Group Sandplay Research Articles

Silent group sandplay activates healing

BackgroundThis paper describes the effect of silent group Sandplay (SP) with early adolescents as observed and reported in circumstances of deprivation, neglect and abuse. ObjectiveThe objective was to explore with childcare staff, group SP as an intervention with early adolescent participants. Participants and settingNine childcare staff participated in an in-depth SP exploration involving a series of six group SP sessions with five children at a child protection organisation in a resource-constrained context. MethodsGroup SP offered in a particular way in a protective child and youth care environment facilitated an opportunity for inner processing and self-discovery. In-depth semi-structured interviews with childcare staff conducted both before and after group SP provided descriptions of the SP experience for both children and adult participants. ResultsThe before-SP reports of the children's behaviour and demeanour highlighted wounding and after-SP observations indicated healing patterns. The before-SP topics included overwhelmedness, vulnerability, constrained resources, the need for change and culturally appropriate, accessible interventions. Themed descriptions after SP included a newfound desire to play and activation of healing for both child and adult participants. Healing processes indicated a desire to play, cooperation, openness, increased awareness, adaptation, grounding and belonging. The implications are potentially far-reaching in terms of the accessibility, efficiency and cultural suitability of providing group SP in child protection and community-based settings, particularly in contexts of deprivation, neglect and abuse.

A Case Study of the Efficacy of Group Sandplay Therapy in Improving Parent-Child Relationships

Group sandplay therapy is a useful instrument for healing family rifts. This article is a case study where the group sandplay therapy method was used to address the client’s conflicts with his family members. The therapy outcomes show that group sandplay therapy is efficacious in enhancing communication and interaction between family members, improving interpersonal relationships within a family, particularly the parent-child relationship, and alleviating parent-child tensions as barriers to effective home education.

A scoping review of the literature on interventions to reduce stress and burnout among teachers.

IntroductionExperience of chronic stress among professionals is a risk factor for poor mental and physical well-being. There is limited knowledge regarding the kinds of interventions, and outcomes achieved using different modalities to address stress and burnout among teachers.ObjectivesTo undertake a scoping review of recent literature to determine psychological interventions and reported outcomes related to stress and burnout among teachers.MethodsThe PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews was followed. Relevant search terms were used to determine different interventions adopted to reduce teachers’ stress and burnout. Articles published between 2018 and 2022 were identified using five bibliographic databases. Relevant articles were extracted, reviewed, collated, and thematically analyzed, and findings s were summarized.Results Forty studies conducted in Asia, North America, Oceania, Europe, and Africa, met the inclusion criteria. Sixteen kinds of burnout and stress-reduction interventions were identified. The most popularly studied intervention were Mindfulness-Based Interventions alone or in combination with yoga or Cognitive Behavioural Therapy (CBT), followed by Rational Emotive Behavioral Therapy (REBT). Mindfulness-Based Interventions led to decreased overall Teacher Stress Inventory (TSI) and emotional exhaustion subscale scores. REBT, primarily used with special education teachers, especially in Africa, has also shown positive results. Other interventions reporting positive outcomes include Inquiry-Based Stress Reduction (IBSR), the Stress Management and Resiliency Training Program (SMART), Cyclic Meditation, Group Sandplay, Progressive Muscle Relaxation, Autogenic Training, Sport-Based Physical Activity, Emotional Intelligence Ability Models and Christian Prayer and Prayer-ReflectionImage:ConclusionsStress and burnout can have a negative impact on teachers and, very often, on the students they teach. Implementing suitable school-based interventions are necessary to improve teachers’ stress-coping ability, reduce the likelihood of burnout and improve general well-being. Policymakers, governments, school boards and administrators should prioritize the implementation of school-based awareness and intervention programs to mitigate teacher stress and burnout.Disclosure of InterestNone Declared

The Promoting Effect of Group Sandplay Intervention on College Students’ Self-Harmony and Dormitory Interpersonal Relationships

The Promoting Effect of Group Sandplay Intervention on College Students’ Self-Harmony and Dormitory Interpersonal Relationships

A Pilot Study of Group Sandplay Therapy on College Students with Social Anxiety

A Pilot Study of Group Sandplay Therapy on College Students with Social Anxiety

Sensory Processing Abilities in Elementary Students with Suicide Ideation: A Preliminary Study on the Clinical Effects of School Sandplay Group Counseling

