• Journal of Digital Convergence
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• v.16 no.2
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• pp.367-373
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• 2018

The main purpose of this article is to explore the use of movies (i.e., cinematherapy) as a recreation therapy intervention tool. This paper begins with literature review regarding the concepts and origin of cinematherapy and introduces cinematherapy as a viable intervention option as in recreation therapy or other clinical settings. The authors provide detailed guidelines for the process of cinematherapy sessions and other practical recommendations and considerations for incorporating cinematherapy into recreation therapy practice. Guided sample questions for the debriefing stages are illustrated and lastly, examples of movies that can be used in cinematherapy suggested by recreation therapists.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.57-66
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• 2021

The purpose of this study was to verify whether the Interactive Cinematherapy Course developed based on discussion is still effective for emotional intelligence and empathic ability, even in a college lecture environment where courses are given online due to COVID-19. The subjects were enrolled in the Interactive Cinematherapy Course and experienced either an online (N=139) or offline (N=212) course before and after COVID-19. To the offline course, students were given structural questions and conducted discussions, whereas the online course students were given feedback via e-mail to substitute discussion. The results were as follows. Compared to the offline courses, students in both online/offline courses commonly showed an increase in "Other's emotion appraisal", "Cognitive Empathy", "Perspective taking", "Fantasy", and "Emphatic Concern". The online course students showed an increase in the "Use of emotion", while offline course students showed an increase in "Self emotion appraisal". This shows that online and offline courses do not have a significant difference in effects. In qualitative research, the lecturer's communication ability and concern helped enhance the effectiveness of the Interactive Cinematherapy Course given online. This implies that communication between the lecturer and students and role of the lecturer are more important than the online environment.