Effects of sandplay therapy in reducing emotional and behavioural problems in school‐age children with chronic diseases: A randomized controlled trial

Tan, Judan; Yin, Huaying; Meng, Tuo; Guo, Xiaoli

doi:10.1002/nop2.1022

Cited by 8 publications

(8 citation statements)

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“…Sandplay therapy has the following advantages: ① the games are fun and rich, in line with the psychological characteristics of the age group of the child, who rarely perceives them as therapy and participates in them as a game, ensuring that the therapy is quiet, comfortable, relaxing and enjoyable, and therefore highly acceptable and cooperative [ 18 ]. ② The therapist's company can fully induce the child to create works that vividly reflect the child's inner world.…”

Section: Discussionmentioning

confidence: 99%

“…is suggests that the cartoon text version of the health education booklet combined with sandplay therapy, in addition to medication, can signi cantly improve the psychological status and cognitive function of children with ADHD, as well as improve their intelligence. Sandplay therapy has the following advantages: ① the games are fun and rich, in line with the psychological characteristics of the age group of the child, who rarely perceives them as therapy and participates in them as a game, ensuring that the therapy is quiet, comfortable, relaxing and enjoyable, and therefore highly acceptable and cooperative [18]. ② e therapist's company can fully induce the child to create works that vividly re ect the child's inner world.…”

Section: Discussionmentioning

confidence: 99%

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A Study on the Effects of a Cartoon Text Version of Health Education Manual with Sandplay on the Psychological Status and Cognitive Function of Children with Attention Deficit Hyperactivity Disorder

Huang

2022

Evidence-Based Complementary and Alternative Medicine

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Purpose. The study aimed to examine the effects of a cartoon text version of a health education manual with sandplay on the psychological status and cognitive function of children with attention deficit hyperactivity disorder (ADHD). Methods. Eighty cases of children with ADHD admitted from February 2019 to September 2021 were selected for the study. They were numbered according to the order of consultation, and after obtaining family consent, they were divided into the control group (n = 40) and the observation group (n = 40) using the random number table method. The control group received only medication and verbal health education, while the observation group received a cartoon text version of the health education manual together with sandplay on top of the above, and both groups were treated for 30 weeks. The attention test results and the Swanson, Nolan, and Pelham-IV rating scales (SNAP-IV) were used to assess the effectiveness of the treatment for both groups of children. The awareness rate of health education knowledge of children and their families in both groups was counted. The Conners Parent Symptom Questionnaire (PSQ) and the Combined Raven’s test (CRT) were used to assess the psychological status and cognitive functioning of the children in both groups. Results. After treatment, the response time, the number of errors, and the number of missed alarms in the attention test results were lower in the observation group than in the control group ( P < 0.05 ). After treatment, the inattention, antagonism and defiance, and impulsiveness and hyperactivity scores on SNAP-IV were lower in the observation group than in the control group ( P < 0.05 ). After treatment, the knowledge of disease and treatment, medical and nursing cooperation, safety and protection, and dietary precautions were higher in the observation group than in the control group ( P < 0.05 ). After treatment, the learning problems, conduct problems, psychosomatic problems, anxiety, impulsivity-hyperactivity, and hyperactivity index scores on the PSQ were lower in the observation group than in the control group ( P < 0.05 ). After treatment, the A, B, C, D, and E theme scores in the CRT were higher in the observation group than in the control group, and the IQ score was also higher in the observation group than in the control group ( P < 0.05 ). Conclusion. The cartoon text version of the health education manual with sandplay can significantly improve the attention deficit, hyperactive behaviour, psychological status, and cognitive function of children with ADHD on the basis of pharmacological treatment, which has a good clinical application.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A Study on the Effects of a Cartoon Text Version of Health Education Manual with Sandplay on the Psychological Status and Cognitive Function of Children with Attention Deficit Hyperactivity Disorder

