• Korean Journal of Child Studies
• /
• v.27 no.5
• /
• pp.1-17
• /
• 2006

This study on filial play therapy training as parent education included 12 experimental group mothers, 11 control group mothers, and their 5-year-old children. Over 5 weeks, experimental group mothers received 2 hours filial therapy training 10 times, twice a week, and 30 minutes home special play 4 times, once a week. Each mother was videotaped playing with her child and completed three self-report instruments : Parental Acceptance Scale(Porter, 1954), Parenting Stress Index(Abidin, 1990), and Child Behavior Checklist(Oh et al., 1997) before and after the training. Pre- and post-test data was analyzed by paired-t test. Filial play therapy training enhanced empathy in adult-child interaction during free play. Significant increases appeared in parental acceptance level of child's feeling and autonomy.

• Korean Journal of Child Studies
• /
• v.30 no.4
• /
• pp.99-117
• /
• 2009

This study examined the effectiveness of the Filial Therapy program for children with Separation Anxiety Disorder (SAD). Subjects were 8 mother-child dyads each in the experimental and comparison groups. Mann-Whitney U-test and the Wilcoxon Matched-Pairs Signed-Ranks Test were performed following the therapeutic program. After application of the Filial Therapy program, results showed that, compared to the control group, (1) parents of SAD children in the experimental group significantly increased their level of empathic interactions with their children. AND (2) the experimental group children significantly reduced level of somatic complaints, anxious/depressed, and social problems. Conclusions were that Filial Therapy is an effective program for improvement of parent-child relationship of SAD children but not for changing problem behavior of SAD children.

• Korean Journal of Child Studies
• /
• v.27 no.6
• /
• pp.13-34
• /
• 2006

The study analyzed reflections on parenting and its meaning represented on mothers' self-reports of filial therapy sessions. The filial therapy program consisted of understanding of child development and parental role, practicing new parenting skill, feedback from the play therapist, lectures on child-centered play therapy, supervision of mother's play therapy sessions, and writing journals. Through repeated meta-parenting experiences during the sessions, four mothers who had relationship problems with their children improved awareness of themselves as parents, authentic understanding of the mother-child relationship and development, and reflections of their parental abilities despite individual differences.

• Korean Journal of Human Ecology
• /
• v.20 no.1
• /
• pp.21-38
• /
• 2011

The purpose of this study is to understand mothers' experiences in filial therapy and to investigate them from a phenomenological perspective. For these purposes, three mothers were observed in a filial therapy process from a counselor and researcher perspective from December 2009 to April 23, 2010. After the program, mothers were interviewed and video tape were used in order to a better understand their experiences. Their experiences were analyzed in a format of experience with time, space, relation, and body, and interpreted their meanings. The result of the study shows the follows: Mothers have failed to put a priority on making time for a special play session.; They also had conflicts when they were unable to handle new skills.; They failed to make proper responses; They failed to internalize the space itself; The first intense emotion they felt in a play session was 'awkward.'; They learned what kind of person they were by using new skills through the body.; The method of how mothers formed a relationship with their children revealed itself in play. The meanings of participation in filial therapy can be discussed from two perspectives; 'becoming an observer' and 'taking care of'.

• Korean Journal of Child Studies
• /
• v.28 no.3
• /
• pp.45-59
• /
• 2007

This study included 12 mothers and their 5-year-old children. Over 5 weeks, mothers participated in 2 hours filial therapy training twice a week, and 30 minutes special play at home once a week. Each mother was videotaped playing with her child and completed three self-report instruments : Parental Acceptance Scale(Porter, 1954), Parenting Stress Index(Abidin, 1990), and Child Behavior Checklist(Oh et al., 1997). These measurements were taken three times : before, immediately after, and 8 weeks after the program. Enhanced empathic interaction and parental acceptance level through filial play therapy training was maintained 8 weeks after the training. Eight weeks after the training, child's behavior problems were significantly reduced in comparison to immediately after the training.

• Korean Journal of Child Studies
• /
• v.27 no.1
• /
• pp.45-65
• /
• 2006

This study was conducted with the aim of improving sibling relationships of children based on a filial therapy program. Three pairs of young children with problematic behavior regarding sibling relationships participated in this study along with their mothers. The program consisted of four main courses : an instructional course for the mother, a play therapy course, a feedback course, and an evaluation course. The program was conducted in ten weekly 2-hour sessions. Results showed positive changes in mother-child and sibling interactions in all three cases. It was concluded that the program was effective in developing proper sibling relationships through enhancing mother-child interactions.

• Korean Journal of Child Studies
• /
• v.29 no.1
• /
• pp.63-86
• /
• 2008

The study examined whether small group filial therapy for maladjusted young children and their mothers would improve children's interpersonal relationships. Two mother-child pairs participated in the program consisting 12 group parent education sessions by a therapist and 6 sessions of supervised play therapy. All 18 sessions ran 85-90 minutes once a week. Results showed positive changes on initiated interactions, co-play, emotional closeness and manifest joy in mother-child play interactions. Scores of playfulness rated by two trained observers during weekly group play time for the children showed improvement in terms of physical, social, and cognitive spontaneity, manifest joy and humor. Quality of children's interpersonal relationships in routine life of home and preschool was enhanced according to reports of mothers and preschool teachers.

• Korean Journal of Human Ecology
• /
• v.13 no.2
• /
• pp.215-224
• /
• 2004

The purpose of this article was to describe the effectiveness of group filial therapy program for undergraduate students in the period of their pre-parenthood. The goal was to enhance empathy in adult-child interaction, to facilitate students' sensitivity to the child, and to reduce children's behavioral problems. The program was implemented once a week for 8 weeks. Each session was implemented for 120 minutes. The subjects were 13 undergraduate students(22-24 years old) and 13 children(4-10 years old). Pre and post-tests were implemented. After 8 week intervention program, there were significant differences between pre and post-tests. The undergraduate students improved in their empathy in adult-child interaction and enhanced sensitivity to child.

• Korean Journal of Child Studies
• /
• v.27 no.6
• /
• pp.107-121
• /
• 2006

Based on the 10 week filial therapy model developed by Landreth (1991) for parents in lower income families, this study used the pre- and post- test model applied to an experimental group of 9 individuals. The program was implemented in three hour sessions, once a week for eight weeks. T-tests were performed following the therapeutic program. Results were that all four subcategories of parent's acceptance capability (respect for children's emotion and emotional expression management, understanding of children's unique temperament, understanding of children's desire for autonomy, and unconditional love for children) showed statistically significant differences between the pre- and post- tests (p< .001). Differences between the pre- and post test on parents' stress approached significance.

• CELLMED
• /
• v.13 no.2
• /
• pp.1.1-1.5
• /
• 2023

The purpose of this study is to propose a role as healing music through Hoesimgok's interaction. The song "Hoesimgok (悔心曲, 回心曲, Regretting Song)" means a song that expresses regret. There's nothing more desperate than my parents in a song of regret. Your heart for your late parents must be the thing you regret the most. We always think that we should be filial to my parents, but we can't. We are under a lot of stress due to situations and environments that are unintentionally not filial. Audiences who show self-reflection on their filial piety become emotional identities with those who sing with the lyrics and actions of songs and music. Therefore, Hoesimgok is a song and a prayer. Music exerts a range of powerful biological effects beyond nice sound and furthermore, it is expanding to music therapy. It can also bring about peace of mind by regulating sympathetic nervous system excitation. Our results suggest that Hoesimgok can have the effect of making listeners as well as singers happy.