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Mining for Play Therapy Intelligence

An electronic publication to alert play therapists about current or emerging mental health trends, cutting-edge best practices, and other wisdom. Recent multi-disciplinary publications (intelligence) are scanned (mined) and citations reported to assist those who teach, practice, and supervise play therapy.

Produced quarterly each February, May, August, and November.


Issue: August 2019. Topics Include:

  • How does autism effect the therapeutic relationship between a child and therapist?
  • Does play therapy aid in the development of social-emotional competencies?
  •  How does improving parent/child relationship decrease anxiety and improve emotional regulation despite early trauma?
  • What are the perceived impacts of natural play spaces on social capital and community health improvement?
  • Training (SST) for children with Autism Spectrum Disorder (ASD)?
  • Which acceptance and mindfulness-based interventions offer bang for your buck?
  • Is there evidence to demonstrate the effectiveness of individual play therapy?
  • What areas are related to the quality of life in children with autism spectrum disorder in parents’ eyes?
  • What are the perceptions of mothers of children diagnosed with ADHD about the play of these children?
  • Why should play therapists care about play-based social interventions for youth with ASD?
  • Are professionals prepared to help bereaved children?
  • How can school-based, integrative, play therapy impact students with Autism and their teachers?
  • What are the experiences of play, playfulness and self-efficacy of parents of children with autism spectrum disorders (ASD) during parent-child play encounters?
  • How might the play of children be evaluated to determine the implementation at a governmental and institutional level of children’s basic human right to play?
  • What are the ethical considerations for using drawings in play therapy?
  • What are the effects of child-centered group play therapy (CCGPT) on anxiety symptoms and problematic classroom behaviors of preschool children?
  • Can a manualized, school-based Social Skills Training Curriculum positively impact targeted children who do not have an identified diagnosis?
  • How can professionals continue to support parents who have children with multiple disabilities when transitioning to the educational setting?
  • What consequences are our families experiencing as a result of mobile technology?


Clinical Editor

Elizabeth Burgin, NCC, LPC
University of North Texas, Fort Worth, TX