Children who struggle with off-task behaviors often develop additional behavioral and mental health issues. These issues can include; anxiety, depression, teen pregnancy, substance abuse, and often wind up dropping out of school. If students with off task behaviors are able to increase their ability to focus and learn the classroom environment would become a much richer learning experience for all the children including those with the behavioral issue. This article records the findings of the effects Adlerian play therapy had on a group of children with off-task behaviors (294-5). What are off-task behaviors? These behaviors can also be describes as disruptive or externalizing behaviors. They include; rule breaking, aggression, swearing, hyperactivity, verbal outbursts, and
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Children are able to improve social skills, self-regulation, and expression. Because play is the natural mode of communication in children the belief is that they might communicate more of their experiences within the group. Group therapy allows for two levels of processing interpersonal and intrapersonal. A review of studies that used group play therapy as the independent variable have shown positive results for improving children’s functioning (297). Only recently has research been conducted and published that investigates the effectiveness of Adlerian play therapy –all of which used individual Adlerian play therapy sessions. Meany-Walen conducted the first known study in which 58 elementary students, with disruptive behaviors, were assigned to 1 of 2 treatment groups. Half to the Adlerian play therapy group and the other half to a reading mentoring, active control group. The results revealed significant findings that Adlerian play therapy was effective at reducing student’s disruptive behavior and increasing their classroom on-task behavior
Children are able to improve social skills, self-regulation, and expression. Because play is the natural mode of communication in children the belief is that they might communicate more of their experiences within the group. Group therapy allows for two levels of processing interpersonal and intrapersonal. A review of studies that used group play therapy as the independent variable have shown positive results for improving children’s functioning (297). Only recently has research been conducted and published that investigates the effectiveness of Adlerian play therapy –all of which used individual Adlerian play therapy sessions. Meany-Walen conducted the first known study in which 58 elementary students, with disruptive behaviors, were assigned to 1 of 2 treatment groups. Half to the Adlerian play therapy group and the other half to a reading mentoring, active control group. The results revealed significant findings that Adlerian play therapy was effective at reducing student’s disruptive behavior and increasing their classroom on-task behavior