Child-Parent Relationship Therapy
Child-Parent Relationship Therapy (CPRT), an adaptation of Child-Centered Play Therapy (CCPT), is designed for parents of children ages 2–10 who are experiencing social, emotional, and relational disorders. CPRT aims to strengthen the parent-child relationship. CPRT helps parents learn to respond more effectively to their children’s emotional and behavioral needs and to understand and accept their child. CPRT teaches parents CCPT skills to help them connect with their children through play and child-centered principles, including unconditional acceptance, recognizing and reflecting the child’s feelings, respect for the child’s ability to solve problems, and establishing a feeling of permissiveness in the relationship.
A therapist delivers CPRT to parents in a series of 10 weekly structured group sessions. Session structure follows the 3 Ds: Describe, Demonstrate, Do. In each session, the therapist describes a skill and then demonstrates it through video and live modeling. Next, parents practice with each other through role play. Between sessions, parents complete a homework assignment practicing the skills from the previous session.
During CPRT sessions 1–3, the therapist introduces parents to CCPT concepts. Skills taught in these three sessions prepare parents for weekly at-home play sessions with their child. Parents implement the 30-minute play session in weeks 4–10, just before the CPRT group session. The play sessions take place at home with the child. If both parents are participating in CPRT, they each can conduct play sessions with a different child or hold separate weekly 30-minute play sessions with the same child.
During CPRT sessions 4–9, parents share their play session experiences and have the chance to role play to address questions that arise. One or two parents share a video of their recent play session and receive feedback from the therapist and other group members. Following the discussion about play sessions, therapists continue to teach parents new skills and parents practice through role play.
During session 10, parents discuss how child behaviors have changed, how they themselves have changed, and evaluate their experience as they prepare to transition out of the program.
CPRT is rated as a promising practice because at least one study achieved a rating of moderate or high on study design and execution and demonstrated a favorable effect on a target outcome.
A re-review of a study of CPRT was conducted in July 2023 due to an error wherein a particular study was incorrectly included in the list of studies reviewed. To correct this error, Study 12915 (Su, 2016) has been removed from CPRT. Study 12851 (Bratton, 1995) has been added to the list of studies for CPRT. The re-review did not affect the program or service rating.
Date Research Evidence Last Reviewed: Jul 2023
Sources
The program or service description, target population, and program or service delivery and implementation information were informed by the following sources: the program or service manuals, the program or service developer’s website, and the studies reviewed.
This information does not necessarily represent the views of the program or service developers. For more information on how this program or service was reviewed, visit the download the Handbook of Standards and Procedures, Version 1.0
Target Population
CPRT is designed for parents of children ages 2–10 who are experiencing social, emotional, behavioral, and relational disorders.
Dosage
Therapists deliver CPRT to groups of 6–8 parents in 10 weekly, 2-hour sessions. CPRT includes 30-minute at-home parent-child play sessions before group sessions 4–10. CPRT can also be delivered in an individual family format or in an intensive format where session content is delivered more frequently.
Location/Delivery Setting
Recommended Locations/Delivery Settings
CPRT is delivered in a clinical setting.
Location/Delivery Settings Observed in the Research
- Mental Health Center, Treatment Center, Therapist Office
Education, Certifications and Training
Certified CPRT practitioners must be licensed mental health professionals and must also be certified in CCPT. CPRT therapists must have at least a master’s degree in a mental health field.
CPRT practitioners must (1) complete a minimum of 24 hours of coursework in the CPRT model, (2) complete the CPRT Certification Exam, (3) complete three supervised CPRT groups with at least 8 hours of supervision per group, and (4) complete a cumulative self-evaluation paper. Therapists must renew CPRT certification every 5 years.
Certified CPRT Practitioners may complete additional steps to become a Certified Advanced CPRT Practitioner/Supervisor. Supervisors must (1) complete a workshop on CPRT supervision, (2) complete two additional CPRT groups under supervision, (3) supervise eight 1-hour sessions for a beginning CPRT practitioner, (4) complete a self-evaluation paper, and (5) complete educational and exam components.
