Master of Fine Arts, Miami University, 2021, Art

Thousands of children are adopted both domestically and internationally every year. Many of these children come from institutional or foster care and suffer from complex trauma, abuse and neglect, which negatively affect their transition and attachment with their adoptive families (Van Der Kolk, 2005). If left untreated, these effects can last into adulthood, impairing a person's ability to form secure relationships throughout their lives (White, 2014). The purpose of this research is to explore the use of virtual play—especially play therapy—to help adopted children in Pennsylvania work through these past traumas so they can form healthy attachments with their adoptive families. As a result, treating complex trauma in these children requires treatment that addresses the whole child: 1) safety, 2) relationships and 3) self-regulation and management (Purvis, 2013). Up until this point, most interventions are behavioral-based and revolve around the caregiver and family, such as attachment parenting and Trust-Based Relational Intervention (TBRI) training (Chobhthaigh, 2019). However, few studies focus on adopted children and their use of play, and no studies have been published that revolve around the use of virtual play to treat adopted children with trauma.

Psy. D., Antioch University, 2023, Antioch Santa Barbara: Clinical Psychology

While not yet an official diagnosis, Complex trauma is considered to be multifaceted and nuanced diagnosis that can include emotional abuse, neglect, physical abuse, sexual abuse, witness domestic violence, ethnic cleansing, and wartime (Herman, 2015; Cook et al., 2005). Perhaps the most distinct consequences of complex trauma lie in its effect on an individual's ability to regulate emotional and affective states (Schore, 2012, Van der Kolk, 2015) as well as one's ability to develop secure attachments (Bosmans et al., 2020; Bowlby, 1988) and ultimately, interpersonal intimacy in adulthood (Schroder et al., 2019). Research has shown that individuals are able to develop secure attachments through mechanisms such as therapy, group support, and therapeutic play (Schwartz, 2013; Syropoulos, 2020; Cossa, 2020). Improvisational Theater has long been revered as an instrument toward psychological healing (Felsman, 2019; Valke, 2018; Bermant, 2013) but little is known about the specific impacts on participants who report a history of complex trauma. This research will serve to bridge a knowledge gap between the serious world of psychology and the playful world of Improvisational Theater by looking at the lived experience of those who participate and report a history of complex trauma. This dissertation is available in open access at AURA, https://aura.antioch.edu/, and OhioLINK ETD Center, https://etd.ohiolink.edu.

MFA, Kent State University, 2018, College of the Arts / School of Art

ABSTRACT MALCOLM, KRISTINA, M.F.A. DECEMEBER 2018 ART ADULT TOYS Advisor: Andrew Kuebeck My research focuses on creating works to inspire curiosity to heal the body. This thesis investigates the effects of play in recovery from the negative effects of stress. Play improves the quality of life, by forgetting to play we prevent our bodies the opportunity to heal. Play is as essential as rest in recovering from illness because it allows for adaptivity in the brain. In play, we have new experiences which forge new neural pathways which may keep us healthy longer and decrease the chances of developing or stave off the effects of: autoimmune diseases, mental illness, Dementia, and Alzheimer's disease. New experiences through play in adults also improves relaxation while simultaneously acting in the mind as a simulant which fuels imagination and creativity while enhancing problem solving skills and improving emotional well-being. Studies have proven that in adults, play increases joy, relieves stress, supercharges learning, and makes work more productive and pleasurable. Play therapy is a cognitive approach to wellness through counseling or psychotherapy. A room designed for Play Therapy has five types of toys. The models are: Fantasy Play which includes costumes and roll playing type toys. Aggressive Play is represented by warlike toys like guns or swords. Nurturing Play therapy comes in the form of things you care for like kitchenettes and dolls. Adventure Play is considered toys with fear associated with them like snakes. Creative Play in a play therapy room consists of toys like building blocks and drawing utensils. My work uses these models to create accessories dealing with similar principles. Plants with roots exposed are nurtured against the body. Insects encourage you to go out of your comfort zone to wear them. Glow-in-the-dark accessories encourage make-believe. Puzzles and modular artworks a (open full item for complete abstract)

Specialist in Education, Miami University, 2004, Educational Psychology

The purpose of this paper is to examine practitioners' perceptions of the utility of play therapy, and based upon those perceptions, whether or not the practitioner utilizes the form of intervention. The study investigated four dimensions regarding the use of play therapy: individual perception of the techniques, training in the methods, self-efficacy to perform techniques, and individual value of play. Results were analyzed via one-way Analysis of Variance (ANOVA). The dimensions on perception, training, and self-efficacy were supported through the research as a predictor of the utilization of play therapy methods. The value dimension, however, was not supported. This paper also presents limitations of the study and recommendations for future research.

