Problem An issue of mental health among children deserves attention. In 2009 Mental Health America indicated that almost one out of five children have experienced emotional distress, nevertheless, only one third of those children get the necessary help. Schools are in a position to provide early interventions for children who are identified with emotional behavioral problems (Meany-Walen, Bratton, & Kottman, 2014). The article pointed out disruptive behavior as the reason for students’ referrals, presenting a concern for early interventions. Meany-Walen et al., (2014) set out to examine the success of Adlerian Play Therapy (AdPT) on children who demonstrate disruptive behavior. Through examining the effectiveness of AdPT, the following question must be addressed: Was there a decrease in children’s disruptive behavior and teacher stress with
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Based on examination of the DOF, about 73% of students demonstrated appropriate behaviors after AdPT intervention. According to Meany-Walen et al., (2014), “…, of the 22 children demonstrating clinical or borderline levels of disruptive behavior problems prior to treatment, 16 (72.7%) moved into a more normative range of functioning after their participation in AdPT” (p. 52). Other findings of this research also indicated that 67% of the students showed enhancement and improvement in behaviors of being on task. Meany-Walen et al., (2014) states that “…12 of the 18 children (67.7%) demonstrating clinical or borderline levels of on-task behavior to intervention moved into the normal range of functioning after their participation in AdPT” (p.52). An additional research conducted by Meany-Walen & Teeling (2016) confirms the results of this study by revealing that AdPT was effective in improving disruptive
Based on examination of the DOF, about 73% of students demonstrated appropriate behaviors after AdPT intervention. According to Meany-Walen et al., (2014), “…, of the 22 children demonstrating clinical or borderline levels of disruptive behavior problems prior to treatment, 16 (72.7%) moved into a more normative range of functioning after their participation in AdPT” (p. 52). Other findings of this research also indicated that 67% of the students showed enhancement and improvement in behaviors of being on task. Meany-Walen et al., (2014) states that “…12 of the 18 children (67.7%) demonstrating clinical or borderline levels of on-task behavior to intervention moved into the normal range of functioning after their participation in AdPT” (p.52). An additional research conducted by Meany-Walen & Teeling (2016) confirms the results of this study by revealing that AdPT was effective in improving disruptive