Individuals without a mental health license may become certified as a CPRT Associate/Parent Educator. With this certification, they can use the content of the CPRT manual but cannot conduct the full protocol. This certification requires prior training in CCPT and completion of a CPRT workshop series.
Program or Service Documentation
Book/Manual/Available documentation used for review
The Child-Parent Relationship Therapy: An evidence-based 10-session filial therapy model manual is implemented in conjunction with the Child-Parent Relationship Therapy Treatment Manual.
Landreth, G. L., & Bratton, S. C. (2020). Child-Parent Relationship Therapy: An evidence-based 10-session filial therapy model (2nd ed.). Routledge.
Bratton, S., & Landreth, G. L. (2020). Child-Parent Relationship Therapy treatment manual: An evidence-based 10-session filial therapy model (2nd ed.). Routledge.
Available languages
CPRT materials are available in English, Chinese, Japanese, Korean, and Spanish.
Other supporting materials
Landreth, G. L. (2012). Play therapy: The art of the relationship (3rd ed.). Routledge.
For More Information
Website: https://cpt.unt.edu/child-parent-relationship-therapy
Phone: (940) 565-3864
Email: cpt@unt.edu
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-Parent Relationship Therapy |
|---|---|
| Identified in Search | 32 |
| Eligible for Review | 18 |
| Rated High | 4 |
| Rated Moderate | 1 |
| Rated Low | 13 |
| 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 |
1.11
36 |
4 (8) | 138 |
Favorable:
4 No Effect: 4 Unfavorable: 0 |
| Adult well-being: Positive parenting practices |
1.85
46 |
2 (2) | 72 |
Favorable:
1 No Effect: 1 Unfavorable: 0 |
| Adult well-being: Parent/caregiver mental or emotional health |
4.45
49 |
1 (3) | 32 |
Favorable:
3 No Effect: 0 Unfavorable: 0 |
| Adult well-being: Family functioning |
0.82
29 |
2 (2) | 81 |
Favorable:
2 No Effect: 0 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 |
1.11
36 |
4 (8) | 138 |
Favorable:
4 No Effect: 4 Unfavorable: 0 |
- |
| Study 12867 - Filial Child-Parent Relation Therapy (CPRT) vs. No Training Control (Ebrahimi, 2019) | |||||
| Children's Depression Inventory |
5.63
*
49 |
- | 32 | - | 0 |
| Study 12890 - Filial Therapy (CPRT) vs. No Treatment Control Group (Mirzaie, 2019) | |||||
| Test of Everyday Attention for Children |
1.90
*
47 |
- | 34 | - | 0 |
| Test of Everyday Attention for Children |
1.71
*
45 |
- | 34 | - | 3 |
| Child Symptom Inventory – 4, Teacher: Hyperactivity |
0.36
14 |
- | 34 | - | 0 |
| Child Symptom Inventory – 4, Teacher: Hyperactivity |
0.32
12 |
- | 34 | - | 3 |
| Study 12893 - CPRT vs. Treatment As Usual Control (Opiola, 2018 - Not conducted in a usual care or practice setting) | |||||
| Child Behavior Checklist: Total Problems |
0.66
*
24 |
- | 49 | - | 0 |
| Study 12921 - Filial Therapy (CPRT) vs. Waitlist Control Group (Tew, 2002) | |||||
| Child Behavior Checklist: Total Problems |
0.81
29 |
- | 23 | - | 0 |
| Child Behavior Checklist: Anxious/Depressed |
0.73
26 |
- | 23 | - | 0 |
| Adult well-being: Positive parenting practices |
1.85
46 |
2 (2) | 72 |
Favorable:
1 No Effect: 1 Unfavorable: 0 |
- |
| Study 12893 - CPRT vs. Treatment As Usual Control (Opiola, 2018 - Not conducted in a usual care or practice setting) | |||||
| Measurement of Empathy in Adult-Child Interaction |
2.91
*
49 |
- | 49 | - | 0 |
| Study 12921 - Filial Therapy (CPRT) vs. Waitlist Control Group (Tew, 2002) | |||||
| Porter Parental Acceptance Scale |
0.70
25 |
