Outcome data show that we are making a difference!

It has been a busy year, and if you’ve been looking for a blog post, you’ve been disappointed. Life is calmer now that school is over, and we have some exciting results to report.

We had students in six schools last year and instituted two measures to help us evaluate the work we are doing with our young clients. We ask teachers to rate each student who has been seen consistently by a Schools Group intern on three measures: academic performance, social interactions, and classroom behavior.  They can agree, strongly agree, disagree or strongly disagree that the student had made improvements in these areas—or report no change.

We’ve just completed analysis of these data and results were very positive.  Teachers agreed that about 80% of the students receiving services from us improved in classroom behavior and social interactions.  They felt that 50% had improved in academic performance—a measure less likely to be as directly influenced by counseling as the other two.

In addition, here are some examples of what teachers took the time to add to their rating sheets:

“J. had great improvement with his behavior over the school year.  I saw a big difference with his anger.”

“H. still makes some bad decisions, but I believe she is more aware of her behavior and how it is affecting others.”

“You have been a stable presence for J. this year, and I know she looks forward to your times together.  Her behavior has shown marked improvement under your care.”

Although there is plentiful data to support the benefit of non-directive play therapy in a school setting, it is still very rewarding to have direct evidence that your work has had a positive effect.

Thanks to our six dedicated practicum students and  co-supervisor Kathryn Grubbs for a fruitful year!