title: Assessing play-based activities, child talk, and single session outcome in family therapy with young children.
abstract: This exploratory, observational study was designed to reveal descriptive information regarding therapists' actual practices with preschool- and school-aged children in a single session of family therapy and to investigate change mechanisms in family play therapy that have been proposed to make this approach effective. A purposive sample of 30 families receiving family therapy was recruited and video-taped during a family session where at least one child between the ages of 4 and 12 was present. Following the session, the therapist and parent(s) completed questionnaires while one of the children (aged 4-12) was interviewed. Session recordings were coded, minute-by-minute, for participant talk time, visual aids or props used, and therapy technique type (e.g., play-based/activity vs. talk-only techniques). Hierarchical regression and canonical correlational analyses revealed evidence supporting the theory that play-based techniques promote young children's participation, enhance the quality of the child-therapist relationship, and build positive emotional experiences in family therapy.
authors.affiliation: University of Georgia.
authors.forename: Amber B
authors.initials: AB
authors.lastname: Willis
authors.forename: Lynda H
authors.initials: LH
authors.lastname: Walters
authors.forename: D Russell
authors.initials: DR
authors.lastname: Crane
mesh_terms: D000328:Adult; D002648:Child; D002675:Child, Preschool; D005196:Family Therapy / Q000379:methods* / Q000592:standards; D005260:Female; D006801:Humans; D008297:Male; D008875:Middle Aged; D010043:Outcome and Process Assessment, Health Care; D010989:Play Therapy / Q000379:methods* / Q000592:standards; D014705:Verbal Behavior; D055815:Young Adult