Center for Play Therapy - At the University of North Texas

The Center for Play Therapy has produced innovative and extensive research in the field of play therapy and filial therapy. A summary of these studies up to 2003 is provided below.

Play Therapy

Arnold, J. (1976). Effectiveness of microcounseling procedures in the training of play therapists (Doctoral Dissertation, University of North Texas, 1976). Dissertation Abstracts International, A 37 (06), 3408.

Arnold used microcounseling to teach three specific play therapy skills to prepracticum Master’s level counseling students: limit setting, reflections of feeling, and reflection of behavior statements. Students who were trained via microcounseling exhibited these play therapy skills at a higher frequency than the counseling students in the control group.

Barrett, D. (1975). The effects of play therapy on the social and psychological adjustment of five-to nine-year old children (Doctoral Dissertation, University of North Texas, 1975). Dissertation Abstracts International, A 36 (08), 5032.

Barrett examined the effects of play therapy on the adjustment of socially and psychologically maladjusted children across six variables: personal adjustment, social adjustment, self-concept, school-related self-concept, inferred self-concept as rated by the parent, and behavioral maturity as rated by the teacher. A significant improvement was made by the children in the experimental group in the area of social adjustment.

Brandt, M. A. (1999). An investigation of the efficacy of play therapy with young children (Doctoral Dissertation, University of North Texas, 1999). Dissertation Abstracts International, A 61 (07), 2603.

Brandt researched the effectiveness of play therapy as a viable treatment intervention for children experiencing emotional and behavioral problems. Significant improvement on internalizing behavior problems, as well as overall reduction in parenting stress and externalizing behavior problems as compared to the control group.

Brennan, C. A. (1990). Parent adaptive doll play with children experiencing parental separation/divorce (Doctoral Dissertation, University of North Texas, 1990). Dissertation Abstracts International, A 51 (12), 4022.

Brennan investigated the effectiveness of implementing Parent Adaptive Doll Play in helping children ages three through six-years of age cope with stress as a result of parental separation/divorce. Brennan discussed that each parent in the experimental group reported improvement in the child’s behavior and success in implementing the technique. No statistically significant differences were found on the Parental Attitude Scale results or between the groups in any specific area of child behavior.

Carns, M. (1979). The long-term effects of play therapy (Doctoral Dissertation, University of North Texas, 1999). Dissertation Abstracts International, A 40 (03), 1273.

Carns examined the effects of long-term play therapy on the following: social contacts, self-esteem, level of academic functioning, school-related behavior problems, attitude toward school, and family relations. Several significant results were discussed in the experimental groups followed.

Crow, J. (1989). Play therapy with low achievers in reading (Doctoral Dissertation, University of North Texas, 1989). Dissertation Abstracts International, A 50 (09), 2789.

Crow researched the effectiveness of play therapy in a school setting on students’ self-concept, reading achievement, and locus of control. A significant improvement was gained by the students in the experimental group in the area of self-concept. No statistical significant differences were reported in the areas of reading achievement and locus of control between the control and experimental groups.

Gaulden, G. (1975). Developmental play group counseling with early primary grade students exhibiting behavioral problems (Doctoral Dissertation, University of North Texas, 1975). Dissertation Abstracts International, A 36 (05), 2628.

Gaulden examined whether a developmental play therapy group would decrease disruptive behaviors, increase self-concepts, and improve attitude toward school for disadvantaged primary grade school children who are exhibiting problematic behaviors in the classroom. Although none of the hypotheses were confirmed, the data did indicate that the play group did reduce overall disruptive behavior in the classroom.

Giordano, M. A. (2000). Effectiveness of a child-centered self reflective play therapy supervision model (Doctoral Dissertation, University of North Texas, 2000). Dissertation Abstracts International, A 63 (09), 3114.

Giordano examined the effectiveness of using a child-centered self-reflective play therapy supervision model to facilitate change in Master’s level play therapists in the areas of child-centered attitude, knowledge of child-centered play therapy, change in skill utilization, and confidence in implementing the skills. A significant increase was gained for the play therapy supervisees in the experimental group in both the quality of verbal responses and the ability to implement certain play therapy skills.

