• Korean Journal of Child Studies
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• v.36 no.1
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• pp.19-45
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• 2015

This study explored the sandplay therapy case of an elementary school-aged girl living in a home in which there exist severe conflicts between her mother and older brother. This study focused heavily on fairy tales. The goal of the therapy was to encourage appropriate adjustments with the girl's situation within the free and protected space of sandplay therapy. Forty-four therapy sessions were held. The client exhibited evidence of feelings of being abandoned and of becoming lethargic in the initial phase of therapy (1~10, forsakenness/sleeping family). In the intermediate phase of therapy (11~38, regression, opposition and purification/growth), as she displayed signs of regression, princess play, the opposition of goodness and badness and purification, she grew psychologically. In the final phase of therapy (39~44, redemption/rebirth of new consciousness), she was redeemed and reborn with a new sense of consciousness. Using sandplay therapy in a free and protected space, this study showed the various motives of fairy tales in the psyche of a pre-adolescence girl and the effectiveness of sandplay therapy.

• Human Ecology Research
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• v.56 no.4
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• pp.331-345
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• 2018

This study explored the sandplay therapy case of a woman with a negative mother complex who wants to be free from family life. The goal of the therapy was to make her free from family life by expressing repressed emotions for getting out of a negative mother complex under a free and protected space in sandplay therapy. Twenty-three therapy sessions were held. The client exhibited a singing woman in a gorgeous dress and things she wanted to do in the initial phase of therapy (1-4, forgotten myself). In the intermediate phase of therapy (5-15, differentiation and integration), she displayed the scenes of differentiation and integration by emotionally getting rid of a begging boy and making mandalas. In the final phase of therapy (16-23, recovered myself), she showed scenes of rebirth, upgrading and singing songs again in front of family members and many people. Through sandplay therapy in the free and protected space, this study showed the effectiveness of sandplay therapy since the client achieved individuation by showing rebirth, having a new personality.

• Human Ecology Research
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• v.54 no.6
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• pp.631-642
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• 2016

This study analyzed of the themes (wounding and healing); concerning the Sandplay therapy process applied to children with emotional instability and attention deficit problems. The subjects of the study were 30 elementary school children who agreed to a personal-interview with the author. They all were families of receiving basic livelihood welfare living in the same county. After the preliminary analysis, the main study data collected from subjects was analyzed by variance (t-test), frequency analysis, and correlation analysis using the standard table modified in accordance with Mitchell's classification system. Particular attention was made in the analyses of the characteristics of the subjects as members of low-income families. As the Sandplay therapy proceeded, it became evident that the wounding area showed a low frequency while the healing area featured a high frequency, and confirmed (as in previous studies) that the Sandplay therapy would be effective for children with emotional instability as well as for those with attention deficit problems. The analysis of difference between the types of children with both problems revealed that Sandplay therapy was more effective for children with emotional instability than for those with attention deficit problems. The analysis also revealed that Sandplay therapy was more effective for girls than for boys.

• Korean Journal of Child Studies
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• v.33 no.1
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• pp.41-62
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• 2012

This study explored the case of sandplay therapy for a 4th grade girl suffering from selective mutism. Her selective mutism apparently began following an extremely embarrassing experience in kindergarten. Her symptoms were a combination of symbiotic, reactive and passive- aggressive type behaviors. The goal of the therapy undertaken with this child was to enable her to express her repression and suppression, within a free and protective space during sandplay therapy. There were a total of 60 sessions of sandplay therapy. The client described the situations she had experienced in the first sandtray, by placing babies absent caring adults and food on the sandbox. She also placed baby fish away from their mother. In the mid-point of the sessions, she repeated her regressive behaviors by babbling like a baby and fought with snakes and monsters. In the final sessions, she showed integration and adaptation by engaging in snow play, expressing the union of opposites, placing blue and red mig and making a cross on the sand. This study showed the effectiveness of sandplay therapy since her selective mutism was lessened.

• Korean Journal of Child Studies
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• v.32 no.3
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• pp.163-184
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• 2011

This study was conducted in order to inquire into the impact of children's self-concept construction and ego-development enhancement during Group Sandplay Therapy. The Group Sandplay Therapy sessions were held once week, for a total of 20 weeks. The Group Sandplay Therapy Process consisted of playing with sand and creating a sand tray in groups. There were two group in total. Each group had 4 children of the same sex aged from six to seven years old. In order to study the self-concept and ego-development, we used a self-concept test and ego-development as a research tool. In addition, the present research analyzed any changes which tool place by dividing each aspect in each sand tray of the therapy process into a positive subject and a negative subject, and analyzed the changing patterns seen in the sand tray worldas it unfolded. It was proven that an efficient treatment in changing the sand tray world and children's action, had an effect on rearranging the children's mental schemas. In terms of the progress of the sandplay journey, it was seen that negative elements decreased dramatically and positive elements were observed to have increased. As a result it was confirmed that Group Sandplay Therapy had a number of positive effects in the construction of children's self-concept and in terms of the enhancement of children ego-development.