Sensory Processing Abilities in Elementary Students with Suicide Ideation: A Preliminary Study on the Clinical Effects of School Sandplay Group Counseling

Uniquely Creative Together

Abstract This paper discusses silent group Sandplay (SP) with early adolescents in circumstances of deprivation, neglect and trauma. SP offered in multiple layers of temenos in a children’s home environment provided a conducive context for inner processing. Considered from a Jungian perspective, SP revealed inner processing at work. Initial portrayals included threats, conflict and chaos, the need for protection and containment and revealed vulnerability. Later SP images and processes depicted progression and regression, uniquely creative together as well as containment and activation of movement. Silent group SP supported and facilitated transcendental and self encounters that included centring, integration, wholeness, numinous and newfound energy. The implications are potentially far-reaching in terms of the relative affordability, accessibility, efficiency and cultural suitability of this intervention that is not reliant on the verbal skills of the participants or the therapist and can be offered to several individuals simultaneously.

Utilizing Group Sandplay Therapy for Mental Health Education in Primary Schools Through Experiential Activities

Objective: Let primary school students experience group sandplay, explain the knowledge of mental health education through group sandplay, which is an entertaining way of teaching, and acquire knowledge about happiness, helping primary school students to establish and guide healthy psychology. Method: Using the case study on the group sandplay practical operation activities were carried out in the No. 1 Primary School of Dong Fang City, and the hot psychological problems of primary school students today were the theme activities. Students were allowed to express themselves through sandplay for mental health education. Qualitative methods to explain the students' feelings for the group sandplay activities. Result: The survey results showed high satisfaction, and the format was attractive to students and suited to their age. The sandplay can help them express themselves better, and the concrete nature of the sandplay can boost primary school students' understanding. Conclusion: Group sandplay therapy can positively support primary school students' mental health education and can be popularized.

Interventions to Reduce Stress and Burnout among Teachers: A Scoping Review.

Background: Teaching is recognized as a highly challenging profession. Experience of chronic stress is a risk factor for poor mental and physical well-being, and burnout. There is limited knowledge regarding optimal interventions to address stress and burnout among teachers. Objective: To undertake a scoping review of the literature in the last five years to determine various psychological interventions to address stress and burnout among teachers. Method: The PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews was followed. Relevant search terms were used to determine different interventions adopted to reduce teachers' stress and burnout. Articles published between 2018 and 2022 were identified using five bibliographic databases. Relevant articles were extracted, reviewed, collated, and thematically analyzed, and findings s were summarized. Results: Forty studies conducted in Asia, North America, Oceania, Europe, and Africa, met the inclusion criteria. Sixteen kinds of burnout and stress-reduction interventions were identified. The most popularly studied intervention were Mindfulness-Based Interventions alone or in combination with yoga or Cognitive Behavioural Therapy (CBT), followed by Rational Emotive Behavioral Therapy (REBT). Mindfulness-Based Interventions led to decreased overall Teacher Stress Inventory (TSI) and emotional exhaustion subscale scores. REBT, primarily used with special education teachers, especially in Africa, has also shown positive results. Other interventions reporting positive outcomes include Inquiry-Based Stress Reduction (IBSR), the Stress Management and Resiliency Training Program (SMART), Cyclic Meditation, Group Sandplay, Progressive Muscle Relaxation, Autogenic Training, Sport-Based Physical Activity, Emotional Intelligence Ability Models and Christian Prayer and Prayer-Reflection. Conclusions: Stress and burnout can have a negative impact on teachers and, very often, on the students they teach. Implementing suitable school-based interventions is necessary to improve teachers' stress-coping ability, reduce the likelihood of burnout and improve general well-being. Policymakers, governments, school boards and administrators should prioritize the implementation of school-based awareness and intervention programs.

Effects of school sandplay group therapy on children victims of cyberbullying.

