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Efficacy of the flipped classroom to teach play therapy: A mixed-methods study
Resource type
Author/contributor
- Counselman-Carpenter, Elisabeth A. (Author)
Title
Efficacy of the flipped classroom to teach play therapy: A mixed-methods study
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 < .001), with the biggest growth in the skills subscale (p < .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)
Publication
International Journal of Play Therapy
Date
2018
Volume
27
Issue
3
Pages
146-156
Citation Key
counselman-carpenterEfficacyFlippedClassroom2018
ISSN
1939-0629(Electronic),1555-6824(Print)
Short Title
Efficacy of the flipped classroom to teach play therapy
Library Catalog
APA PsycNET
Extra
5 citations (Crossref) [2023-10-31]
Citation
Counselman-Carpenter, E. A. (2018). Efficacy of the flipped classroom to teach play therapy: A mixed-methods study. International Journal of Play Therapy, 27(3), 146–156. https://doi.org/10.1037/pla0000076
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