Perceived efficacy of play therapy as a treatment modality in schools

The use, prevalence, and efficacy of play therapy in schools were investigated. An analysis of survey results from 134 school psychologists indicated 40% of respondents use play therapy in schools. Factors such as training vs. non training and type of play therapy training, particularly workshops, were significant factors in play therapy usage. Significant barriers included lack of administrative support and training. In most cases, even those who reported that they were Non Users, endorsed using play therapy techniques, indicated they would use play therapy for given scenarios, and selected play therapy as a treatment for proposed vignettes. Implications suggest the need for increased emphasis on play therapy training through workshops, and increased administrative support to ease play therapy implementation in schools.