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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Christine J. Yeh, Sara M. Aslan, Violeta E. Mendoza, Mio Tsukamoto
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DOI:10.17265/2159-5542/2015.07.004
University of San Francisco, San Francisco, USA
We evaluated the use of sandplay therapy with a sample of 32 elementary school students, who were evacuated from school during the World Trade Center Attacks of September 11, 2001. We collected qualitative and quantitative data on each of the students who participated in sandplay therapy. Qualitative data included detailed case notes and photos from each sandplay session with the students. Quantitative data included academic and school-based pre- and post-test data. Results reveal student improvements in test scores, counselor and teacher ratings, attendance, behavioral referrals suspensions, and counseling status. Finally, we offer recommendations for the use of sandplay therapy as a means for helping culturally diverse children psychologically, socially, emotionally, and academically.
sandplay therapy, World Trade Center Attacks, urban elementary schools, crisis response
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