• Korean Journal of Child Studies
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• v.36 no.5
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• pp.37-58
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• 2015

This study explored the sandplay therapy case of an elementary school-aged boy who was mentally handicapped for the purposes of understanding his psyche. The goal of the therapy was to help him to adjust more appropriately to situations he commonly encountered within the free and protected space made possible during sandplay therapy. Fifty-five therapy sessions were held. The client showed a lack of fundamental care, which was accompanied with regression in the initial phase of therapy (1~14, my situations & regression). In the intermediate phase of therapy (15~52, rebirth), he experienced rebirth and grew psychologically with the death of both a spider and a king snake. In the final phase of therapy (53~55, the acquisition of treasure), he finished his journey with the acquisition of treasure in a free and protected space. By exhibiting a similar psyche with non-handicapped boys, this study confirmed an archetypal pattern existing even in a boy who was mentally handicapped.

• Human Ecology Research
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• v.56 no.6
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• pp.589-601
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• 2018

This study explored the internal world through sandplay therapy for an elementary school boy who had social and emotional difficulties of poor peer relations, anxiety and withdrawal. This study examined the changing processes of sandboxes, how a boy expressed his internal world by the content themes in sandplay according to Turner (2009) based on analytical psychology and sandplay theories. There were 72 sessions. The initial phase was 1-6 (The beginning of war) expressing confusing wars as the start of a long internal journey. The intermediate phase was 7-55 (Struggle), dividing by phase I 7-18 (Hero's fight I), phase II 19-36 (Hero's fight II), phase III 37-48 (Seeking for a male identity), and phase IV 49-55 (Centering). The client identified himself as a teenaged hero and expressed the conflict between good and bad, between death and rebirth and struggled for seeking treasures in the fight of heroes. He found identity as a male by finding a sense of existence, establishing order in the middle of confusion, and expressing strong and rational masculinity. The final phase was 56-72 (The winner of the struggle). In the fights repeating, he expressed an adventurous and positive male energy such as racing, speed contests and a union in the opposites of hero and heroine as well as the birth of a new conscious. This study provides a basic knowledge of educational guidance in school and counseling fields by expanding the understanding of a boy's unconsciousness.

• Journal of the Korean Home Economics Association
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• v.49 no.1
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• pp.55-65
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• 2011

This study explored how a 5th grade girl from a divorced family recovered her femininity through the sandplay therapy. The client was referred by a social worker in her school because of maladjustments such as passivity in school work, poor peer relations, especially with girls, the usage of bad language and a lack of concern about her appearance. There were 41 sessions of the therapy. The first part of the therapy included 1-7 sessions, the middle part 8-35, and the final part 36-41. The client expressed her situation by showing guardians and a peeing boy and by seeking love in the first part. During the middle part she put copper ballerinas and needed to make them alive. In the final part she set figures facing each other who seemed to have mutual understandings and placed cars running well. The client recovered her femininity through the sandplay therapy in a free and protected space.

• Journal of Families and Better Life
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• v.32 no.2
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• pp.143-157
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• 2014

This study explored how a female college student from a wife-battering family overcame her negative father complex and found her femininity through sandplay therapy. The client wanted to have good relationships with people as a result of the therapy. Thirty-one therapy sessions were held. The initial phase of therapy included 1-7 sessions, the intermediate phase included 8-27 sessions, and the final phase included 28-31 sessions. The client expressed her empty heart, frozen femininity and potential to work that was blocked in terms of her internal work as well as in her ability to have relationships in the first phase of therapy. During the middle phase of therapy she pursued her real and authentic self by meeting her shadow and acknowledging the different viewpoints of others. In the final phase of therapy she welcomed a new world with determination of what she would do after graduation in a real life. Through sandplay therapy in a free and protected space, the client overcame her negative father complex and found her natural femininity.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.271-279
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• 2021

This study wanted to see if there was a difference in the development of counselors before and after sandplay education analysis and verbal education analysis. Ten people were selected for the sandplay education analysis and the level of counselor development before and after receiving the verbal education analysis, divided into three groups that received the verbal education analysis, and the three groups that received the language education analysis. A nonparametric test, Kruskal-Wallis test, was conducted to identify differences in the results of the pre-parametric test, and a nonparametric test, Wilcoxon signed tank test was conducted to identify differences in the pre-post test results. Studies have shown that there is a statistically significant difference in the overall development of counselors and in case of case, in the whole of sandplay education analysis groups, while those that received verbal education analysis and those that did not receive education analysis do not have a statistically significant difference in the level of counselors development. This study is meaningful as it proves that sand play education analysis is effective in the development of counselors.