- | 23 | - | 0 |
| Adult well-being: Parent/caregiver mental or emotional health |
4.45
49 |
1 (3) | 32 |
Favorable:
3 No Effect: 0 Unfavorable: 0 |
- |
| Study 12867 - Filial Child-Parent Relation Therapy (CPRT) vs. No Training Control (Ebrahimi, 2019) | |||||
| Depression Anxiety Stress Scales – 21, Persian: Depression |
4.80
*
49 |
- | 32 | - | 0 |
| Depression Anxiety Stress Scales – 21, Persian: Anxiety |
3.39
*
49 |
- | 32 | - | 0 |
| Depression Anxiety Stress Scales – 21, Persian: Stress |
5.17
*
49 |
- | 32 | - | 0 |
| Adult well-being: Family functioning |
0.82
29 |
2 (2) | 81 |
Favorable:
2 No Effect: 0 Unfavorable: 0 |
- |
| Study 12885 - Filial Therapy (CPRT) vs. Routine Treatment Control (Kiyani, 2020) | |||||
| Parenting Stress Index – Short Form |
0.85
*
30 |
- | 32 | - | 0 |
| Study 12893 - CPRT vs. Treatment As Usual Control (Opiola, 2018 - Not conducted in a usual care or practice setting) | |||||
| Parenting Stress Index – Fourth Edition |
0.80
*
28 |
- | 49 | - | 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, Section 5.10.4 and may not align with effect sizes reported in individual publications.
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 12893 - CPRT vs. Treatment As Usual Control | ||||||
| Characteristics of the Children and Youth | ||||||
| Southwest, USA | -- | Average age: 5 years; Age range: 2-9 years |
35% White 22% Asian 16% Biracial 12% Hispanic/Latino 10% Black American 4.1% African |
51% Male 49% Female |
100% Residing in the home of an adopted parent or foster-to-adopt parent | -- |
| Characteristics of the Adults, Parents, or Caregivers | ||||||
| Southwest, USA | -- | Age range: 20-59 years old |
86% Caucasian 6% Hispanic/Latino 6% Asian 2% African American |
61% Female 39% Male |
-- | -- |
| Study 12890 - Filial Therapy (CPRT) vs. No Treatment Control Group | ||||||
| Characteristics of the Children and Youth | ||||||
| Tehran, Iran | 2014 | Average age: 8 years; Age range: 6-12 years | -- | 50% Male | 100% Children with Attention Deficit Hyperactivity Disorder (ADHD) | -- |
| Characteristics of the Adults, Parents, or Caregivers | ||||||
| Tehran, Iran | 2014 | Average age of mothers: 38 years; Average age of fathers: 42 years | -- | -- | -- | -- |
| Study 12921 - Filial Therapy (CPRT) vs. Waitlist Control Group | ||||||
| Characteristics of the Children and Youth | ||||||
| Texas, USA | -- | Age range: 3-10 years old | -- | -- | 100% Chronically ill children | -- |
| Characteristics of the Adults, Parents, or Caregivers | ||||||
| Texas, USA | -- | -- |
87% White 13% Hispanic |
78% Female 22% Male |
-- | -- |
| Study 12867 - Filial Child-Parent Relation Therapy (CPRT) vs. No Training Control | ||||||
| Characteristics of the Children and Youth | ||||||
| Tehran, Iran | 2017 | Average age: 9 years; Age range: 7-10 years | -- |
50% Girls 50% Boys |
100% Diagnosis of cancer | -- |
| Characteristics of the Adults, Parents, or Caregivers | ||||||
| Tehran, Iran | 2017 | Average age: 37 years; Age range: 31-45 years | -- | -- | -- | -- |
| Study 12885 - Filial Therapy (CPRT) vs. Routine Treatment Control | ||||||
| Characteristics of the Children and Youth | ||||||
| Isfahan, Iran | -- | Average age: 8 years; Age range: 4-12 years | -- |
72% Boys 28% Girls |
100% Children with Autism Spectrum Disorder (ASD) | -- |
| Characteristics of the Adults, Parents, or Caregivers | ||||||
| Isfahan, Iran | -- | Average age: 35 years | -- | -- | -- | -- |
“--” 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.