Cyberbullying among children is increasing every year, leading to serious public health problems. Victims suffer serious aftereffects such as depression and suicidal ideation; therefore, early and appropriate psychological intervention and the role of schools are emphasized. This study investigated the effects of school sandplay group therapy (SSGT) on children affected by cyberbullying. This study was designed as a parallel-group non-randomized controlled trial. The study subjects were 139 elementary school students (mean age 11.35 years; standard deviation, 0.479; age range 12-13 years) residing in Cheonan City, Korea, who were assigned to the intervention and comparison groups. The intervention group received 10 sessions of therapy on a weekly basis, for 40 minutes per session. No therapy was administered in the control group. The effectiveness of the intervention was assessed using the Children Depression Inventory, Suicidal Ideation Questionnaire-Junior, and Rosenberg Self-Esteem Scale. The assessment for the comparison group was performed concurrently with that of the intervention group. Data were analyzed using multivariate analysis of variance. In this study, the SSGT group showed a significant decrease in depression and suicidal ideation compared to the control group after sandplay group therapy (SGT), and a significant increase in self-esteem. It was confirmed that SSGT can mitigate the negative consequences of cyberbullying and strengthen protective factors. This suggests that the SSGT can be successfully used for crisis counseling.

A eficácia da Terapia do Sandplay versus Terapia Cognitiva Comportamental: um estudo comparativo

Abstract Objective This study was designed to compare the effectiveness of Sandplay Therapy and Cognitive Behavioral Therapy in the reduction of clinical/borderline symptoms in children and adolescents. Method The participants were 21 victims of domestic violence with clinical or borderline scores on the Child Behavior Checklist and Young Self Report. They were also tested with Wechsler Abbreviated Intelligence Scale (T0) and designed by random to treatment and control groups. They were tested with the same instruments at T1 (after 20 sessions/ 20 weeks) and T2 (after 6 months). Results For the children, there were no changes across the groups, but a significant improvement in internalizing behavior problems in the sandplay group and in externalizing and total behavior problems in the Cognitive Behavioral Therapy group. For the adolescents, there was a significant improvement in externalizing behavioral problems in the sandplay group and in the total behavior problems for the Cognitive Behavioral Therapy group. Conclusion The results of this research do not allow to conclude that one technique is better than another since we did not have a consistent significative difference across the groups. These results may be due to the different approaches of the techniques. While Sandplay Therapy provides a free and protected space to allow the participants to express their feelings through images and histories, Cognitive Behavioral Therapy follows a program that focuses more on promoting behavior adaption to outside world. The application of this research design with a large population and with more sessions will allow to observe the consistence of these findings, providing a more solid ground to choose which technique would be more efficient for each specific case.

The Effect of Restrictive Group Sandplay Therapy on Prosocial Behavior in Junior School Students

The Effect of Restrictive Group Sandplay Therapy on Prosocial Behavior in Junior School Students

The Effect of Restrictive Group Sandplay Therapy on Prosocial Behavior in Junior School Students

The Effect of Restrictive Group Sandplay Therapy on Prosocial Behavior in Junior School Students

Art-based Research on Group Sandplay Therapy for Myanmar Refugee Children Staying in Malaysia

This study is based on the group sandplay therapy that we provided to Burmese Chin children living in Malaysia as ethnic and religious refugees and our analysis of the themes in the children’s sandboxes using an art-based research method. All the participants were Burmese Chin refugee children aged 10 to 13 years old, attending an international refugee school in Kuala Lumpur, the capital of Malaysia. Participation was voluntary, with written consent from legal guardians. The sample chosen for the study comprised 12 children, with six males in one group and six females in the other group. Altogether, the children took part in five sandplay sessions, which lasted 120 minutes each. During these sessions, all the participants expressed individual the sandtray and then gathered to share and talk about the scenes they had made in the sand. After each session, it construed the children’s sand scenes, imaginative stories and symbolic image from an analytical psychology perspective and categorized the contents by common themes. As a result, six themes emerged: the loss of a place of life, abandoned children, bystanders, safety bases, and liberation/resettlement. Through the sandplay therapy, the refugee children could express their trauma in a safe, supportive environment. Sandplay provided these children with an opportunity to identify their trauma, independently overcome that trauma, and grow.

The Research Trends on Group Sandplay Therapy

The Research Trends on Group Sandplay Therapy

The Effects of Educational Analysis Program Using Group Sandplay on the Counselor’s Development Levels and Self-reflection of Novice Play Therapists.

