By: Amanda M. Eggers
Garza Y. & Bratton, S. (2005). School-based child centered play therapy with Hispanic children: Outcomes and cultural consideration. International Journal of Play Therapy, 14(1), 51-80.
In recognizing that the United States is a melting pot for innumerous different races, religions, and customs, one must also acknowledge the necessity of having culturally competent school and mental health counselors. This study specifically examines the county’s largest and fastest growing minority group. Hispanic children account for 35% of the public school population, and that number is only expected to climb in the coming years. Unfortunately, it appears that many of these children face an uphill battle as they progress through the school system. The National Center for Education Statistics has identified this population as having the highest dropout rate. Many of the students who fail to thrive in an academic session also go on to battle substance abuse addiction, teen pregnancy, and behavioral problems. The authors of this study go on to cite recent literature that suggests that Hispanic families “are not likely to utilize community mental health clinics, resulting in significant unmet psychosocial needs for these children,” leaving them “misdiagnosed and underserved.” Garza and Bratton hypothesize that the intervention of play therapy will best serve Hispanic children in counseling setting. They believe that culturally competent counselors who implore this child-centered technique will be most effective in fostering the developmental needs of this unique population. As the study details, many advocates suggest that Hispanics “tend to prefer interpersonal relationships that are nurturing, loving, intimate, and respectful.” By combining therapist congruence and empathy with cultural responsiveness, the authors believe that behavior problems in Hispanic children will decrease.
The present study was completed in a Southwestern United States school district whose Hispanic population is approximately 35%, a number that closely reflects that of the national population for this minority group. The thirty participants selected ranged from 5 to 11 years of age. All of the children were native Spanish speakers and had been referred to counseling services for behavioral issues. The group was then randomly divided, with half the participants assigned to the Child Centered Play Therapy (CCPT) intervention treatment. The remaining 15 children were to receive curriculum-based small group counseling. The authors found it interesting to note that although all participants were identified as “Hispanic” in their school records, 13 children were identified as “Mexican” by their parents because they were born in Mexico, not the United States. It is possible that these families are simply more traditional in their Mexican culture and identify more closely with that ethnic label. The interventions were 30 minutes long and occurred once a week for 15 weeks. All treatment providers were bilingual and gave children the choice of speaking in English, Spanish, or a combination of both. The experimental group received the CCPT treatment in playrooms equipped with special toys that were culturally specific (utensils with Mexican designs, dolls with darker skin tones, fake foods common to Mexican culture, etc.). The comparison group was treated for the same length of time, but in a different manner. Children worked in small groups alongside a leader who facilitated discussion and play-based activities involving self-esteem, problem-solving, and improving peer relations. For both groups, parents and teachers of the subjects were asked to complete the Behavior Assessment Scale for Children (BASC). This instrument, which was available to parents in both Spanish and English, was used to rate a child’s internalizing and externalizing behaviors.
After the post-test data was collected, a two factor ANOVA was used to assess the significance (if any) of the results. Overall, it was found that play therapy had a significant treatment effect on decreasing externalizing behaviors, when compared with no treatment. Parents of children in the experimental group also reported improvement in self-control and compliance with rules. Children that received the CCPT also showed a decrease in internalizing behaviors, such as anxiety. Though a moderate treatment effect was seen, these results were not statistically significant. Researchers also collected some supplemental subjective data after the treatment. School personnel noted that referrals for negative behaviors decreased for some children following the CCPT. Also, some of the more withdrawn students had begun to participate and interact more with others.
This study on CCPT has brought up a number of key issues that must be considered by school counselors working with the Hispanic population. The statistics clearly depict the challenges that Hispanic students face. Counselors must be aware of the increased likelihood these children have of dropping out before completing high school, and the dangerous behaviors they are prone to picking up as a result. Lack of parental knowledge of available services is also a significant problem. School personnel must collaborate in finding a way to break the cultural barrier and aid parents in finding help for their children when they need it. The lack of Spanish-speaking counselors also acts as a barrier for Hispanic students. Counselors who will be working in school districts with a large Hispanic population may chose to learn at least the basics of the language in order to best serve these families. The article also notes previous studies that have found that Hispanic children respond positively to person-centered approaches. It is important that counselors be aware of the therapeutic tactics that will be most effective.
The positive findings of this study are quite relevant to the field of school counseling. Professionals in this area must strive to be culturally competent, working as advocates for each and every student. This research illustrates how important culturally responsive services are to the goal of providing equal access to educational support for these children. Counselors must embrace the uniqueness of each student and work to respect the different aspects of the culture that he or she comes from. The present study also demonstrated the excitement of the Hispanic children when given the opportunity to play with the more culture-specific toys during therapy. Counselors who decide to use play therapy with minority populations in their school (Hispanic or other), should try to find toys that make the students feel most at home. When given the opportunity to play in a setting that is more in their natural element, it seems that there is a better chance for positive development. In closing, this study recommends that all school counselors strive to be informed. Consults with colleagues and parents, researching cultural customs, working alongside community organizations and other actions will help school counselors provide the best means of support to minority populations.