An early intervention approach for students displaying negative externalizing behaviors associated with childhood depression: A study of the efficacy of play therapy in the school

This research study investigated the efficacy of play therapy in the school system with students 4 years through 7 years of age who display negative externalizing behaviors that may be related with childhood depression. Students were initially recognized by classroom teachers followed by administration of the Preschool and Kindergarten Behavior Scales, Second Edition (PKBS-2), the Children's Depression Rating Scale, Revised (CDRS-R), and the Conners' Teacher Rating Scale, Revised (CTRS-R). Moderate correlations were found between two scores on PKBS-2 and the CDRS-R, indicating a correlation between negative behaviors and the possibility of childhood depression. Students who had moderate to high scores on the CBCL were also determined to have moderate to high scores on both the PKBS-2 and the CDRS-R. Participants of the study took part in 2 child centered play therapy sessions each week. Sessions were approximately 30 minutes in duration. Data was collected prior to the beginning of treatment (week 0), half way through treatment (week 4) and then after treatment was completed (week 8). Results showed that play therapy is a viable behavior intervention option that can be implemented in the school yielding significant positive results.