Hendricks, S (1971). A descriptive analysis of the process of client-centered play therapy (Doctoral Dissertation, University of North Texas, 1971). Dissertation Abstracts International, A 32 (07), 3689.

Hendricks examined the process of client-centered play therapy to possibly identify the following: patterns of play behaviors, patterns of both nonverbal and verbal expressions, and phases of emotional and social development. The results indicated that emotional and social growth did take place for the children during the client-centered play therapy process.

Herd, R. H. (1969). Behavioral outcomes of client-centered play therapy (Doctoral Dissertation, University of North Texas, 1969). Dissertation Abstracts International, A 30 (06), 2333.

Herd investigated the effect of play therapy for the following: improved personality adjustment, mature and desirable behavior patterns, interpersonal relationship, and more adequate use of intellectual capacities. Results indicated that the children in the play therapy group did score higher in the area of more adequate use of intellectual capacities. However, no statistical differences were indicated in the other areas between the experimental and control group.

Homeyer, L. & Landreth, g. (1998). Play therapy behaviors of sexually abused children. International Journal of Play Therapy, 7(1), 49-71.

This study was conducted to identify specific play therapy behaviors manifested by sexually abused children. Homeyer and Landreth identified interrelated play therapy behaviors of sexually abused boys and girls in two different age ranges (three through six and seven through ten).

Joiner, Kimberly D. (2003). Play Therapy Instruction: A Model Based On Objectives Developed by the Delphi Technique. University of North Texas. Unpublished Doctoral Dissertation.

The purpose of this study was to determine the core skills/methods and practicum experiences play therapy experts and professors believe to be essential in the education of the beginning play therapist in the specific areas of theory and history, terms, organizations, authors who have contributed to the field, methods, skills, training in special populations, practicum experience, and advanced skills. Several interesting areas and methods were identified as an imperative teaching core for play therapy.

Jones, E. & Landreth, G. (2002). The efficacy of intensive individual play therapy for chronically ill children. International Journal of Play Therapy, 11(1), 117-140.

Jones and Landreth examined the effectiveness of intensive individual play therapy as a viable treatment intervention for children diagnosed with insulin-dependent diabetes mellitus. A significant improvement was reported for the children in the experimental group in adapting to their diabetes. Additionally, improvements were reported in both adherence behaviors and behavioral difficulties for the children in the experimental group as compared to children in the control group.

Kao, S. & Landreth, G. (1997). Evaluating the impact of child-centered play therapy. International Journal of Play Therapy, 6(2), 1-20.

Kao and Landreth investigated the effects of child-centered play therapy as a play therapy training model that can be used for beginning play therapy students. The effects of child-centered play therapy were examined to see if improvement in the following areas would occur: positive attitudes and beliefs towards children, knowledge of child-centered play therapy, confidence in implementing child-centered play therapy skills, and tolerance levels. Furthermore, reducing the dominance tendencies in trainees was also examined. The findings revealed a significant change in every area for the play therapy trainees in the experimental group except for the tolerance level.

Kot, S., Landreth, G., & Giordana, M. (1999). Intensive child-centered play therapy with child witnesses of domestic violence. International Journal of Play Therapy, 7(2), 17-36.

This study examined the effectiveness of using intensive play therapy as a treatment method for child witnesses of domestic violence. Research findings indicated a significant improvement in both the self-concepts and play behaviors of physical proximity and play themes for the children in the experimental group as compared to children in the control group. Results also showed a significant reduction in both the externalizing behavioral problems and total behavior problems manifested for the children in the experimental group.

Kottman, T. (1987). An ethnographic study of an Adlerian play therapy training program (Doctoral Dissertation, University of North Texas, 1987). Dissertation Abstracts International, A 56 (08), 3002.

