivalence of the intervention and comparison groups was necessary and not demonstrated.

Studies Not Eligible for Review

Study 12843

Baggerly, J., & Jenkins, W. W. (2009). The effectiveness of Child-Centered Play Therapy on developmental and diagnostic factors in children who are homeless. International Journal of Play Therapy, 18(1), 45-55. https://doi.org/10.1037/a0013878

This study is ineligible for review because it does not use an eligible study design (Handbook Version 1.0, Section 4.1.4)

Study 12852

Bratton, S. C., Ceballos, P. L., Sheely-Moore, A. I., Meany-Walen, K., Pronchenco, Y., & Jones, L. D. (2013). Head Start early mental health intervention: Effects of Child-Centered Play Therapy on disruptive behaviors. International Journal of Play Therapy, 22(1), 28-42. http://dx.doi.org/10.1037/a0030318

This study is ineligible for review because it does not use an eligible study design (Handbook Version 1.0, Section 4.1.4).

Study 12858

Cheng, W.-Y., & Tsai, M.-H. (2014). The effect of play therapy on socially withdrawn children's behaviors and self-concept. Bulletin of Educational Psychology, 46(2), 165-185. https://psycnet.apa.org/record/2015-16532-001

This study is ineligible for review because it is not available in English (Handbook Version 1.0, Section 4.1.3).

Study 12871

Garza, Y., & Bratton, S. C. (2005). School-based Child-Centered Play Therapy with Hispanic children: Outcomes and cultural consideration. International Journal of Play Therapy, 14(1), 51-80. https://doi.org/10.1037/h0088896

This study is ineligible for review because it does not use an eligible study design (Handbook Version 1.0, Section 4.1.4).

Study 12872

Gholamalizadeh, S., Asghari, F., Farhangi, A. (2018). The effectiveness of Child-Centered Play Therapy on social anxiety and communication skills of preschool children. Indian Journal of Forensic Medicine and Toxicology, 12(1), 198-203. https://doi.org/10.5958/0973-9130.2018.00039.7

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 1.0, Section 4.1.6).

Study 12889

Massengale, B., & Perryman, K. (2021). Child-Centered Play Therapy's impact on academic achievement: A longitudinal examination in at-risk elementary school students. International Journal of Play Therapy, 30(2), 98-111. https://doi.org/10.1037/pla0000129

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 1.0, Section 4.1.6).

Study 12892

Morshed, N., Babamiri, M., Zemestani, M., & Alipour, N. (2019). A comparative study on the effectiveness of individual and group play therapy on symptoms of oppositional defiant disorder among children. Korean Journal of Family Medicine, 40(6), 368-372. https://doi.org/10.4082/kjfm.18.0045

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 1.0, Section 4.1.6).

Study 12894

Perryman, K. L., Robinson, S., Bowers, L., & Massengale, B. (2020). Child-Centered Play Therapy and academic achievement: A prevention-based model. International Journal of Play Therapy, 29(2), 104-117. https://doi.org/10.1037/pla0000117

Perryman, K. L. & Bowers, L. (2018). Turning the focus to behavioral, emotional, and social well-being: The impact of Child-Centered Play Therapy. International Journal of Play Therapy, 27(4), 227-241. http://dx.doi.org/10.1037/pla0000078

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 1.0, Section 4.1.6).

Study 12898

Ray, D. C. (2007). Two counseling interventions to reduce teacher-child relationship stress. Professional School Counseling, 10(4), 428-440. https://doi.org/10.5330/prsc.10.4.x3403022427l5705

This study is ineligible for review because it does not use an eligible study design (Handbook Version 1.0, Section 4.1.4).

Study 12899

Ray, D. C., Schottelkorb, A., & Tsai, M.-H. (2007). Play therapy with children exhibiting symptoms of attention deficit hyperactivity disorder. International Journal of Play Therapy, 16(2), 95-111. https://doi.org/10.1037/1555-6824.16.2.95

This study is ineligible for review because it does not use an eligible study design (Handbook Version 1.0, Section 4.1.4).

Study 12900

Ray, D. C. (2008). Impact of play therapy on parent-child relationship stress at a mental health training setting. British Journal of Guidance & Counseling, 36(2), 165-187. https://doi.org/10.1080/03069880801926434

This study is ineligible for review because it does not use an eligible study design (Handbook Version 1.0, Section 4.1.4).

