• 아동학회지
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• 제27권5호
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• pp.1-17
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• 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.

• 아동학회지
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• 제27권6호
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• pp.13-34
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• 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.

• 아동학회지
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• 제28권3호
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• pp.45-59
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• 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.

• 한국생활과학회지
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• 제20권1호
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• pp.21-38
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• 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'.

• 아동학회지
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• 제29권1호
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• pp.63-86
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• 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.

• 아동학회지
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• 제27권1호
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• pp.45-65
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• 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.

• 아동학회지
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• 제27권6호
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• pp.107-121
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• 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.

• 한국생활과학회지
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• 제13권2호
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• pp.215-224
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• 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.

• 한국생활과학회지
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• 제18권2호
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• pp.325-340
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• 2009

The study aims at verifying the parents' and children's changing process while using parents' play therapy in parent education program to improve the relationship between parents and their children. The experimental group consisted of 42 mothers who have preschoolers in the age range of 3-5, and was compared with the control group of 42 mothers. They joined together a series of 8 sessions (2 hours? or 16 hours?) once a week and took pre- and post-test. All of the sessions were recorded with a VCR camera. All the changing process the mothers showed was analyzed qualitatively to see what happened to the mothers and their children by the methods of coding, taxonomic analysis, critical events, componential analysis, and casual chain analysis suggested by Spradley(1980). The analyses showed that the mothers who participated in the program come to take more sympathetic, receptive attitudes to their children, while the children get better in the children's emotional behavioral problems in the qualitative analysis as well as the quantitative analysis.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제15권2호
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• pp.132-142
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• 2004

반응성 애착 장애에 관한 미국과 영국으로부터의 대부분 논문들은 국외에서 입양한 탈억제형(Disinhibited Type) 반응성 애착장애를 보고하였다. 터키와 한국에서만 반응성 애착장애의 억제형(Inhibited Type) 아동들에 대한 보고를 하고 있는데 대부분 친부모에 의해 양육되고 있으며 그들의 증세는 자폐장애와 매우 유사하다. 반응성 애착장애의 치료, 특히 억제형의 치료에 대한 논문은 매우 드문 상태이기 때문에 저자는 1987년부터 한국의 반응성 애착장애 아동들을 치료해 온 경험을 이 논문에 자세히 기술하였다. 반응성 애착장애 환자와 그 부모들을 치료하기 위해서는 세가지 중요한 영역이 반드시 포함되어야 한다：1) 반응성 애착장애 아동에게 치료적인 환경을 조성해 주어야 한다. 2)개별 놀이치료, 엄마 놀이치료, 형제 놀이치료, 또래 놀이치료, 집단 놀이치료를 통해 반응성 애착장애 아동과 그 엄마와의 사이에 애착을 형성시켜 주어야 한다. 3) 언어치료, 인지치료, 치료교육등을 통하여 뒤진 발달을 촉진시켜 주어야 한다. 이 치료방법은 미국이나 영국을 포함한 서구에서의 다른 치료 방법보다 우리나라 환자들에게 좀더 쉽게 좀더 효과적으로 적용될 수 있을 것이다.