Circus Arts Therapy^® Fitness and Play Therapy Program Shows Positive Clinical Results
(Heller & Taglialatela, 2018)

The goals of this article include introducing Circus Arts Therapy fitness and play therapy program, designed for children ages 4-17, which combines both directed structured activities with nondirective approaches implemented within a ciruc0based context (e.g., juggling, trapeze, tight wire), and to evaluate the physical and emotional benefits of participating in this type of therapy. Parental report data were collected about children who participated in two 8-week sessions of the program, and results indicate significant benefits in physicality, ability to function as a team, and ability to follow directions.

The Impact of Kinder Training on Young Children's On-Task Behavior: A Single-Case Design
(Chen & Lindo, 2018)

The purpose of this study was to investigate the impact of kinder training on young children's on-task behavior in the classroom. Three elementary school teachers conducted weekly individual play sessions with three students they identified as frequently exhibiting off-task behavior. The findings provide support for kinder training as an effective play-based professional development training model that can improve students' on-task behavior.

Practitioner Experiences of Touch in Working With Children in Play Therapy
(Courtney & Siu, 2018)

This exploratory research examined practitioner attitudes related to varied types of touch (e.g., shaking hands, hugging, holding) in working with children and teenagers in play therapy sessions. The outcomes underscored the need for practitioners to develop clinical and ethical competencies in touch with recommendations toward curriculums in university graduate programs, and in continuing education training including mandatory supervisory seminars.

Service Learning and Live Supervision as Early Components in Play Therapy Training
(Thanasiu, Rust, & Walter, 2018)

As the number of mental health practitioners with interest in play therapy grows, more research is needed to add to the evidence base for play therapy training. In order to examine the impact of service learning and live supervision early in the play therapy training process, the authors assessed play therapy trainees' play therapy attitudes, knowledge, and skills both before and at the conclusion of a training module. Furthermore, the authors explored the relationship between the supervisory working alliance and trainees' perceptions of their play therapy attitudes, knowledge and skills.

Religious Faith in Play Therapy: Survey Findings
(Baggerly, 2018)

The aim of this survey was to identify play therapists' awareness, knowledge, and skills related to religious faith in play therapy. Results of 308 registered play therapists (RPT) or RPT-Supervisors participation gin the study showed that 82% endorsed religious faith or spiritual belief as being central to their own identity, 75% agreed that children have spiritual awareness, 88% reported confidence in responding to children's questions about God in a way that honors their religion. Themes of positive and negative displays of religious faith were identified.

Jennifer Baggerly PhD, LPC-S, RPT-S

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