This article discusses a study investigating the impact of two school counseling interventions, child-centered play therapy (CCPT) and teacher consultation, on teacher-child relationship stress. CCPT and teacher consultation were conducted with 93 (pre-kindergarten to fifth grade) elementary school students across three elementary schools deemed to be at risk and ethnically diverse. Students were divided into three treatment groups: CCPT only, teacher consultation only, and a combined CCPT and teacher consultation group. Results demonstrated significant differences between pretesting and posttesting on the Index of Teaching Stress. All treatment groups were found to have statistically significant reduction in teacher and student problem characteristics with large effect sizes for total stress.
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