Study 12905

Schmidtchen, S., Hennies, S., & Acke, H. (1993). Zwei Fliegen mit einer Klappe? Evaluation der Hypothese eines zweifachen Wirksamkeitsanspruches der klientenzentrierten Spieltherapie. To kill two birds with one stone? Evaluating the hypothesis of a two fold effectiveness of client-centered play therapy. Psychologie in Erziehung und Unterricht, 40(1), 34-42. https://doi.org/10.1016/j.puhe.2017.10.019 

This study is ineligible for review because it is not available in English (Handbook Version 1.0, Section 4.1.3).

Study 12906

Schottelkorb, A. A., Doumas, D. M., & Garcia, R. (2012). Treatment for childhood refugee trauma: A randomized, controlled trial. International Journal of Play Therapy, 21(2), 57-73. https://doi.org/10.1037/a0027430

This study is ineligible for review because it does not use an eligible study design (Handbook Version 1.0, Section 4.1.4).

Study 12907

Schottelkorb, A. A., Swan, K. L., Jahn, L., Haas, S., & Hacker, J. (2015). Effectiveness of play therapy on problematic behaviors of preschool children with somatization. Journal of Child and Adolescent Counseling, 1(1), 3-16. https://doi.org/10.1080/23727

This study is ineligible for review because it does not use an eligible study design (Handbook Version 1.0, Section 4.1.4).

Study 12912

Smith, N., & Landreth, G. (2003). Intensive filial therapy with child witnesses of domestic violence: A comparison with individual and sibling group play therapy. International Journal of Play Therapy, 12(1), 67-88. https://doi.org/10.1037/h0088872

This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 1.0, Section 4.1.6).

Study 12914

Stulmaker, H. L., & Ray, D. C. (2015). Child-Centered Play Therapy with young children who are anxious: A controlled trial. Children & Youth Services Review, 57, 127-133. https://doi.org/10.1016/j.childyouth.2015.08.005

This study is ineligible for review because it does not use an eligible study design (Handbook Version 1.0, Section 4.1.4).

Study 12918

Swank, J. M., & Smith-Adcock, S. (2018). On-task behavior of children with attention-deficit/hyperactivity disorder: Examining treatment effectiveness of play therapy interventions. International Journal of Play Therapy, 27(4), 187-197. http://dx.doi.org/10.1037/pla0000084

This study is ineligible for review because it does not use an eligible study design (Handbook Version 1.0, Section 4.1.4).

Study 12923

Tsai, M. H., & Ray, D. C. (2011). Play therapy outcome prediction: An exploratory study at a university-based clinic. International Journal of Play Therapy, 20(2), 94-108. http://dx.doi.org/10.1037/a0023441

This study is ineligible for review because it does not use an eligible study design (Handbook Version 1.0, Section 4.1.4).

Study 12925

Urban, T. H., Nguyen, T. T. T., Morford, A. E., Spinelli, T., Martinovich, Z., Schewe, P. A., & Risser, H. J. (2020). Utilization of evidence-based treatment models at community-based mental health settings for young children exposed to violence. Children and Youth Services Review, 116. https://doi.org/10.1016/j.childyouth.2020.105233

This study is ineligible for review because it does not use an eligible study design (Handbook Version 1.0, Section 4.1.4).

Study 12926

Wicks, J. M., Cubillo, C., Moss, S. A., Skinner, T., & Schumann, B. (2018). Intensive Child-Centered Play Therapy in a remote Australian Aboriginal community. International Journal of Play Therapy, 27(4), 242-255. https://doi.org/10.1037/pla0000075

This study is ineligible for review because it does not use an eligible study design (Handbook Version 1.0, Section 4.1.4).

Study 14323

Blalock, S. M., Lindo, N., & Ray, D. C. (2019). Individual and Group Child-Centered Play Therapy: Impact on social-emotional competencies. Journal of Counseling & Development, 97(3), 238-249. https://doi.org/10.1002/jcad.12264

This study is ineligible for review because it does not report program or service impacts on an eligible target outcome (Handbook Version 1.0, Section 4.1.5).