Abstract

An evaluation of the effect of ongoing support from a school staff member trained in attachment following a play therapy intervention.

By January 1, 2013No Comments

This mixed methods study with a Control Group followed two groups of five
boys aged 7-11 years who received an initial play therapy intervention. It sought to ascertain whether the benefits of play therapy are maintained after receiving an intervention from specially trained Attachment Workers in a school setting.

The study data included pre and post Strengths and Difficulties Questionnaire
(Goodmans, 1997); Teacher and Child questionnaires; a focus group for
Attachment Workers; and a children’s creative drawing exercise. A Literature
Review examined studies of Attachment Support in school settings.

The study findings demonstrated that ongoing support from an Attachment
Worker following play therapy is beneficial for boys aged 7-11 years. The group
which received intervention demonstrated their ability to form wide supportive
relationships which they continued to access for ongoing support. Significant
benefits were also identified in this group in the areas of resiliency in crisis and long term educational outcomes. The study also showed that Strengths and Difficulties (SDQ) scores are limited when evaluating the longer term impact of either play therapy or Attachment Worker support. Wider qualitative
measurements are essential to understand the other inter-dependent variables
at work.

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