The effectiveness of child-centered play therapy on learners with attention-deficit/hyperactivity disorder
Year: 2017
Type: dissertation
Abstract: ENGLISH ABSTRACT : Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common childhood psychiatric conditions. The criticism of and often resistance to psychopharmacological and behavioural treatment methods, the two most commonly used interventions for children identified as having ADHD, expose the importance of developing interventions that not only address children’s behavioural difficulties, but also their emotional, social, and developmental needs (Goodman & Linn, 2003; Seltzer & Krauss, 2001). Child-Centered Play Therapy (CCPT) is an approach to play therapy that allows for nondirective therapeutic sessions between the child and therapist. The aim of this study was to examine the effectiveness of CCPT as an intervention that reduces teacher-identified and parent-identified behavioural and emotional difficulties among children diagnosed with ADHD (predominantly hyperactive/impulsive presentation). A quantitative methodology was followed and a quasiexperimental research design, specifically a time series design, was used to investigate changes in children’s behaviours, emotions and academic performance across baseline and intervention conditions. For this study, the target population included children formally diagnosed with ADHD, attending a school for children with physical and learning difficulties in the Western Cape. A group of children aged between 8 and 10 years was selected. The Vanderbilt ADHD Rating Scales (VADRS) for children aged 6 to 12 years was used to collect data and quantitative data analysis was performed. After the analyses of teacher responses over eight time points, statistically significant differences between data at various time points were found in the following categories: combined inattention and hyperactivity, defiance, and low mood and anxiety (P<0.01); academic performance (P<0.05); and a trend for inattention (significant at 10%, p=0.09). No significant differences were found between time points for the hyperactivity/impulsivity category. After the analyses of parent responses over four time points, statistically significant differences between data at various time points were found in all categories (P<0.01). After the analyses of combined teacher parent responses over four time points, statistically significant differences between data at various time points were found in all categories (P<0.01). Although the results of this study are promising, the nature of this study necessitates the need to conduct further CCPT-based interventions with individuals diagnosed with ADHD.
Author: Juanté Wall
Language: English
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2797950750