Studies Rated High
Study 12893Opiola, K. K., & Bratton, S. C. (2018). The efficacy of Child Parent Relationship Therapy for adoptive families: A replication study. Journal of Counseling & Development, 96(2), 155-166. https://doi.org/10.1002/jcad.12189
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 Section 6.2.2) [see Individual Study Findings section above for additional information on contrasts that did or did not meet this criterion]Study 12890
Mirzaie, H., Mehraban, A. H., Hosseini, S. A., Fard, F. G., & Oori, M. J. (2019). Comparison of the effect of filial and Adlerian play therapy on attention and hyperactivity of children with attention deficit hyperactivity disorder: A randomized clinical trial. Iranian Rehabilitation Journal, 17(4), 341-350. http://dx.doi.org/10.32598/irj.17.4.341
This study was conducted in a usual care or practice setting (Handbook Section 6.2.2)Study 12885
Kiyani, Z., Mirzai, H., Hosseini, S. A., Sourtiji, H., Hosseinzadeh, S., & Ebrahimi, E. (2020). The effect of filial therapy on the parenting stress of mothers of children with autism spectrum disorder. Archives of Rehabilitation, 21(2), 206-219. http://dx.doi.org/10.32598/RJ.21.2.2726.1
This study was conducted in a usual care or practice setting (Handbook Section 6.2.2)Study 12867
Ebrahimi, E., Mirzaie, H., Saeidi Borujeni, M., Zahed, G., Akbarzadeh Baghban, A., & Mirzakhani, N. (2019). The effect of filial therapy on depressive symptoms of children with cancer and their mother's depression, anxiety, and stress: A randomized control trial. Asian Pacific Journal of Cancer Prevention, 20(10), 2935-2941. https://doi.org/10.31557/apjcp.2019.20.10.2935
This study was conducted in a usual care or practice setting (Handbook Section 6.2.2)Studies Rated Moderate
Study 12921Tew, K., Landreth, G. L., Joiner, K. D., & Solt, M. D. (2002). Filial therapy with parents of chronically ill children. International Journal of Play Therapy, 11(1), 79-100. https://doi.org/10.1037/h0088858
This study was conducted in a usual care or practice setting (Handbook Section 6.2.2)Studies Rated Low
Study 12851Bratton, S., & Landreth, G. (1995). Filial therapy with single parents: Effects on parental acceptance, empathy, and stress. International Journal of Play Therapy, 4(1), 61-80. https://doi.org/10.1037/h0089142
This study received a low rating because it did not meet design confound standards.Study 12884
Kidron, M., & Landreth, G. (2010). Intensive Child Parent Relationship Therapy with Israeli parents in Israel. International Journal of Play Therapy, 19(2), 64-78. https://doi.org/10.1037/a0017516
This study received a low rating because it did not meet design confound standards.Study 12855
Ceballos, P. L., & Bratton, S. C. (2010). Empowering Latino families: Effects of a culturally responsive intervention for low-income immigrant Latino parents on children's behaviors and parental stress. Psychology in the Schools, 47(8), 761-775. https://psycnet.apa.org/doi/10.1002/pits.20502
This study received a low rating because it did not meet design confound standards.Study 12863
Costas, M., & Landreth, G. (1999). Filial therapy with nonoffending parents of children who have been sexually abused. International Journal of Play Therapy, 8(1), 43-66. https://doi.org/10.1037/h0089427
This study received a low rating because it did not meet design confound standards.Study 12883
Kale, A. L., & Landreth, G. L. (1999). Filial therapy with parents of children experiencing learning difficulties. International Journal of Play Therapy, 8(2), 35-56. https://doi.org/10.1037/h0089430
This study received a low rating because it did not meet design confound standards.Study 12887
Landreth, G. L., & Lobaugh, A. F. (1998). Filial therapy with incarcerated fathers: Effects on parental acceptance of child, parental stress, and child adjustment. Journal of Counseling & Development, 76(2), 157-165. https://doi.org/10.1002/j.1556-6676.19
