Improving Access to Quality Mental Health Services for Georgia’s Youth Through Enhancements in Social Work Education

Research demonstrates that children with access to in-school mental health services are significantly more likely to receive treatment. Child-Centered Play Therapy (CCPT), a culturally sensitive, evidence-based therapeutic intervention, is poised to be able to address these disparities in access to care. In addition, school-based social workers—already serving in K-12 Georgia schools—are perfectly positioned to provide critically-needed school-based mental health treatment services.

Product one is a systematic review focused on primary research that assessed the outcomes of the effectiveness of CCPT in addressing unmet mental health needs in K-12 public schools. The purpose of conducting a systematic literature review was to establish a foundation of quality research assessing play therapy outcomes in school settings and to explore previous attempts to address inequities in access to care. Next, product two is a conceptual paper exploring grounding CCPT theoretically in the systems perspective of social work and an anti-oppressive practice approach. Finally, product three outlines a holistic approach to operationalizing child-centered play therapy (CCPT) training in K-12 school systems across Georgia—through targeted enhancements to social work continuing education training.

Through innovative social work education initiatives—such as widespread Child-Centered Play Therapy (CCPT) training during school social worker continuing education—social work educators could increase clinical education opportunities for K-12 school staff while increasing access to quality mental health care for our most at-risk youth—and potentially transforming Georgia’s mental health in the process.
April 24, 2023 11:20 AM – 12:20 PM EDT
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