Using ethnomethodology, Kottman described the process and outcome of training counselors to integrate Individual Psychology into play therapy. Findings indicated that the participants reported a change after experiencing the Adlerian play therapy training in the following areas: attitude toward play therapy, attitude toward themselves as play therapists, attitude toward play therapy clients, and an overall perception that their behavior in the play therapy session changed mainly to be more active and creative.

Lind, A., Landreth, G., & Giordano, M. (2001). Intensive group play therapy with child witness of domestic violence. International Journal of Play Therapy, 10(1), 53-83

Lind, Landreth, and Giordano examined the effectiveness of intensive sibling group play therapy with child witnesses of domestic violence in improving self-concept, reducing internalizing and externalizing behavior problems, and reducing overall behavior problems. Statistical significance was found in all areas for children in the experimental group as compared to children in the control group. The study also compared the effectiveness of intensive sibling group play therapy and intensive individual play therapy. Results indicated that both modalities were equally effective treatment interventions for child witnesses of domestic violence.

McGuire, D. E. (2000). Child-centered group play therapy with children experiencing adjustment difficulties (Doctoral Dissertation, University of North Texas, 2000). Dissertation Abstracts International, A 61 (10), 3908.

McGuire examined the effectiveness of child-centered group play therapy in the following areas with kindergarten child experiencing adjustment difficulties: reducing behavior problems, enhancing emotional and behavioral adjustment to school, improving self-concept, increasing self-control, and decreasing parental stress. Although no statistically significant change was indicated, positive trends in the area of children’s behavior, self-control, and self-concept were observed for children in the experimental group.

Oe, E. N. (1989). Comparison of initial session play therapy behaviors of maladjusted and adjusted children (Doctoral Dissertation, University of North Texas, 1989). Dissertation Abstracts International, A 50 (09), 2793.

Oe compared the initial session play therapy behaviors of maladjusted and adjusted children to investigate the value of children’s play for diagnostic purposes. Results indicated a significant difference in the following areas for maladjusted children: (1) more self-accepting and non-acceptance of environment behaviors and (2) more intense dramatic or role behavior and acceptance of environment. Additionally, specific gender differences were noted between maladjusted and adjusted children.

Oualline, J. (1975). Behavioral outcomes of short-term nondirective play therapy with preschool deaf children (Doctoral Dissertation, University of North Texas, 1975). Dissertation Abstracts International, A 36 (12), 7870.

Oualline investigated the effect of short-term nondirective play therapy on preschool deaf children with behavioral problems. Significance was found that children who experienced the short-term play therapy intervention would score higher in mature behavior patterns. No statistically significant change was noted in the area of personality adjustment and manifest behavior following the short-term intervention between the experimental and control groups.

Perry, L. H. (1988). Play therapy behavior of maladjusted and adjusted children (Doctoral Dissertation, University of North Texas, 1988). Dissertation Abstracts International, A 49 (10), 2937.

Perry investigated the diagnostic value of children’s play by exploring whether or not play behaviors of maladjusted children can be discriminated from play behaviors of adjusted children. Analysis indicated that play behaviors of maladjusted children significantly expressed more play disruptions, negative self-disclosing statements, dysphoric feelings, and conflictual play themes.

Rennie, R. (2000). A comparison study of the effectiveness of individual and group play therapy in treating kindergarten children with adjustment problems. (Doctoral Dissertation, University of North Texas, 2000). Dissertation Abstracts, A 63 (09), 3117.

Rennie investigated the effectiveness of individual child-centered play therapy as a treatment intervention for kindergarten children experiencing adjustment difficulties. A comparison was also looked at between the effectiveness of individual child-centered therapy and child-centered group play therapy. Results indicated a significant reduction in total behavior problems and in externalizing behavior problems for the children in the experimental group. Additionally, based on the comparison of the two play therapy treatment interventions, individual play therapy was found to be significantly more effective than group play therapy in helping children behave in class.

West, W. B. (1969). An investigation of the significant of client-centered play therapy as a counseling technique (Doctoral Dissertation, University of North Texas, 1969). Dissertation Abstracts, A 30 (06), 2347.

