Play Therapy as an Interventional Strategy for Emotional Disorders in Primary Students: A Dual Case Study Examination

Abstract

This study investigates the effectiveness of play therapy interventions on the emotional well-being and behavior of elementary school students. Through structured interviews with class teachers and analysis of pre- and post-intervention Strengths and Difficulties Questionnaire (SDQ) scores, the research focused on two students, S and G, who exhibited significant behavioral challenges prior to the intervention. Initial assessments indicated that student S engaged in solitary activities such as drawing, and student G showed minimal interest in classroom engagement. Following the sand tray play therapy sessions, both students displayed remarkable behavioral improvements: S showed a willingness to listen to the teacher for short periods, and G participated actively in classroom learning. The intervention resulted in a substantial decrease in SDQ scores, suggesting improvements in emotional symptoms, conduct problems, peer relationship issues, and hyperactivity. These findings support the efficacy of play therapy in not only addressing behavioral and emotional difficulties but also in fostering an environment conducive to learning and student participation. The results underscore the potential of this therapeutic approach as a beneficial tool in educational settings, aligning with Jungian theories on the therapeutic power of play.