Dr. Muro is an assistant professor of Counseling and Development at Texas Woman's University in Denton, Texas.
Industry Expertise (2)
Areas of Expertise (5)
Mary Mason Lyon Awards for Distinguished Junior Faculty (2009) (professional)
Awarded by Texas Woman's University
University of North Texas: Ph.D., Counseling and Development 2004
Using a quantitative approach, the researchers examined the impact of child-centered play therapy (CCPT) training and in vivo experiences on graduate students play therapy attitudes, knowledge, and skills. Thirteen masters level students participated in the study. A repeated measure ANOVA was used to measure the impact training and in vivo experiences had on the revised Play Therapy Attitude-Knowledge-Skills Survey. From pretest to posttest (training), there were statistically significant improvement and a large effect size on the students scores in all 3 subscales: attitudes, knowledge, and skills. From posttest to follow up (in vivo experience) there were statistically significant improvement and a large effect size on the students scores in 2 of the 3 subscales: attitudes and knowledge. The findings support the importance of incorporating service learning as part of play therapy training in the development of clinical skills.
Beginning play therapists often struggle with remaining genuine during sessions with clients. This article highlights the need to aid the professional and personal growth of novice child-centered play therapists through the acquisition of skills but also through the development of genuineness. The use of genuineness in session appears to strengthen the therapeutic relationship. The primary ways in which play therapists receive training is through classroom instruction and clinical supervision. Therefore, an equal focus on both skills and genuineness within these training approaches is necessary to strengthen the bond between therapist and client. An overview on how to model the use of genuineness in teaching is provided along with guidelines for enhancing trainees’ self-awareness through a developmental model of supervision
The purpose of the present study was to explore the effect of both short- and long term Child-Centered Play Therapy on teacher–student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short-term intensive play therapy group participated in 16 sessions of play therapy over 8 weeks, and students in the long-term play therapy group participated in 16 sessions over 16 weeks. Results indicated that both intervention groups demonstrated significant improvement in teacher–student relationship stress from pre- to posttest. Post hoc analyses indicated that the short-term intensive intervention demonstrated statistical significance and larger effect sizes in overall total stress, teacher characteristics, and student characteristics.
This exploratory study measured the impact of long-term Child- Centered Play Therapy (CCPT) with 23 children identified by teachers as exhibiting behavioral and emotional difficulties. Through the use of a repeated measures design, researchers examined the use of CCPT from pre-intervention to mid-intervention (16 sessions) to post intervention (32 sessions). Results indicated that children who participated in 32 sessions of CCPT demonstrated statistically significant improvement on the Total Problems Scale as measured on the Teacher Report Form, Total Stress Scale of the Index of Teaching Stress (ITS), ADHD Domain of the ITS, and Student Characteristics of the ITS. Researchers reported improvement to be statistically steady over the full duration of therapy.
This article presents a rationale and understanding of the function of play therapy in the school environment. Although there are many benefits to providing play therapy in the school, there are also many challenges. The authors offer details of a yearlong pilot play therapy program in an elementary school. The advantages of delivering play therapy directly to students, filial therapy to parents and teachers, and education to teachers are discussed. In addition, the challenges of such a program are enumerated along with suggestions for avoiding possible pitfalls.