West evaluated the effectiveness of client-centered play therapy as a counseling technique in the following areas: the facilitation of learning effectiveness and the reduction behavioral and emotional problems. No statistical significant results were obtained.

Withee, K. (1975). A descriptive analysis of the process of play therapy (Doctoral Dissertation, University of North Texas, 1975). Dissertation Abstracts, B 36 (12), 6406.

Withee evaluated the process of play therapy in the following areas: patterns of play activity, nonverbal expression, and verbal expression. A comparison of these areas between boys and girls was also made, as well as a comparing these areas in a treatment time of 15-weeks to an extended treatment timeframe. Certain verbal expressions, nonverbal expressions and play activities remained consistent across all sessions (e.g., sound effects, nonverbal checking with the counselor, dramatic and role play, etc.). Differences were noted in the play between boys and girls, such as boys exhibiting more anger, aggressive play, and sound effects than girls in play therapy. In general, girls tended to exhibit more creative and relationship play.

Filial Therapy

The following studies are focused on the Landreth 10-Week Filial Therapy Model

Baggerly, J. & Landreth, G. (2001). Training children to help children: A new dimension in play therapy. The Peer Facilitator Quarterly, 18(1), 6-14.

Baggerly and Landreth investigated the effectiveness of fifth grade students utilizing the child-centered play therapy procedures and skills in play sessions with kindergarten children who had adjustment difficulties. Results indicated a marginally significant decrease in somatic complaints for children in the experimental group as compared with children in the control group. Other positive trends were noted for the children receiving the special play sessions.

Bavin-Hoffman, R. (1994). Filial therapy: Parental perceptions of the process (Doctoral Dissertation, University of North Texas, 1994). Dissertation Abstracts International, A 55 (10), 3091.

Bavin-Hoffman qualitatively studied married couples’ perceptions of how their family changed after undergoing filial therapy. The results indicated that changes occurred in the following areas for couples who experienced filial therapy as compared to the couples in the control group: improved parent-child interaction, improved couple interpersonal communication, and overall positive changes in the child’s behavior (e.g., increased self-control, decrease in aggression, etc.).

Beckloff, D. R. (1998). Filial therapy with children with spectrum pervasive development disorders (Doctoral Dissertation, University of North Texas, 1998). Dissertation Abstracts International, 58 (11), 6224B.

Beckloff examined the effectiveness of filial therapy as a viable treatment intervention for families of children with pervasive developmental disorders. A significant increase was reported for the parents in the experimental group in that they increased their attitude for recognizing the child’s need for autonomy and independency. Other positive trends were additionally noted.

Bratton, S. C., & Landreth, G. (1995). Filial therapy with single parents: Effects on parental acceptance, empathy, and stress. International Journal of Play Therapy, 4(1), 61-80.

Bratton and Landreth researched the effectiveness of filial therapy with single parents using the Landreth (1991) 10-week filial therapy model. As compared to the control group, the parents in the filial group demonstrated a significant increase in empathic interactions with their children, communication of acceptance, respect for the child’s feelings and expression of those feelings, recognition of the child’s need for autonomy, and the level of unconditional love exhibited by the mothers. Significant decreases in the stress parents experience related to parenting, as well as a reduction in the number of behavior problems they reported their children to previously experience

Brown, C. (2000). Filial therapy training with undergraduate teacher trainees: Child-teacher relationship training (Doctoral Dissertation, University of North Texas, 2000). Dissertation Abstracts International, A 63 (09), 3112.

Brown investigated the effectiveness of Child-Teacher Relationship training with undergraduate teacher trainees in affecting change in the following areas: interactions with children; parenting attitudes; and play therapy attitude, knowledge, and skills. Statistically significant results were reported for the experimental group of teacher trainees’ regarding the following: to express empathy towards the children, allow the child self-direction, and communicate acceptance. Significant increases were also reported on the experimental group’s play therapy attitude, knowledge, and skills as compared to the control group.

