ABSTRACT
This chapter covers the rationale and considerations for group play therapy in schools, and discusses Child-Centered Group Play Therapy (CCGPT) and provides readers with a case study of CCGPT in schools. There is an increasing need for evidence-based developmentally appropriate interventions to treat the growing number of students in schools with mental health concerns. An additional consideration when using play therapy in schools is the inclusion of teachers in the process. CCGPT is developed from Child-Centered Play Therapy and its person-centered philosophy of change. The school counselor had continuously advocated for play therapy in the school with administrators, and because of this, had full support for individual and group play therapy. The group of four discussed in this section showed progress for all participants on the Teacher-Child Rating Scale , thus providing support for mental health professional to advocate with administrators on the efficacy of school-based play therapy.
