This study examined the effect of a nature-based play therapy program with early elementary school children exhibiting behavioral problems. The program was based on research attesting to the effectiveness of child-centered play therapy (CCPT) on children with mental health issues and research on the benefits of contact with nature. The resulting program – referred to as “nature-based child-centered play therapy” (NBCCPT) – integrates the principles of CCPT within the natural outdoor environment. Most of the materials used during a nature-based play therapy session are natural items, such as leaves, sticks, water, and sand.
Participants for this study were four children (two boys and two girls) completing a seven-week NBCCPT program. Counselors trained in NBCCPT met individually with each child for 30 minute sessions twice a week. Three of the children were six year olds; one was eight. The children were referred to the intervention program by teachers and school counselors for behavioral problems in the classroom. Each therapy session was observed and rated using the Play Therapy Skills Checklist (PTSK).
Before beginning data collection for this study, teachers completed the Teachers Report Form (TRF) for each potential participant. The TRF is an assessment tool designed to collect teachers' perspectives on a child's behavior and performance within a school setting. Trained observers also completed a Direct Observation Form (DOF) three times each week beginning three weeks prior to the intervention program to establish a baseline for each participating child. The DOF measures on/off task behaviors and other behavior-related problems. The DOF observations continued during the seven week intervention and three weeks following the intervention.
Data analysis included a comparison of change in each participant's behavior with “intended change,” defined as an increase in on-task behavior and a decrease in behavior problems during and after the seven-week intervention program. Two of the participants demonstrated a decrease in total behavior problems during the intervention with one of the two also showing an increase in on-task behaviors. These improvements were maintained after the intervention period. A third participant started to show improvements towards the end of the intervention period with these improvements continuing after the program.
Implications for counseling discussed by the researchers include the idea that NBCCPT might be helpful in addressing some of the barriers faced by school counselors in conducting play therapy sessions in a school setting, especially in relation to space and materials. With NBCCPT, neither office space nor manufactured materials are necessary. Additionally, the outdoor setting for NBCCPT may be less intimidating for children.
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