The effects of child-centered group play therapy on emotional intelligence, behavior, and parenting stress

This study used a pretest-posttest control group design to examine the effects of 10 sessions of child-centered group play therapy on measures of emotional intelligence, behavior, and parenting stress. The relationship between play therapy and emotional intelligence has not yet been specifically addressed in the literature. This study also adds to the body of play therapy literature that uses psychometrically sound measures and a control group.;Participants were a convenience sample of 19 children ages 7 to 10 who were receiving wraparound services (i.e., child-centered, family-focused, and integrated services) through a private, community-based agency in the Northeast and who had been diagnosed with at least one Axis I mental disorder. The children presented with a wide range of mental health disorders, supporting the theoretical assumption that child-centered play therapy is appropriate for most children regardless of their particular symptoms or diagnosis. The BarOn Emotional Quotient Inventory: Youth Version: Short Form, the Child Behavior Checklist, and the Parenting Stress Index were used to measure differences respectively in emotional intelligence (EQ), problem behavior, and parenting stress.;Statistically significant differences were not found following treatment via the 3 instruments used. The small sample size, and therefore low statistical power, was a limitation of this study and is a common concern of play therapy research. Positive feedback from the treatment group and observations of the group leader, however, reflect the potential clinical benefits of child-centered group play therapy, including improved empathy and self-awareness and creation of a so-called social microcosm. Additional research is needed to address a more multi-dimensional assessment of EQ in children and the question of whether emotional intelligence (EQ) can improve over a short amount of time.