• Korean Journal of Play Therapy
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• v.21 no.4
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• pp.449-471
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• 2018

This instrumental case study analysed the play engaged in during play therapy sessions provided for a child suffering from tension, embarrassment, and anxiety. The client, a 4-year-old girl, was referred to play therapy due to high levels of difficulties in expressing her thoughts, and her refusal to engage in group activities at a child care center. Child initiative play therapy and the consultation with the mother focused on building her child rearing skills and helping her create a facilitating environment for her child were employed as the therapeutic intervention. The teacher's weekly report focused on child behaviors at the child care center were continued during the sessions. 12 play therapy sessions were provided and there was a follow-up session after one month. The process of the play therapy itself and the themes thus revealed were analyzed on the basis of Erikson's developmental theory and the findings provide implications for mental health professionals.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.4 no.1
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• pp.142-163
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• 1993

A 8 year old boy with problems of hyperactivity, impulsivity received playpsychotherapy. Through the detailed examination of their contents and group supervision of play therapy session, common mistakes novice therapist make frequently and tasks in the initial phase of play psychotherapy are illustrated. Therapist's personality and anxiety frequently interferes therapeutic processes. Common mistakes therapist makes during initial phase of play therapy are ; therapist's over-enthusiasm, overinvolvement or non-responsiveness, premature or inappropriate interpretation and direct connection of play theme to reality. It is utmost important for the therapist to make positive and trusting relationship with the patient in the initial phase of the therapy. In order to do so therapist must accept the patient as he is, permit the patient takes his leads. And as a result, the Patient can go through corrected developmental experience. In conclusion, it is a therapist's main task to establish relationship.

• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.107-128
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• 2020

This study analyzed trends in play therapy for adults in order to search trends in academic research related to play therapy for adults published in Korea. The purpose of this research is to suggest the implications for future research, clinical practice, and education and training. For this study, 73 academic papers published in Korea were selected from 2009 to 2019 on play therapy for adults. As results showed a tendency to expand to various subjects and units while quantitatively growing in a short period of time.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.11 no.2
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• pp.161-178
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• 2000

The author reviewed history and development of variable approaches of play psychotherapy. To understand basic concepts and practical factors of play, the functions of play behavior and it's clinical application were summarized. As major therapeutic approaches, both theoretical concepts and practical techniques of psychoanalytic approach and those of nondirective approach were presented. For clinician it is important to know developmental theories which can be applied to various therapeutic technics and to apply these theories to play therapy situations. So, to know the developmental approach in play psychotherapy, play as a developmental process, its' therapeutic application, play in the perspective of cognitive development and the therapeutic process of play psychotherapy were reviewed. With the knowledge of developmental concept therapists can increase their abilities to prescribe an appropriate type of play therapy.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.15 no.2
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• pp.132-142
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• 2004

Most articles of Reactive Attachment Disorder reported Disinhibited Type children adopted from other countries. Reports from only Turkey and Korea focused on Inhibited Type of Reactive Attachment Disorder children whom raised by their own parents and whose symptoms are very similar to Autistic Disorder. Since articles of treatment of Reactive Attachment Disorder, especially for Inhibited Type are very rare, this article informed the author's experiences of treatment for Korean Reactive Attachment Disorder children since 1987. To treat Reactive Attachment Disorder patients and their parents, three important areas must be included : 1) to make a therapeutic environment for a Reactive Attachment Disorder child, 2) to make an attachment between Reactive Attachment Disorder child and his/her mother through individual play therapy, filial therapy, and group therapy with sibling or peer, 3) to catch up developmental delay by speech therapy, cognitive therapy and therapeutic education. This treatment methods can be more easily and more effectively applied to Korean patients than other methods from western countries including USA or England.

• Journal of Families and Better Life
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• v.35 no.1
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• pp.83-105
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• 2017

The purpose of this study is to strengthen the professional competence of novice play therapists through training, and to develop a CCPT internship program that encourages them to participate by experiencing play therapy education and cases. The five novice play therapists who participated in this study were currently getting their master's degrees in child psychotherapy. The novice play therapists's CCPT Internship program conducts 20 hours of education and practices, 24 hours of group supervision, 16 sessions of play therapy. The results of the research were as follows. First, the novice play therapist's CCPT internship program gave the play therapists positive effects on the development level. Second, the novice play therapist's CCPT internship program had a positive effect on the therapists' performance ability on play therapy. Third, the change of psychological and emotional reactions of play therapists through self-examination was different depending on the stage in the play therapy.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.3 no.1
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• pp.138-146
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• 1992

The study presented the experience of playtherapy of a 6-yr old girl with elective mutism and attempted to understand her psychopathology and formulated her psychodynamic which was expressed though the therapeutic process of playtherapy in the viewpoint of developmental model. Therapist's attitude was nondirective and supportive. Main theme of her play, fantasy and art was separation anxiety and abandonment fear as the result of continued psychic traumas such as separation from her grandmother and physical abuse by her father and mother etc. So she couldn't achieve developmental tasks such as autonomy and separation individuation and became generally inhibited and selectively mute. The process of play therapy was summarized and coceptualized as her successful progress through sequential developmental phases within the therapeutic relation ship. By reexperiencing this developmental process, she could accomplish her autonomy and separation individuation and developed to oedipal stage and successfully resolve oedipal conflict.

• Therapeutic Science for Rehabilitation
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• v.10 no.3
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• pp.97-110
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• 2021

Objective : This study aimed to develop evaluation items based on Parten's social play developmental stages to measure social play in preschool children. Methods : Through a literature review, the investigation items according to Parten's social play developmental stages were collected. Two Delphi surveys were conducted using 22 expert panels. An understanding of the contents of the preliminary items was determined via parents of preschool children. The evaluation method was established through an expert advisory meeting. Results : Through data collection and the Delphi survey, a total of 89 items were drawn, including 12 unoccupied behaviors, 7 onlooker behaviors, 14 solitary play, 16 parallel play, 17 associative play, and 23 cooperative play items. The average content validity ratio of the Delphi survey was 0.85. The stability was 0.15. The consensus was 0.78. The final preliminary evaluation items comprised a total of 40 items, including 17 for associative play and 23 for cooperative play. Conclusion : An evaluation items that can measure social play in preschool children was developed, and its content validity was verified. It is expected to be used as an evaluation tool in clinical practice.

• Korean Journal of Child Studies
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• v.27 no.6
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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.

• The Journal of Korean Academy of Sensory Integration
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• v.16 no.1
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• pp.25-34
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• 2018

Objective : This study aims to figure out the effect that sensory integration group therapy has on the fine motor, social interaction and playfulness of preschool children with intellectual disability. Methods : Participants were four children from three to five years old who were diagnosed with intellectual disabilities and they participated in twelve sessions of sensory integration group therapy, sixty minutes per session and once a week. Sensory integration group therapy was composed of parallel and peer play-centered gross motor activities, art activities and sensory plays that were related to each theme. Erhardt Developmental Prehension Assessment (EDPA), Penn Interactive Peer Play Scale (PIPPS) and Test of Playfulness (ToP) were used to evaluate participants' fine motor, social interaction and playfulness before and after the intervention. Results of fine motor, social interaction and playfulness before and after the intervention were compared using Wilcoxon matched-pair signed rank test. Results : After sensory integration group therapy intervention, the fine motor skills of participants did not show significant increases, but social interaction and playfulness showed significant increases (p< .05). Conclusion : Although sensory integration group therapy with preschool children with intellectual disability did not show positive improvement in fine motor skills, it showed positive effect on social interaction and playfulness. Group sensory integration therapy might be an intervention approach for all children with disabilities.