Chau, I. Y., & Landreth, G. L. (1997). Filial therapy with Chinese parents: Effects on parental empathic interactions, parental acceptance of child and parental stress. International Journal of Play Therapy, 6(2), 75-92.

Chau and Landreth investigated the effectiveness of filial therapy with Chinese parents. Parents in the experimental group demonstrated overall significant changes as compared to parents in the control group (i.e., which exhibited no change). Parents having had the filial training also showed significant increases in the level of empathy and parental acceptance conveyed to their children, as well a significant decrease related to parental stress.

Costas, M., & Landreth, G. (1999). Filial therapy with non-offending parents of children who have been sexually abused. International Journal of Play Therapy, 8(1), 43-66.

Costas and Landreth (1999) researched the effectiveness of using Landreth’s 10-week filial therapy model as a method of intervention for non-offending parents and their children who have experienced sexual abuse. The non-offending parents in the experimental group significantly increased their level of empathy in their interactions with their children, significantly increased their attitude of acceptance toward their children, and significantly reduced their level of stress. Additionally, measures of the children’s behaviors, anxiety, emotional adjustment, and self-concept indicated positive trends.

Glass, N. (1986). Parents as therapeutic agents: A study of the effects of filial therapy (Doctoral Dissertation, University of North Texas, 1986). Dissertation Abstracts International, A 47 (07), 2457.

Glass compared the effects of parents in the Landreth10-session filial therapy training with a control group and found significant difference in favor of the parents in filial therapy in the areas of exhibition of unconditional love, awareness and lessening of conflict in the parent-child relationship, and parents’ increased understanding of the meaning of their children’s play.

Glazer-Waldman, H., Zimmerman, J., Landreth, G., & Norton, D. (1992). Filial therapy: An intervention for parents of children with chronic illness. International Journal of Play Therapy,1(1), 31-42.

Glazer-Waldman, Zimmerman, Landreth, and Norton examined the effectiveness of Landreth’s (1991) 10-week filial therapy model with parents of chronically ill children. After the filial training, important change in both the parents and children were observed both qualitatively and quantitatively. Parents in the filial group showed significant increase in their awareness of their child’s state and level of anxiety. Significant increases in parental acceptance and understanding of their children were also noted for the parents in the experimental group. Additionally, the parents reported experiencing more positive interactions with their children, the ability to focus on the child and not the child’s illness, and better relationships with their children

Glover, G. & Landreth, G. (2001). Filial therapy with Native Americans on the Flathead Reservation. International Journal of Play Therapy, 9(2), 57-80

Glover and Landreth researched the effectiveness of filial therapy for Native American families living on the Flathead Reservation in Montana. Parents in the filial group experienced a decrease in the reduction of stress related to parenting and a significant increase in their empathic interactions. Children of the parents in the filial group showed significant increases in desirable play behaviors with their parents as compared to the control group. Positive trends were evidenced in the areas of parental acceptance and the child gaining a stronger self concept.

Harris, Z. & Landreth, G. (1997). Filial therapy with incarcerated mothers: A five week model. International Journal of Play Therapy, 6(2), 53-73.

Harris and Landreth utilized an intensive version of the Landreth 10-week filial therapy model, consisting of 2 hour bi-weekly sessions for 5 weeks with incarcerated mothers. Significant increases were reported in the mother’s empathic interactions with their children and attitude of acceptance toward their children. A significant reduction in problematic child behaviors was also reported in the experimental group as compared to a control group.

Hilpl, K. (2001). Facilitating healthy parenting attitudes and behaviors among adolescents using filial therapy in a high school curriculum.

Hilpl investigated the effects of teaching high school students a filial therapy training model on facilitating healthy parenting attitudes. This study also examined the effectiveness of filial therapy in increasing the following: empathic behavior with the children, acceptance toward children, ability to allow children to self-direct, and level of involvement with children. A significant improvement was reported in increasing the experimental group students’ empathic behavior with children as compared to the control group students. No significant changes in parenting attitudes were reported between groups.

