Childhood Trauma and Play Therapy: A Responsive Approach in Elementary School Counselling
Bibliographic record
Abstract
Childhood trauma is a public health concern with a significant presence in Canada's population. The literature shows several domains of impairment that result from childhood trauma, including attachment, biology, affect regulation, dissociation, behavioural control, cognition, and self-concept. From the school perspective, untreated mental health problems in childhood interfere with the ability to succeed in school. In particular, self-regulation, learning and memory, and social relationships are three key difficulties traumatized children experience in the school setting. School counsellors have a particular responsibility to respond in trauma-informed and developmentally-appropriate ways to students’ social, emotional, and safety needs. In North America, play therapy has continued to emerge as the preferred and primary evidence-based therapeutic approach for children to target a range of behavioural, developmental, academic, social, and conduct problems and disorders; however, it has not been sufficiently researched in the context of school-based play therapy practice by school counsellors. In fact, many school counsellors are not using play therapy in their practice and most are not trained in using it at all. This capstone seeks to explore how elementary school counsellors can use play therapy approaches to support students who have experienced childhood trauma. It presents an introductory professional development session for elementary school counsellors in childhood trauma and play therapy and suggests future directions for research in the fields of play therapy and childhood trauma.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".