Psy. D., Antioch University, 2016, Antioch Santa Barbara: Clinical Psychology

The purpose of this phenomenological study was to describe the experience of facilitating the Oaklander Model of Gestalt Play Therapy when treating children or adolescents in psychotherapy. Interviews were conducted with clinicians who have received training and use the Oaklander method in their practice of psychotherapy. Transcriptions of the interviews were coded and analyzed, revealing a consistent experience along various themes. Participants reported that this Gestalt method allows a non-linear method of helping clients to unfold according to the needs and challenges of each session. Participants also reported that the end goal of the Oaklander Gestalt model helped young clients express themselves through the use of customized strategies that included consideration of the experiences and physical capabilities of children. The model's focus on the strength of the clinician-client, clinician-parent, and parent-client relationship facilitated self-awareness and sense of self through effective mind-body interventions. Further exploration by broadening the range, size, and type of sample studied is recommended. The electronic version of this dissertation is available free at Ohiolink ETD Center, www.ohiolink.edu/etd

Doctor of Philosophy, University of Akron, 2015, Marriage and Family Counseling/Therapy

This qualitative Delphi study explored the importance of training for credentialing of marriage and family therapists and, more specifically, training family therapists to include children in family therapy. The purpose of this study was to understand how the inclusion of children impacts therapy outcomes and why marriage and family therapists need additional training and credentialing standards to work with children. A thorough literature review on children in family therapy, play therapy literature, and a synthesis of these two fields have been provided. Expert panelists provided insight based on theory and experience to address the research question: What training objectives and methods are identified by practicing marriage and family therapists working with children to encourage success in training and including children in family therapy? In addition, this study explored two additional areas: (a) if the inclusion of children in family therapy is essential to the principles of cornerstone family therapy theories; and (b) if training for credentialing of marriage and family therapists needs to change to promote further confidence and competence among family therapists including children in therapy. A discussion of the findings, limitations of the study, and implications for therapists and training programs, and direction for further research are addressed after the conclusion of the study.

Doctor of Philosophy, Case Western Reserve University, 2008, Psychology

The main objective of the study was to determine whether a Cognitive Behavioral Play Intervention would be effective at enhancing hope and increasing adjustment to school in preschool aged children. The Cognitive Behavioral Play Intervention was developed based on Knell's (1993; 1998) Cognitive Behavioral Play Therapy and Snyder, et. al.'s (1997) conceptualization of hope in children. Forty-eight children were randomly assigned to three conditions: a Cognitive Behavioral Play Intervention, a free play control condition or a puzzles/coloring control condition. It was hypothesized that the CBP Intervention group would have significantly higher hope and greater school adjustment than the control groups. A multi-method/multi-informant approach was used to assess children's hope, perceived competence, problem solving ability, school liking, social competence, anxiety-withdrawal, and play processes at baseline and outcome. The major results of the study were that the CBP Intervention group, as compared to the puzzles/coloring control group, had significantly higher hope, higher social competence, and less anxiety-withdrawal symptoms, according to teacher report. There was a trend which indicated that both the CBP Intervention group and the free play control group had more positive feelings about school than the puzzles/coloring control group, according to teacher report. This was the first intervention to increase preschool children's hope and the first study to provide empirical support for cognitive behavioral play strategies.

Doctor of Education (Educational Leadership), Youngstown State University, 2021, Department of Teacher Education and Leadership Studies

The purpose of the current investigation is to analyze extant research examining the impact of play therapy on the development of language skills in young children with autism spectrum disorder (ASD). As rates of ASD diagnoses continue to increase, families and educators are faced with making critical decisions regarding the selection and implementation of evidence-based practices or therapies, including play-based interventions, to support the developing child as early as 18 months of age. Research on rare diseases and low incidence disabilities are difficult and lack available evidence as the conditions and responses to interventions vary by person. The following study investigates whether play-based interventions should be considered as effective means of increasing language development in young children with ASD. In addition, this study was conducted to identify specific moderators or variables associated with the effectiveness of play-based interventions. In order to conduct the present investigation, a meta-analysis was conducted, based on a collection of available research. Using data extraction software, the researcher conducted statistical analyses, Tau-U and Hierarchical Linear Modeling (HLM), to measure effect sizes across the available data and further assess whether specific moderators play a role in the usefulness or success of play therapy to promote language development in young children with ASD. The results revealed that play-based interventions are considered an effective intervention to support language development in young children with ASD and identified frequency, duration, and type of play-based intervention as significant predictors of language development for young children with ASD who participate in play-based interventions. Such findings offer insights for educators, families, clinicians, and others who are make decisions regarding the recommendation, selection, and implementation of play-based therapy as an intervention to increase lan (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2017, Counselor Education (Education)