This study received a low rating because it did not meet design confound standards.Study 12876
Harris, Z. L., & Landreth, G. L. (1997). Filial therapy with incarcerated mothers: A five week model. International Journal of Play Therapy, 6(2), 53-73. https://doi.org/10.1037/h0089408
This study received a low rating because it did not meet design confound standards.Study 12928
Yuen, T., Landreth, G., & Baggerly, J. (2002). Filial therapy with immigrant Chinese families. International Journal of Play Therapy, 11(2), 63-90. https://doi.org/10.1037/h0088865
This study received a low rating because it did not meet design confound standards.Study 12854
Carnes-Holt, K., & Bratton, S. C. (2014). The efficacy of Child Parent Relationship Therapy for adopted children with attachment disruptions. Journal of Counseling & Development, 92(3), 328-337. https://doi.org/10.1002/j.1556-6676.2014.00160.x
This study received a low rating because it did not meet design confound standards.Study 12888
Lee, M. K., & Landreth, G. L. (2003). Filial therapy with immigrant Korean parents in the United States. International Journal of Play Therapy, 12(2), 67-85. https://doi.org/10.1037/h0088879
This study received a low rating because it did not meet design confound standards.Study 12910
Sheely, A. I., & Bratton, S. C. (2010). A strengths-based parenting intervention with low-income African American families. Professional School Counseling, 13(3), 175-183. https://doi.org/10.1177/2156759X1001300305
This study received a low rating because baseline equivalence of the intervention and comparison groups was necessary and not demonstrated.Study 12857
Chau, I. Y. F., & Landreth, G. L. (1997). Filial therapy with Chinese parents: Effects on parental empathic interactons, parental acceptance of child and parental stress. International Journal of Play Therapy, 6(2), 75-92. https://doi.org/10.1037/h0089409
This study received a low rating because it did not meet design confound standards.Study 13043
Glover, G., & Landreth, G. L. (2000). Filial therapy with Native Americans on the Flathead Reservation. International Journal of Play Therapy, 9(2), 57-80. https://psycnet.apa.org/doi/10.1037/h0089436
This study received a low rating because it did not meet design confound standards.Studies Not Eligible for Review
Study 12840
Ashori, M., & Karimnejad, R. (2021). The effect of filial therapy on the interaction of deaf mothers with their hearing children. International Journal of Play Therapy, 30(3), 195-205. https://doi.org/10.1037/pla0000161
This study is ineligible for review because it is not a study of the program or service under review (Study Eligibility Criterion 4.1.6).
Study 12841
Baggerly, J., & Landreth, G. L. (2001). Training children to help children: A new dimension in play therapy. Peer Facilitator Quarterly, 18(1), 6-14.
This study is ineligible for review because it is not a study of the program or service under review (Study Eligibility Criterion 4.1.6).
Study 12853
Carnes-Holt, K. (2012). Child-Parent Relationship Therapy for adoptive families. Family Journal, 20(4), 419-426. https://doi.org/10.1177/1066480712451242
This study is ineligible for review because it does not use an eligible study design (Study Eligibility Criterion 4.1.4).
Study 12856
Ceballos, P. L., Lin, Y.-W., Bratton, S. C., & Lindo, N. (2019). Effects of parenting programs on Latina mothers' parental stress and their children's internalizing behavioral problems. Journal of Child & Adolescent Counseling, 5(1), 73-88. https://doi.org/10.1080/23727810.2018.1556983
This study is ineligible for review because it does not use an eligible study design (Study Eligibility Criterion 4.1.4).