Jang, M. (2000). Effectiveness of filial therapy for Korean parents. International Journal of Play Therapy, 9(2), 39-56.

Jang (2000) introduced a condensed version of Landreth’s (1991) 10-week filial therapy model to research the effectiveness of filial therapy in enhancing the parent-child relationship in the Korean culture. The Korean parents who completed the filial training were able to improve the relationship with their children by utilizing the learned play therapy skills through the training. The experimental group demonstrated an increase as compared to the control group in attending to the child, following the child’s lead, identifying and accepting the child’s feelings, and a growth in unconditional love for their child.

Jones, L. D. (2001). Effectiveness of filial/play therapy training on high school students’ empathic behavior with young children (Doctoral Dissertation, University of North Texas, 2001). Dissertation Abstracts International, A 63 (02), 508.

Jones investigated the effectiveness training high school juniors and seniors enrolled in a Peer Assistance and Leadership Program (PALs) to implement a filial/play therapy for primary school children. The results indicated a statistically significant increase in empathic interactions with young children and in communication of acceptance of young children’s feelings, behaviors, and willingness to let the child lead, the ability to attend to and participate with the child for the experimental group of high school students as compared to the comparison group.

Kale, A. L., & Landreth, G. (2000). Filial therapy with parents of children experiencing learning difficulties. International Journal of Play Therapy, 8(2), 35-56.

Kale and Landreth (1999) studied the use of Landreth’s 10-week filial therapy model with parents of children with learning difficulties. Following the completion of filial training, the parents in the filial group significantly increased the acceptance of their children and significantly reduced their level of stress as related to parenting.

Lahti, S. L. (1992). An ethnographic study of the filial therapy process (Doctoral Dissertation, University of North Texas, 1992). Dissertation Abstracts International, A 53 (08), 2691.

Lathi used and ethnographic methodology to examine and describe the filial therapy process in understanding the following areas: the process, relationships, and effects on the parent and child. Several observations and themes were reported on the filial therapy process such as closer parent/child relations, closer marital relations, less friction, a decrease in parental control and responsibility, etc. Themes were also reported regarding the filial training modality, such as the group counseling format being beneficial and motivational for the research participants.

Landreth, G., & Lobaugh, A. (1998). Filial therapy with incarcerated fathers: Effects on parental acceptance of child, parental stress, and adjustment. Journal of Counseling & Development, 76, 157-165.

Landreth and Lobaugh explored the effectiveness of a filial training group based on Landreth’s 10-week filial therapy model with incarcerated fathers in a federal correctional facility. The results indicated a significant change in many areas for the fathers having gone through the filial training. The fathers who received the filial training scored significantly higher than the control group fathers on both their attitudes of parental acceptance and their empathic behavior toward their children. Also demonstrated by the fathers in the experimental group was a sense of competence as a parent and in being able to attach to their child, as well as an increase in their unconditional love toward their child. Furthermore, they experienced a significant decrease in the level of stress related to parenting and identified child problem behaviors as compared to the fathers not receiving filial training. The children of the experimental group fathers evidenced significant increases in their concept of self.

Lee, M. (2002). Filial therapy with immigrant Korean parents in the Untied States (Doctoral Dissertation, University of North Texas, 2002). Dissertation Abstracts International, A 63 (09), 3115.

Lee investigated the effectiveness of filial therapy training with Korean parents. Significant improvements were made by the parents in the experimental group on the following dimensions as compared to the control group: increasing their attitude of acceptance toward their children, increasing their level of empathic interactions with their children, and decreasing their level of stress related to parenting.

Poon, W. S. (1998). The relationship between parental empathy and parental acceptance and the effect of filial therapy training on this relationship (Doctoral Dissertation, University of North Texas, 1998). Dissertation Abstracts International, A 59 (04), 1080.

Poon examined the relationship between parental empathy and parental acceptance and the effect filial therapy training has on this relationship. Results indicated that parental empathy and parental acceptance increase simultaneously due to filial therapy training. Other results are discussed.

