Efficacy of the flipped classroom to teach play therapy: A mixed-methods study. Counselman-Carpenter, E. A. International Journal of Play Therapy, 27(3):146–156, 2018.
doi  abstract   bibtex   
This mixed-methods study, including quantitative and qualitative measures, evaluated how a flipped classroom learning environment that included a hands-on experiential skills lab to teach play therapy improved student’s knowledge, attitude, and skills related to play therapy. Participating students (n = 18) completed the Play Therapy Knowledge, Attitudes, and Skills Survey (PTKASS) at the beginning and the end of the course. Students also reflected upon their experience in the skills lab each week in anonymous online feedback journals, which were analyzed at the conclusion of the semester for common themes by multiple coders. Students scores were significantly different on all subscales of the PTKASS: attitude (p = .0012), knowledge (p \textless .001), with the biggest growth in the skills subscale (p \textless .001). Through concurrent triangulation, these differences directly correlated to relevant qualitative themes that emerged from student feedback journals. The results of this study indicate strong support for the flipped classroom as an opportunity to develop graduate students’ knowledge, attitudes, and skills in play therapy. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
@article{counselman-carpenter_efficacy_2018,
	title = {Efficacy of the flipped classroom to teach play therapy: {A} mixed-methods study},
	volume = {27},
	issn = {1939-0629(Electronic),1555-6824(Print)},
	shorttitle = {Efficacy of the flipped classroom to teach play therapy},
	doi = {10.1037/pla0000076},
	abstract = {This mixed-methods study, including quantitative and qualitative measures, evaluated how a flipped classroom learning environment that included a hands-on experiential skills lab to teach play therapy improved student’s knowledge, attitude, and skills related to play therapy. Participating students (n = 18) completed the Play Therapy Knowledge, Attitudes, and Skills Survey (PTKASS) at the beginning and the end of the course. Students also reflected upon their experience in the skills lab each week in anonymous online feedback journals, which were analyzed at the conclusion of the semester for common themes by multiple coders. Students scores were significantly different on all subscales of the PTKASS: attitude (p = .0012), knowledge (p {\textless} .001), with the biggest growth in the skills subscale (p {\textless} .001). Through concurrent triangulation, these differences directly correlated to relevant qualitative themes that emerged from student feedback journals. The results of this study indicate strong support for the flipped classroom as an opportunity to develop graduate students’ knowledge, attitudes, and skills in play therapy. (PsycINFO Database Record (c) 2018 APA, all rights reserved)},
	number = {3},
	journal = {International Journal of Play Therapy},
	author = {Counselman-Carpenter, Elisabeth A.},
	year = {2018},
	keywords = {Classrooms, Clinical Practice, Play Therapy, Professional Development, Social Casework, Teaching Methods, dept.swk},
	pages = {146--156}
}

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