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International Journal of Play Therapy
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The quarterly International Journal of Play Therapy® is a peer-reviewed journal with  scholarly articles about current play therapy research, case studies, theoretical applications, current practices.

Produced each January, April, July, and October.    

Available on PsycNet, and its articles archived by APA.


January 2019, Vol. 28, No. 1

Group Adlerian Play Therapy
(Meany-Walen & Kottman, 2019)

In this article, the authors include a brief explanation of Adlerian Play therapy and group play therapy, a description of Group Adlerian Play therapy concepts and skills, as well as a case example. Readers will find theoretical and practical applications of Group Adlerian Play Therapy for their clinical practice and research.

Assessing the Utility and Fidelity of the Adlerian Play Therapy Skills Checklist Using Qualitative Content Analysis
(Dillman Taylor & Kottman, 2019)

In this research article, readers will find a description of the Adlerian Play Therapy Skills Checklist (Kottman, 2009; Kottman & Meany-Walen, 2016) and interrater reliability for the instrument. Results indicated acceptable interrater reliability across the four phases of Adlerian Play Therapy, ranging from r = .78 to r = .89. Implications for counselor education and clinical practice, limitations, and suggestions for future research are presented.

To Know or Not to Know: Empathic Use of Client Background Information in Child-Centered Play Therapy
(Goicoechea & Fitzpatrick, 2019)

This article explores a tension in the CCPT literature concerning whether or not therapist use of client background information impedes this nondirective, empathic attitude. Theoretical assumptions underlying the debate are examined, and empathy is theorized from a phenomenological perspective as both affective and cognitive, deeply relational, and aimed at understanding the child’s present and past experiences. Case examples illustrate circumspect use of client background information consistent with CCPT.

School-Based Filial Therapy in Regional and Remote New South Wales, Australia
(Cooper & Oliaro, 2019)

The authors of this article describe School-Based Filial Therapy (SBFT). SBFT programs are training programs for teachers, school learning-support officers, and teacher’s aides (paraprofessionals) working in regional and remote primary-school settings. The program educates paraprofessionals in the therapeutic foundations and skills involved in facilitating child-centered play therapy (or, “special play sessions”) with children who have mild to moderate emotional and behavioral disturbances.

Child-Teacher Relationship Training as a Head Start Early Mental Health Intervention for Children Exhibiting Disruptive Behavior
(Gonzales-Ball & Bratton, 2019)

In this research article, the authors report on a study conducted with Head Start teachers and their aides. Analysis of pre- to mid- to posttests results revealed that, when compared to the active control group, Child-Teacher Relationship Training (CTRT) demonstrated a large treatment effect on reducing children’s levels of disruptive behavior. The statistical, practical, and clinical findings of this study provide validation of CTRT as a viable early mental health intervention for preschool children in Head Start exhibiting disruptive behaviors.


Clinical Editor
Edward Hudspeth, PhD, LPC, RPT-S
Associate Dean of Counseling Academics, COCE
Southern New Hampshire University, Manchester, NH