Rhine, T. J. (2000). The effects of a play therapy intervention conducted by trained high school students on the behavior of maladjusted young children: Implications for school counselors (Doctoral Dissertation, University of North Texas, 2000). Dissertation Abstracts International, A 62 (10), 3304.

Rhine investigated the effectiveness of having high school students use filial therapy with kindergarten children that have adjustment difficulties in facilitating a change in the children’s behaviors. Significant improvements were made by the children in the experimental group in decreasing internalizing behaviors as compared to the control group.

Robinson, J. (2001). Fifth grade students as emotional helpers with kindergarten children, using play therapy procedures and skills.

Robinson investigated the effectiveness of the Landreth 10-session model in training fifth-grade students to conduct special play times with at-risk kindergarten students in an elementary school. When compared to the control group, the fifth-grade students in the filial therapy training group demonstrated a significant increase in empathic interactions with the at-risk kindergarten children.

Smith, D. M. (2002). Filial therapy with teachers of deaf and hard of hearing preschool children (Doctoral Dissertation, University of North Texas, 2002). Dissertation Abstracts International, A 61 (07), 2603.

Smith investigated the effectiveness of filial therapy training with teachers of deaf and hard of hearing preschool students in the following areas: increasing their empathic responsiveness, communicating acceptance, allowing more self direction, reducing overall behavior problems, and decreasing internalizing and externalizing behaviors. Children in the experimental group significantly decreased overall behavior problems as compared to children in the control group. Teachers in the experimental group showed improvements in allowing students to self-direct, communicating empathy, and accepting their students.

Smith, N. R. (2000). A comparative analysis of intensive filial therapy, intensive individual play therapy, and intensive sibling group play therapy with child witnesses of domestic violence (Doctoral Dissertation, University of North Texas, 2000). Dissertation Abstracts International, A 62 (07), 2353.

Smith conducted a comparative analysis of an intensive format of the Landreth 10-session filial model (12 sessions in 3 weeks) with parents and children residing in a domestic violence shelter. Children in the experimental group demonstrated a significant change in the following areas as compared to children in the control group: an increase in self-concept; a decrease in overall behavior problems; a decrease in externalizing and internalizing behavior problems; and a decrease in aggression, anxiety, and depression as compared to the control group.

Sweeney, D. S. (1997). The relationship among single parents’ parental stress, empathy, level of acceptance, perceived problems of the child, and child gender and the effect of filial therapy (Doctoral Dissertation, University of North Texas, 1997). Dissertation Abstracts International, A 57 (07), 2883.

Sweeney investigated the relationship among single parents’ parental stress, empathy, level of acceptance, perceptions of child problems and child gender, and the effect filial therapy has on these particular relationships. Significant correlations were reported on the following: parental stress and acceptance, parental stress and perception of child problems, parental empathy and perceptions of child problems, and parental empathy and acceptance, and parental acceptance and perception of child problems.

Tew, K., Landreth, G., Joiner, K., & Solt, M. (2002). Filial therapy with parents of chronically ill children. International Journal of Play Therapy, 11(1), 79-100.

Tew, Landreth, Joiner, and Solt researched the effects of Landreth’s 10-week model on children who are chronically ill and hospitalized. Parents in the experimental group showed a significant reduction in stress related to parenting and perceptions of problematic behaviors in their children, including depressive and anxiety behaviors as compared to children in the control group. These parents additionally showed a significant increase in parental acceptance.

Yuen, T., Landreth, G., & Baggerly, J. (2002). Filial therapy with immigrant Chinese parents. International Journal of Play Therapy, 11(2), 63-90.

Yeun, Landreth, & Baggerly researched the effectiveness of the Landreth 10-week filial therapy model as an effective intervention for immigrant Chinese parents in Canada. Parents if the filial group demonstrated statistically significant changes whereas the control group made no significant changes on the following measures: increased parental empathy, decreased parental stress, increased parental acceptance, and decreased perceived behavior problems within their children.