Date of Conferral

10-21-2025

Degree

Ph.D.

School

Counselor Education and Supervision

Advisor

Shelli Friess

Abstract

Minority students are often omitted from social, economic, cultural, and political life due to ethnicity or poverty, which increases their risk of adverse childhood experiences, such as abuse or neglect, and increases their likelihood of discrimination that can obstruct their normal childhood development, including academic performance. Child-centered play therapy (CCPT) is a multiculturally appropriate approach that creates a safe and nonjudgmental environment, supporting adjustment and coping. However, many school counselors are not using CCPT. The research question was as follows: What are the lived experiences of school counselors who use CCPT in their work at high-diversity elementary schools? This study used a hermeneutic phenomenology to understand the experiences of six school counselors from different states with CCPT training and experience. Through a Gadamerian analysis, themes were identified to support the needs of school counselors working in high-diversity elementary schools. Results showed CCPT benefits with diverse students and highlighted school counselor barriers that hinder their ability to fulfill their roles within the schools, such as a lack of partnerships in practice, administrative burdens, balancing demands and availability, resource limitations, and gaps in professional preparation. Moreover, results emphasized that by heightening the use of CCPT, students will also improve their overall experiences and well-being. Future research is recommended to focus on male counselors and the newer credential of school-based registered play therapists. Additional studies would also benefit from measures that will further strengthen the use of CCPT and inform policy and program development.

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