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.

This issue of the IJPT includes six articles, which are as follows:

Factors Related to the Use of Play Therapy Among Elementary School Counselor
(Van Horne, Post, & Phipps, 2018)

This article examines variables related to elementary school counselors’ use or nonuse of play therapy in the elementary school setting. The findings indicated that perceived effectiveness was a significant predictor of the use of play therapy among elementary school counselors. The implications of the findings include the value of the newly formed School Based Registered Play Therapist credential.

A Child-Centered Play Therapy Workshop for Professional Elementary School Counselors: An Exploratory Study

(Shin & Gonzalez, 2018)

This qualitative study describes the experiences of professional school counselors participating in a play therapy workshop as an introduction to child-centered play therapy (CCPT). Constructivism led this qualitative study to describe six professional school-counselor participants’ perceptions of CCPT and their experiences in attending the play therapy workshop.

Efficacy of the Flipped Classroom to Teach Play Therapy: A Mixed-Methods Study
(Counselman-Carpenter, 2018)

This mixed-methods study includes quantitative and qualitative measures and evaluates how a flipped classroom learning environment that included a hands-on experiential skills lab to teach play therapy improved student’s knowledge, attitude, and skills related to play therapy. The results of this study indicate strong support for the flipped classroom as an opportunity to develop graduate students’ knowledge, attitudes, and skills in play therapy.

Utilizing Child-Centered Play Therapy With Children Diagnosed With Autism Spectrum Disorder and Endured Trauma: A Case Example
(Guest & Ohrt, 2018)

This article presents a case study illustrating an adapted child-centered play therapy approach for children on the spectrum who have also endured trauma. Current treatment interventions for ASD are limited in flexibility and adaptive qualities. Flexibility is especially important for this population; therefore, a more responsive and open therapeutic approach is need.

Empowering Nondeployed Spouses and Children Through Filial Therapy
(Myrick, Green, Barnes, & Nowicki, 2018)

This article considers the fact that nondeployed parents are challenged during their spouses’ deployment cycles, as they assume the role of single parent in addition to all the financial and daily responsibilities. Evidence-based interventions, such as Filial Therapy, can assist the parent–child relationship by allowing for the attachment relationship to strengthen during a difficult time like deployment. This article aims to educate therapists about the complex experiences of nondeployed spouses and their children.

Play Therapists' Perceptions of Wellness and Self-Care Practices  
(Meany-Walen, Cobie-Nuss, Eittreim, Teeling, Wilson, & Xander, 2018)

This article surveys Registered Play Therapists and Registered Play Therapist Supervisors about their perceptions, practices, and suggestions for wellness and self-care. Play therapists, compared with providers of other treatment modalities, might be more susceptible to professional and personal impairment because they bear witness to children’s experiences through the process of play therapy. Yet no published research elaborates specifically on play therapists’ wellness attitudes and experiences.

Learning Objectives:

1. Readers will list which factor/s contribute and which do not contribute to the use of play therapy among elementary school counselors.
2. Readers will discuss the perceptions and experiences of professional school counselors attending a one-day play therapy workshop, and the development of a child-centered play therapy workshop tailored to the unique training needs of this population. 
3. This article demonstrates a case study in which a flipped classroom format is used to enhance masters' students learning of play therapy attitudes, skills and knowledge. Readers will describe how students perceived this type of experiential learning and how it impacted their engagement with play therapy theory and skills.
4. Readers will explain a) the concepts of Child-Centered Play Therapy, b) how this form of therapy fills the gaps presented by other forms of treatment for ASD, and c) the effectiveness of Child-Centered Play Therapy for children on the spectrum who have endured trauma.
5. Readers will discuss the complex experiences of nondeployed spouses and their children and explain the benefits of using Filial Therapy with this population.
6. Readers will list the elements this group of play therapists used to define wellness, the importance of self-care, what were considered to be self-care strategies, and ways self-care strategies were used to improve or maintain play therapists' wellness.