Study 12862
Cornett, N., & Bratton, S. C. (2014). Examining the impact of Child Parent Relationship Therapy (CPRT) on family functioning. Journal of Marital and Family Therapy, 40(3), 302-318. https://doi.org/10.1111/jmft.12014
This study is ineligible for review because it does not use an eligible study design (Study Eligibility Criterion 4.1.4).
Study 12865
Dillman Taylor, D., Purswell, K., Lindo, N., Jayne, K., & Fernando, D. (2011). The impact of Child Parent Relationship Therapy on child behavior and parent-child relationships: An examination of parental divorce. International Journal of Play Therapy, 20(3), 124-137. https://doi.org/10.1037/a0024469
This study is ineligible for review because it does not use an eligible study design (Study Eligibility Criterion 4.1.4).
Study 12866
Draper, K., Siegel, C., White, J., Solis, C. M., & Mishna, F. (2009). Preschoolers, Parents, and Teachers (PPT): A preventive intervention with an at risk population. International Journal of Group Psychotherapy, 59(2), 221-242. https://doi.org/10.1521/ijgp.2009.59.2.221
This study is ineligible for review because it is not a study of the program or service under review (Study Eligibility Criterion 4.1.6).
Study 12873
Goetze, H., & Grskovic, J. A. (2009). The effects of peer-facilitated filial therapy: A play tutor approach. Person-Centered and Experiential Psychotherapies, 8(4), 282-298. https://doi.org/10.1080/14779757.2009.9688494
This study is ineligible for review because it is not a study of the program or service under review (Study Eligibility Criterion 4.1.6).
Study 12875
Grskovic, J. A., & Goetze, H. (2008). Short-term filial therapy with German mothers: Findings from a controlled study. International Journal of Play Therapy, 17(1), 39-51. https://doi.org/10.1037/1555-6824.17.1.39
This study is ineligible for review because it is not a study of the program or service under review (Study Eligibility Criterion 4.1.6).
Study 12878
Hosseini, N., Akhoundzadeh, G., & Hojjati, H. (2022). The effect of Child-Parent Relationship Therapy on social skills of preschool children: A semi-experimental study. International Journal of Adolescent Medicine and Health, 34(3). https://doi.org/10.1515/ijamh-2019-0151
This study is ineligible for review because it is not a study of the program or service under review (Study Eligibility Criterion 4.1.6).
Study 12879
Jang, M. (2000). Effectiveness of filial therapy for Korean parents. International Journal of Play Therapy, 9(2), 39-56. https://doi.org/10.1037/h0089435
This study is ineligible for review because it is not a study of the program or service under review (Study Eligibility Criterion 4.1.6).
Study 12881
Jones, L., Rhine, T., & Bratton, S. (2002). High school students as therapeutic agents with young children experiencing school adjustment difficulties: The effectiveness of a filial therapy training model. International Journal of Play Therapy, 11(2), 43-62. https://psycnet.apa.org/doi/10.1037/h0088864
This study is ineligible for review because it is not a study of the program or service under review (Study Eligibility Criterion 4.1.6).
Study 12904
Robinson, J., Landreth, G., & Packman, J. (2007). Fifth-grade students as emotional helpers with kindergartners: Using play therapy procedures and skills. International Journal of Play Therapy, 16(1), 20-35. https://doi.org/10.1037/1555-6824.16.1.20
This study is ineligible for review because it is not a study of the program or service under review (Study Eligibility Criterion 4.1.6).
Study 12922
Topham, G. L., Wampler, K. S., Titus, G., & Rolling, E. (2011). Predicting parent and child outcomes of a filial therapy program. International Journal of Play Therapy, 20(2), 79-93. https://doi.org/10.1037/a0023261
This study is ineligible for review because it is not a study of the program or service under review (Study Eligibility Criterion 4.1.6).