Children with disabilities represent a marginalized population who confront many obstacles in achieving optimal health and social experiences (Laudan & Loprest, 2012). Specifically, children with disabilities encounter various obstacles towards adjusting to a different way of living. Many children with disabilities experience societal and attitudinal barriers that further exacerbate the disability adaptation process. As a result, clinical counselors hold a foundational role towards empowering children with disabilities (Henderson & Thompson, 2011). However, practitioners must maintain a level of competence and understanding of the common challenges that children with disabilities encounter. Unfortunately, there remain significant limitations in the counseling research for serving children with disabilities. Considering the diversity of cognitive, verbal, and motor functioning of children with disabilities, clinicians must explore more innovating treatment modalities for serving children with disabilities. The purpose of this study was to gain a greater understanding of the play therapy experience for children with disabilities who participated in play therapy services at The Child Protection Center of Ross County. Since it is common that counseling professionals serve children with disabilities, this study offers professionals additional insight into the potential benefit of play therapy for children with disabilities. This dissertation provides a rich thick description of the experiences of five children who participated in play therapy intervention with a child advocacy center in south central, Ohio. This dissertation employs qualitative research that uses naturalistic inquiry. This qualitative study utilized separate semi-structured, open-ended interviews with five children with disabilities who were served by a child advocacy center in southern, Ohio. Additional interviews were conducted with three of the caregivers of these children, and two play therapi (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 1984, Graduate School

Doctor of Philosophy, The Ohio State University, 1983, Graduate School

Doctor of Philosophy, The Ohio State University, 1980, Graduate School

Doctor of Philosophy, The Ohio State University, 1978, Graduate School

Doctor of Philosophy, The Ohio State University, 1975, Graduate School

Doctor of Philosophy, The Ohio State University, 1975, Graduate School

Psy. D., Antioch University, 2015, Antioch New England: Clinical Psychology

This dissertation evaluated archival data from the implementation of a child-centered approach to play therapy with a young girl diagnosed with autism. Goals of treatment included promoting spontaneous symbolic play and increasing verbal communication skills. Young children with autism who engage in early intervention often receive behavioral interventions, such as applied behavior analysis (ABA), on a regular basis. However, the use of child-centered play therapy as an intervention is not as common, as play is frequently viewed as being a deficiency for children with autism. In psychological theory, play is often regarded as a child's work, and his or her primary mode of communication. Play, of any type, is vital for the healthy development of all children. Through a review of the literature, the importance of play interventions for children with autism is argued. Next, the use of child-centered play therapy with the goal of enhancing both spontaneous symbolic play and functional language for children with autism is examined. Methods for how the intervention was implemented and evaluated will be described. The results of the coded sessions are reviewed and explored. Results are then discussed through a traditional narrative case study method, highlighted by examples that occurred during therapy sessions. Information from an interview with the parents is narrated to illustrate their perspective on the implementation of the intervention, as well as their own experiences with the diagnosis. Limitations and challenges to the research are explored, followed by recommendations for future research. Finally, who should receive this type of intervention as well as when CCPT should be considered is discussed.

MLS, Kent State University, 2013, College of Arts and Sciences / Liberal Studies Program

Carol E. Briney is the founding executive director of Reentry Bridge Network, Inc. and Reentry Solutions, Inc. Briney believes that a systematic approach is required to reduce the likelihood of recidivisim. For nearly a decade, she has written and facilitated holistic pro-social programs inside prisons and in community forums. Her programs support bridging the gap between prison and community by focusing on human value, grief-impairment, daily literacy, reentry and job readiness, trauma-informed care, the healing arts, and understanding poverty. Briney's work is founded on her strong belief - If we can’t help people to realize their own universal value, how can we expect them to see the value in their victims or their environment? This is gained through asset building, not punitive action. It takes community to reduce recidivism.