Scientific articles
Peer-reviewed research underpinning Cognitive Behavioral Play Therapy.
This library gathers the studies, case reports and conference contributions that document the theoretical model and clinical application of Cognitive Behavioral Play Therapy. For the complete record of the Center's scholarly output, see our publications; to understand the method these works rest upon, read about Cognitive Behavioral Play Therapy.
Cognitive behavioral play therapy: Thirty years of evolution of the theoretical model and future research perspectives
Professional Psychology: Research and Practice, 56(6), 477–487
This article analyzes the history of cognitive behavioral play therapy by examining its stages of evolution, the evolution of the theoretical model, clinical cases, and the clinical and nonclinical settings in which it has been applied. Today there is confirmation that cognitive behavioral therapy, thanks to the integration of play, can be used with young children (3–8 years old). Preschool-aged children have not yet developed the cognitive skills to solve their problems, but using play in a therapeutic context makes it possible to apply empirically supported cognitive and behavioral techniques. All research and publications on preschool- and school-aged children from different geographical areas and cultural contexts are analyzed. (PsycInfo Database Record © 2025 APA, all rights reserved)
Cognitive-behavioral Play Therapy: from theory to clinical practice
pp. 1–36
The article presents cognitive-behavioral play therapy as a therapeutic approach directed at preschool and school-aged children, as well as their families. It analyzes studies and clinical cases that support the efficacy of play therapy in treating a variety of problems, highlighting the empirical support for the use of cognitive-behavioral techniques in play therapy.
Applicazione della «Play Therapy» cognitivo-comportamentale in un caso di ansia da separazione in una bambina di 4 anni e mezzo
pp. 303–313
The article presents Cognitive Behavioral Play Therapy and demonstrates its application in a case of separation anxiety disorder. Developed by S. M. Knell (1993) and further refined by M. A. Geraci (2022; 2024a), CBPT is a therapeutic approach designed for preschool and school-aged children, integrating cognitive and behavioral therapy techniques with play. The case of Alice, a 4.5-year-old girl experiencing separation anxiety, followed defined phases: orientation, evaluation, conceptualization, intervention, and conclusion. A parent training program gave parents strategies to manage Alice's behaviors. Over 25 sessions carried out across 9 months, techniques such as modeling, role-playing, and psychoeducation were implemented to cultivate adaptive coping skills. Follow-up assessments at 3 and 6 months indicated significant improvements, with anxiety levels normalized and a restart of activities such as dancing.
Case report: KETOLAND the psychoeducation program for ketogenic diet
Frontiers in Psychiatry, 14:1155717 (2023 Jun 8)
Glucose transporter type 1 deficiency syndrome (GLUT1DS) is a rare neurological disorder, for which ketogenic dietary therapies are the gold-standard treatment. Adherence is challenging for patients and families, so psychological support is highly recommended. This case report investigates the effectiveness of a psychoeducational program, partially delivered through telepsychology and based on the theoretical model of Cognitive Behavioral Play Therapy (CBPT), to support knowledge of and adherence to ketogenic dietary therapy in a patient with GLUT1DS whose clinical picture had worsened due to sparse knowledge of treatment principles. It proposes a model of psychoeducational intervention in a patient with a complex chronic disease.
PMID: 37363168 · PMCID: PMC10285047
Through play in a therapeutic context, empirically supported cognitive and behavioral techniques can reach children as young as three.
Questionnaire on the use of play in clinical practice with a sample of Italian psychologists
Clinical Developmental Psychology, Quarterly Journal, 1/2024, pp. 145–158
Play, universally recognized as an inalienable right of childhood by the United Nations, is defined by its pleasantness, completeness, intrinsic motivation, and lack of a predetermined goal. It plays a crucial role in child development, empowering children to exert some control over their environment and gain mastery over their experiences of the world. The survey shows that play is an essential element in clinical practice, especially among practitioners with a cognitive-behavioral orientation, used across all ages, at different stages of the therapeutic path and with different purposes. It also highlights a gap in knowledge about how play can be applied within developmental cognitive-behavioral psychotherapy.
Cognitive Behavioral Play Therapy and aggressive behavior and conduct disorders: a single case study
Presented at EABCT 2022 — 52nd Congress of the European Association for Behavioural and Cognitive Therapies, Barcelona, 7–10 September 2022
This study aims to verify the effectiveness of CBPT treatment on the reduction of problem behaviors and the development of coping skills for managing aggressive behavior and conduct problems. An 8-year-old child underwent 20 sessions of CBPT over a 6-month period and was evaluated at three time points: pre-treatment (T1), post-treatment (T2) and 12-month follow-up (T3). At each assessment, parents and teachers completed the Child Behaviour Checklist (Achenbach & Rescorla, 2001) and the Conners Rating Scales (Conners, 2007), alongside baseline monitoring of aggressive behavior. The intervention followed the phases of the Knell (1999) model — introduction/orientation, assessment, intermediate and conclusion — using puppetry, storytelling and expressive arts to improve problem solving and emotional regulation.
Cognitive Behavioral Play Therapy (CBPT) and emotional dysregulation: a single case study
Presented at ICCP 2021 — 10th International Congress of Cognitive Psychotherapy (virtual), 13–15 May 2021
This work aims to verify the effectiveness of CBPT treatment on the reduction of problem behaviors and the development of coping skills for emotional regulation. It concerns a 7-year-old boy with anger management problems, evaluated at pre-treatment (T1), post-treatment (T2) and 30-month follow-up (T3) using the Child Behavior Checklist (Achenbach & Rescorla, 2001), the Conners Rating Scales (Conners, 2007) and baseline monitoring of problem-behavior frequency. The protocol was structured in 15 CBPT sessions over 6 months, preceded by 12 Child-Centered Play Therapy sessions to ensure a safe climate and the child's acceptance. The intervention followed the Knell (1999) model, using puppetry, storytelling and expressive arts to improve problem solving and emotional regulation.
From research to practice
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