Sand to screen: how virtual play therapy is being used in play therapy as a therapeutic approach
| dc.contributor.advisor | Halabuza, Donalda | |
| dc.contributor.author | Chorney, Peggy | |
| dc.contributor.committeemember | Hunter, Garson | |
| dc.date.accessioned | 2022-12-08T16:27:17Z | |
| dc.date.available | 2022-12-08T16:27:17Z | |
| dc.date.issued | 2021-10 | |
| dc.description | A Practicum Report Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Social Work, University of Regina. vii, 108 p. | en_US |
| dc.description.abstract | Close your eyes and imagine building blocks, miniature play creatures, modeling clay, paper, scissors and crayons. Many would associate this image with childhood play and the use of creative tools children use to create, explore and learn about their world through play. Now imagine a child intently focussed on a screen. Perhaps, that child is wearing a set of headphones and manipulating the tablet keyboard and mouse with their fingers. The child may be playing a virtual game, listening to a video or possibly chatting with others virtually. Childhood and the tools children play with often reflect the world we live in. This research practicum study sought to analyze perceptions and experiences of therapists about the technology they use in play therapy. Over the past number of years, there has been an increase in the interest, as well as, the concrete interaction of children with technology. The Covid-19 pandemic has made technology more essential, impacting the way we learn, communicate, and live our day to day lives. Like never before, technology is complementing and, in some situations, possibly replacing traditional methods of play. The pandemic has made in-person therapy, at times, impossible. Therapists have been forced to pursue virtual options for connecting with their clients. This research practicum consisted of interviews, surveys and a literature review that was aimed to synthesize and correlate themes regarding the use of virtual therapy with children ages 4-11 years. The literature review provided a historical review of play, play therapy, and technology in play therapy practices. Participants from the interviews and surveys revealed the strengths and challenges of virtual play therapy, as well as, practical and ethical concerns associated with incorporating virtual technology in play therapy. The findings will provide an opportunity to build social work knowledge on how virtual technology can be incorporated into play-based therapies. This knowledge will be shared with the Canadian Association of Play Therapy and the Saskatchewan Association of Social Workers. | en_US |
| dc.description.authorstatus | Student | en |
| dc.description.peerreview | yes | en |
| dc.identifier.uri | https://hdl.handle.net/10294/15511 | |
| dc.language.iso | en | en_US |
| dc.publisher | Faculty of Social Work, University of Regina | en_US |
| dc.subject | Children--Counseling of. | en_US |
| dc.subject | Play therapy. | en_US |
| dc.subject | Virtual reality therapy. | en_US |
| dc.title | Sand to screen: how virtual play therapy is being used in play therapy as a therapeutic approach | en_US |
| dc.title.alternative | Sand to screen | en_US |
| dc.type | Thesis | en |
| thesis.degree.department | Faculty of Social Work | en |
| thesis.degree.discipline | Social Work | en |
| thesis.degree.grantor | Faculty of Graduate Studies and Research, University of Regina | en |
| thesis.degree.level | Master's | en |
| thesis.degree.name | Master of Social Work (MSW) | en |