본 연구의 목적은 초보 놀이치료자의 자기 성찰과 상담자 발달수준을 높이기 위해 집단 모래놀이를 활용한 교육분석 프로그램을 실시하고 그 효과를 검증하는 것이다. 상담자의 자기 성찰, 상담자 발달수준, 교육분석 효과의 각 하위 요인의 내용을 반영하여 집단 모래놀이를 활용한 교육분석 프로그램을 구성하였고 연구 대상은 실험 집단 6명, 통제 집단 6명을 대상으로 10회기 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 본 프로그램은 초보 놀이치료자에게 부분적으로 교육분석 효과가 있었다. 둘째, 본 프로그램은 초보 놀이치료자의 자기 성찰을 증진시키는데 효과가 있었다. 셋째, 본 프로그램은 초보 놀이치료자의 상담자 발달수준에 영향을 미쳤다. 이 결과를 바탕으로 본 연구의 의의는 다음과 같다. 첫째, 초보 놀이치료자의 자기 성찰 증진으로 자기와 타인에 대한 탐색 및 이해가 가능해졌다. 둘째, 상담자 발달수준을 증진시키는 요인 중 하나인 자기성찰을 향상시킴으로 초보 놀이치료자의 상담자로써 질적인 성장에 도움을 주었다. 셋째, 전문적인 놀이치료자를 양성하기 위한 교육분석 프로그램을 구성하여 그 효과를 입증하였다.

Family Group Sandplay Intervention of College Students with Difficulty in Career Decisionmaking

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Effect of Restricted Group Sandplay on Interpersonal Sensitivity in College Students.

This study aims to investigate the intervention effect of group sandplay on the interpersonal sensitivity of college students and analyze the relationship between the theme and interactive behavior characteristics and the intervention effect of group sandplay especially during the period of COVID-19. Sixty college students were randomly assigned to the experimental group (group sandplay) or the control group (neutral task interventions). The results showed that the interpersonal sensitivity level of the experimental group was significantly lower than that of the control group. For the experimental group, the variation in the interpersonal sensitivity level was significantly negatively correlated with the change in warm, supportive behavior during group sandplay interaction. These findings suggest that group sandplay is effective in improving the interpersonal sensitivity level of college students, and this effect can be positively predicted by warm and supportive interaction behaviors in group sandplay.

The Effects of Group Sand play on the Psychological Health and Resilience of Street Children and Adolescents in Uganda

The authors analysed the effects of group Sandplay therapy on adolescents' psychological health and resilience in a mixed-method research. They explored and categorized the themes these adolescents expressed during therapy. Fifteen children (n=15) were recruited for the study; (Boarding school children = 5; Day school children = 5; Street children = 5). The selection process was conducted in cooperation with an orphanage in Kabale, Uganda. The children who participated in the study underwent a forty-five-minute sand play therapy every week for nine weeks. The SDQ and RCADS were administered to the groups both pre- and post-intervention, with the data entered and analysed using SPSS. Group sandplay was found to significantly decrease the adolescents' internalizing problems such as anxiety and depression, while their resilience had also significantly improved. The narrative analysis, in turn, yielded seven themes: basic needs; community-love-celebration; giving help-leadership-empowerment; security-danger, recreation-self-development-self-nurturance, education, and seeking help-faith.

An Arts-based research on group sandplay therapy for children in local children's centers who are overly dependent on internet and smartphones experiencing the COVID-19 pandemic era

The purpose of this study is to find a clue of psychological intervention in group sandplay therapy for children in local children's centers who are overly dependent on internet and smartphones experiencing the COVID-19 pandemic era. Art is a process of expressing imagination, and it is in line with the fact that play is a symbolic and creative activity. Therefore, it can be said that children's imaginary play scenes and imaginary stories appearing in sandplay therapy are a form of art. Sandplay enables non-verbal expression, and the unconscious contents expressed by children are useful in understanding children's emotions. In this process, the researcher understands the client through imagination which is the intersubjective method and experiences an accepting relationship where healing and change occur. However, previous studies have limitations in that they approached children's dependence on the Internet and smartphones based on language. Therefore, these researchers conducted an arts-based study from an analytical psychology perspective to understand the experiences of children in local children's centers who are overly dependent on the Internet and smartphones through the group sandplay therapy process. To this end, co-researchers attending the doctoral program in child counseling and psychotherapy have categorized and discussed four themes: ‘wanting to be loved’, ‘suffering from anxiety’, ‘tolerating being alone/not communicating’, ‘trying to protect oneself’. Finally, it was intended to alleviate the psychological difficulties of children in local children's centers who are overly dependent on internet and smartphones, and to provide an open method for resolving the Internet and smartphone dependence phenomenon.