Therapeutic Play and Its Effect on Children's Psychosocial Well-Being
NCT ID: NCT06845111
Last Updated: 2025-11-21
Study Results
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Basic Information
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COMPLETED
NA
53 participants
INTERVENTIONAL
2024-05-01
2024-12-01
Brief Summary
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Detailed Description
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Therapeutic play intervention is based on the belief that play is a universal language that allows children to easily express their feelings and thoughts. This approach is an effective strategy that helps the child to explore their problems, seek solutions, express their feelings and emotional regulation. It also promotes cognitive development, reduces anxiety and stress, and increases confidence.
Providing appropriate support to children after a traumatic event such as an earthquake is critical for preventing future psychological problems. In this context, providing children with supportive approaches such as play therapy and conducting these methods by expert teams can contribute to children's well-being. Therapeutic games play an important role by providing a universal language for children to express their emotions and cope with stress.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
SUPPORTIVE_CARE
SINGLE
Study Groups
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Experimental: Group receiving Therapeutic Play
The Therapeutic Play-Based Intervention Programme (TOTEM) designed for the research was carried out with the children in the intervention group on the determined days and hours. The children were administered the post-test immediately after the end of the programme and then the retention test at the end of the first month.
Therapeutic play
In this context, the pre-school teachers in the container area were contacted and the sessions were held every Wednesday-Thursday (8 sessions in total) for 5 weeks, taking into account their availability hours. Children were included in the programme in groups of 12. Before data collection, the necessary materials were provided and stored in an empty container. It was found appropriate to complete the trainings in kindergartens located in the container city (4). A total of 3 evaluations were carried out: a post-test immediately after the end of the programme and a retention test at the end of the first month.
Control Group
Control group (routine education programme): The children in the control group were administered a pre-test in the kindergartens they were currently attending (which were included in daily routine life, games, etc. by preschool teachers living in the city), a post-test after five weeks in parallel with the study group, and then a retention test at the end of the first month. Considering ethical principles, the TOTEM programme was also applied to the children in this group after the study was completed.
No interventions assigned to this group
Interventions
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Therapeutic play
In this context, the pre-school teachers in the container area were contacted and the sessions were held every Wednesday-Thursday (8 sessions in total) for 5 weeks, taking into account their availability hours. Children were included in the programme in groups of 12. Before data collection, the necessary materials were provided and stored in an empty container. It was found appropriate to complete the trainings in kindergartens located in the container city (4). A total of 3 evaluations were carried out: a post-test immediately after the end of the programme and a retention test at the end of the first month.
Eligibility Criteria
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Inclusion Criteria
* Having literate parents
* Having adequate Turkish receptive-expressive language skills
* Not having a previously diagnosed psychiatric problem declared by the parents
* Not having participated in a training programme on psychosocial well-being before
* Not attending any pre-school education institution at the time of the training
* Volunteering to participate in the study by themselves and their parents
Exclusion Criteria
* The participant has not participated in one or more of the trainings to be given within the scope of the programme
* The participant shows any diagnosed atypical development
* Children who show a level of resistance that disrupts their adaptation to normal life in pre-tests, during the study or in post-tests, children with anxiety disorder or other psychiatric problems
4 Years
6 Years
ALL
Yes
Sponsors
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Kahramanmaraş İstiklal University
OTHER
Kocaeli University
OTHER
Responsible Party
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Sinem Yalnızoglu Caka
Assoc. Prof.
Locations
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Kocaeli University
Kocaeli, Izmit, Turkey (Türkiye)
Countries
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References
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Park EJ, Lee MS, Bae SM, Kim HS, Hong M, Kim E, Lee SK, Kim J, Bhang SY. Promising Effect of the Children in Disaster: Evaluation and Recovery Intervention on Trauma Symptoms and Quality of Life for Children and Adolescents: A Controlled Study. Psychiatry Investig. 2024 Feb;21(2):123-132. doi: 10.30773/pi.2023.0202. Epub 2024 Feb 8.
Wong CL, Ip WY, Kwok BMC, Choi KC, Ng BKW, Chan CWH. Effects of therapeutic play on children undergoing cast-removal procedures: a randomised controlled trial. BMJ Open. 2018 Jul 5;8(7):e021071. doi: 10.1136/bmjopen-2017-021071.
Juwita, H. 2019. "Effectiveness of multimodal interventions play therapy: Colouring and origami against anxiety levels in toddler ages," Journal of Health Science and Prevention, 3(3S), 46-51.
Silva, L., Oliveira, C., Oliveira, J., Bandeira, P., Matos, J., Gomes, E., et al. 2022. "Use of therapeutic play in nursing care for school-age children: a scoping review," Preprints (2022).
Satapathy S, Dang S, Sagar R, Dwivedi SN. Resilience in Children and Adolescents Survived Psychologically Traumatic Life Events: A Critical Review of Application of Resilience Assessment Tools for Clinical Referral and Intervention. Trauma Violence Abuse. 2022 Jan;23(1):288-300. doi: 10.1177/1524838020939126. Epub 2020 Jul 23.
Bratton, S., Ray, D., Rhine, T., & Jones, L. 2005. "The Efficacy of Play Therapy With Children: A Meta-Analytic Review of Treatment Outcomes," Professional Psychology: Research and Practice, 36, 376-390.
Diaz-Rodriguez M, Alcantara-Rubio L, Aguilar-Garcia D, Perez-Munoz C, Carretero-Bravo J, Puertas-Cristobal E. The Effect of Play on Pain and Anxiety in Children in the Field of Nursing: A Systematic Review. J Pediatr Nurs. 2021 Nov-Dec;61:15-22. doi: 10.1016/j.pedn.2021.02.022. Epub 2021 Mar 10.
Nursanaa, W., Ady, I. 2020. "Play Therapy for Children with Anxiety Disorders," Proceedings of Social Sciences & Humanities, 81-86.
Gülmez, İ., & Karaaziz, M. 2023. "A systematic review on the use of play therapy in sexually abused children," The Journal of Social Sciences, 62(62), 450-466.
Leblanc, M., & Ritchie, M. 2001. "A meta-analysis of play therapy outcomes," Counselling Psychology Quarterly, 14, 149-163.
Humble JJ, Summers NL, Villarreal V, Styck KM, Sullivan JR, Hechler JM, Warren BS. Child-Centered Play Therapy for Youths Who Have Experienced Trauma: a Systematic Literature Review. J Child Adolesc Trauma. 2018 Nov 9;12(3):365-375. doi: 10.1007/s40653-018-0235-7. eCollection 2019 Sep.
Ray, D. C., & Armstrong, S. A. 2021. "Child-centered play therapy: A review of research and practice," International Journal of Play Therapy, 30(1), 1-12.
Other Identifiers
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123S913
Identifier Type: OTHER_GRANT
Identifier Source: secondary_id
2023/15/15
Identifier Type: -
Identifier Source: org_study_id
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