This study is a phenomenological experience research on home visiting play therapy. The data was based on the interviews of three home visiting counselors and the researcher's recording. This study utilizes a phenomenological approach to methods and processes in its analysis. The results of the study show the following: Home visiting play therapists' experiences involved multi-sensory experience, included a fresh perspective, achieved clarity through observation and a status of unexpectation. Through these phenomenological characteristics, experiential meaning of home visiting play therapy is revealed by not an "I and you" but an "us" in relationship and "pure consciousness" in self-reflection. To be "us" means to gain a deep understanding of the clients. The growth of the therapist through reflection enhances their routine attitude as a therapist and revealed a maturing individual professional philosophy.

The purpose of the study is to identify the different levels of perceived therapeutic alliance between mother and play therapist according to the mother's cognition of play therapy and maternal nurturing behavior types. 'Nurturing Behavior Scale (Choi, 2015)', 'Questionnaires for Playtherapy Cognition (Ok, 2017)', and 'Therapeutic Alliance Scale (Choi, 2004)'were used to get the data from 133 pairs of mother-play therapist of 133 child clients with the age range of three to eleven years to be analyzed through SPSS V.22. The results were as follows: First, according to the levels of play therapy cognition of mothers', the level of perceived therapeutic alliance of each group showed differences. Second, mothers and therapists showed differences in perceived therapeutic alliances with the types of nurturing behaviors. Third, play therapy cognition and nurturing behavior types influenced to the perceived therapeutic alliance of each group. The limits and the implication of this study were included.

The purpose of this study was to understand (1) countertransference experiences and changes on therapeutic attitudes of play therapists-in-training, (2) countertransference management process through supervision, and (3) clients' therapeutic progress. A qualitative descriptive case study design was utilized, and two therapist-child dyads were recruited. Perceptional change of therapeutic attitudes was assessed weekly with the BLRI(Form MO-40), and the data was analyzed through visual analysis. The 12 weeks of play therapy video clip, play therapy practicum report & session summary, play therapy skills checklist, and interview data were qualitatively analyzed. Both play therapists-in-training perceived the trend of their therapeutic attitudes increased while the variability fluctuated. The process of countertransference management ability was analyzed, and clients also exhibited progress through the course of play therapy. The findings suggest some implication to promote professional development of play therapists-in-training.

The purpose of this study was to develop a sand-tray play parent education program based on emotional intelligence with the objective of improving parents' emotional intelligence. For this purpose, First, research was conducted in 255 parents of children at nurseries and kindergartens in D City to identify their needs with the aim of developing a sandtray play parent education program based on emotional intelligence. Second, on the basis of the results of literature review and the research on parents' needs, a 10-session program was developed. This study is significant in that it developed a parent education program, focusing on improvement in parents' emotional intelligence, which was relatively less likely to attract attention, as a means of reducing young children's problem behavior; it developed an experience-based parent education program by which parents could personally experience, understand, and apply emotions to daily life rather than a parent education program for delivering contents; and it confirmed usability of sandtray play in improving parents' emotional intelligence.

The research is for meta-analysis on the effect of group play therapy on children with ADHD. For this, research materials were selected from study results in Korea released from 2000 to Sep. 2016. The data were analyzed using academic DB; 2,539 theses proper for the research objective were found from the 1st search word, 623 from the 2nd search word, and 12 from the 3rd criteria. Using CMA program, 26 effect sizes were estimated. The result is as follows: First, as a result of investigating group play therapy programs in the target theses, research on children with ADHD has continued since 2000, and mediating methods also been conducted in various ways. Second, the average effect size of all the group play therapy was 1.479, which indicates that effect size was fairly big. Third, as for effect sizes of group play therapy on children with ADHD according to mediating variables, it was effective for children with ADHD with emotion based group play programs (7.539), a single grade of students (1.685), number of students less than 7 (1.908), number of sessions 11∼15 (1.850), and required time for a session more than 51 minutes (1.861).

The purpose of this study was to examine a theraplay program that would help children adjust to the difficulties after their parents' divorce and that would mitigate the ensuing psychological issues of the children. The subjects of this study were three families who participated in the counseling program as part of the procedure of their divorce cases. The program was composed of ten sessions with each child, including preliminary counseling after which play therapy methods were applied. The program was measured by practicing MIM before and after theraplay to investigate the changes in the relationship between parents and children. The results indicated that counseling parents and children during divorce appeared to show an improvement in the relationship between parents and children. Thus theraplay children during their parents' divorce procedures was significantly effective in improving the parent-child relationship.

This study is performed to see if group play therapy programs are effective in maladjusted school children. The subjects of the study are six 3rd-graders with difficulties are applied in peer relationships in D Elementary School. The program has 10 sessions, which are conducted for 60 minutes and three times a week each session. For data analysis, first, Mann-Whitney U test and non-parametric testing method is done to test for homogeneity between groups. Second, the pre-test and post-test scores of social skill scale and resilience scale tests are compared and carrying out Wilcoxon test and non-parametric testing method. Third, the researcher observed, recorded, and compared the behaviors of children every session, with a special reference of teachers's observation reports for the program. The finding of the study indicate that the group play therapy programs is effective in improving social skills and resilience of children. In conclusion, the group play therapy programs is an effective technique that helps children lead better school lives by improving their peer relationships.

The purpose of this study was to investigate the educational effects on improving life respects and prosociality of elementary school students according to presence of companion dogs. This study involved 13 male and female subjects ranged from third to sixth grade attending the after-school curriculum and was designed as Single Unit Pre-Post Quasi-Experiment. Animal Assisted Education program was conducted as 12 sessions of each 90 minutes. The results showed that Animal Assisted Education with companion dogs improved life respect of the elementary school students by giving them the opportunity to value other lives, exerting favorable influences upon not only improving their cooperative attitudes towards the group members but also growing the close associations with the school dogs by helping them better understand the companion dogs.

This study goal to verify the influence factors on the career identify development for middle school students. For the purpose, 4th grade panel data was selected for analysis data out of KCYPS (Korean Children & Youth Panel Survey), The size of the sample was 2,061, consisting of 3th grade middle school students, who were in the 6th year panel of 4th grade elementary school. The revealed outcome from the analysis are as follows. First, the influence of parents' rearing attitude on career identity was examined and it was found that parents' affection and over-expectation were the factors to account for the career identity. Second, peer attachment of the adolescent was found to influence career identity. Third, it was verified that the better the study habit of the adolescent formed, the higher the career identity rose. Such outcome of this study is believed to help lay the foundation for research of factors that affect career identity development of the adolescent.

This study tried to find out what relationship is among family relationship, peer relationship and ego resilience on psychological well-being. The instrument used for this study were adolescent's family functioning inventory, peer relationship inventory, resilience scale and psychological well-being scale. This study surveyed total 1,248 students(male:549, female:699)in attending middle and high schools located in Seoul. The result of study is follows. First, family relationship, peer relationship and ego resilience have a direct influence on psychological well-being. Second, family relationship have a direct influence on peer relationship and ego resilience. Third, family relationship have an indirect influence on psychological well-being through peer relationship. Fourth, family relationship have an indirect influence on psychological well-being through pego resilience. The results were discussed, and limitations and suggestion for future studies were also discussed.