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KMID : 1094520170200010081
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Korean Journal of Play Therapy
2017 Volume.20 No. 1 p.81 ~ p.103
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Play Therapists’ Experience of School-Based Play Therapy: Community Professional Resource Connections between an Elementary School and University
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Lee Eun-Ah Kim
Han Hee-Young
Seo In-Sook
Yoo Mee-Sook
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Abstract
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The purpose of this study was to develop a theory explaining the experience of play therapists who were sent to an elementary school as a part of community professional resource connection. 8 participants were recruited and focus group interviews were analyzed based on grounded theory, yielding 90 concepts, 25 sub-categories, 11 categories of major themes. The phenomena were identified as `struggles as play therapists who were sent to a school setting` and `distress in building cooperative relationships with the many significant others of the client.` The process of the play therapists` experience included the following: (1) Experiencing confusion in school-based play therapy, (2) Overcoming challenges through supervision and peer consultation, (3) Experiencing a deep therapeutic relationship and the personal meaning of the therapeutic relationship, (4) Moving a step forward through the process of integrating knowledge, skills, and personal experience, and (5) Discovering the meaning of school-based play therapy. These findings suggest a number of implications for mental health professionals and school personnel to promote the further development of school-based play therapy in an effort to support community children and their families.
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KEYWORD
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School-based play therapy, child-centered play therapy, community professional resource connection, grounded theory
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