Therapeutic Play: Undergraduate Students’ Perceptions of the Process and Outcome, of Supervised Play-based Training
Kristin K. Meany-Walen, Natalya A. Lindo, Kristie Opiola, Chiao-Feng Chung, Chen, S. Y.; Yi Ju Cheng, Dina Yousef, Erin Turley

Abstract
Play is children’s natural mode of communication. Professionals who work with children must respond in a way that is developmentally appropriate, such as through play and play-based interventions. In this study we used a qualitative research design to evaluate students’ perceptions of the process and outcome of an undergraduate, university course designed to teach students basic child-centered play therapy skills. Results of this study indicate that students valued the process of learning play-based skills and perceived positive outcomes in their professional and personal relationships based on the training.

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