Huang

2022

Evidence-Based Complementary and Alternative Medicine

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Section: Discussionmentioning

confidence: 99%

“…Looking at previous studies applying SGT to children, Yeh et al [37] found that negative emotions in American children who experienced trauma after 9.11 terrorist attacks were alleviated or their intensity decreased after sandplay therapy. Tan et al [38] observed the effect of sandplay therapy in alleviating anxiety and social problem behaviors in school-aged children with chronic diseases. In a study that affected the reduction of depressive symptoms after SGT intervention, Li et al [39] reported significant decreases in anxiety and depression in children with systemic lupus erythematosus after SGT.…”

Section: Discussionmentioning

confidence: 99%

Effects of school sandplay group therapy on children victims of cyberbullying

et al. 2023

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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.

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“…Additionally, it has been demonstrated that sandplay has a significant therapeutic influence on a variety of mental disorders. Sandplay therapy can reduce anxiety, withdrawal, and social and behavioral issues in school-aged children with chronic conditions, as well as alleviate symptoms of anxiety and melancholy in their caregivers [ 25 ]. One study suggested that sandplay therapy improves ADHD symptoms, such as hyperactivity, impulsivity, and inattention, through symbolic expression, play, and mindfulness [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

Analysis of initial sandplay characteristics among university students with different levels of loneliness

Qiu-Qiang,

Bo-Lin,

Wei-Wei

et al. 2023

BMC Psychiatry

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Background and objective Loneliness is detrimental to mental health, with university students at higher risk of feeling lonely than other population groups. The mental health of college students is a hot topic at present. Despite numerous studies exploring interventions for loneliness among university students. However, little research has explored early psychological manifestations of university students with different levels of loneliness. Despite numerous studies exploring interventions for loneliness among university students, little research has explored early psychological manifestations of university students with different levels of loneliness. Initial sandplay is a good tool to reveal psychological activity. Therefore, our study aims to explore the characteristics of initial sandplay application among university students with different levels of loneliness. Methods We recruited 60 volunteers from a university to perform a sandplay experiment from January to April 2021. The UCLA Loneliness Scale measured the levels of loneliness. These 60 participants were divided into the experimental group (n = 30) and control group (n = 30) according to their levels of loneliness. The experimental group included participants with a scale score of more than 44. Other participants with a scale score of less than 44 belong to the control group. We recorded their sandplay artwork and statistically analyzed it by the Sandplay Process Record Form. Group comparisons were performed using the t-test or Wilcoxon rank-sum test for continuous variables, and the chi-square test or Fisher’s exact test for categorical variables. The logistic regression analysis by forward stepwise method was conducted to analyze the sandplay theme features for loneliness. Results Regarding the sandplay tools, the experimental group used fewer transportation tools (t=-3.608, p < 0.01) and more natural elements (t = 2.176, p < 0.05) than the control group. Moreover, the experimental group created more natural scenes (χ2 = 4.310, p < 0.05) and used less of the lower left (χ2 = 4.593, p < 0.05) and lower right (χ2 = 5.934, p < 0.05) spaces. With regards to sand changes, the experimental group was less likely than the control group to make substantial changes (χ2 = 5.711, p < 0.05) and more likely to make almost no changes (χ2 = 4.022, p < 0.05). In terms of the themes, the experimental group was more likely to exhibit sandplay artwork themes of emptiness (χ2 = 8.864, p < 0.05) and neglect (χ2 = 6.667, p < 0.05), and less likely to show themes of energy (χ2 = 5.079, p < 0.05). In the logistic regression analysis of the sandplay themes, emptiness (OR = 5.714, 95%CI: 1.724–18.944, p = 0.003) and neglect (OR = 7.000, 95%CI: 1.381–35.479, p = 0.010) were demonstrated a nominal association with high levels of loneliness among both groups (F = 16.091, p < 0.01, ΔR2 = 0.193), but failed to pass the Bonferroni testing correction (p threshold < 0.0025). Conclusion University students with higher degree of loneliness do not like to drastic changes and prefer to use natural elements in element selection, while the control group likes to drastic changes and prefers to use transportation tools in element selection. Regression analysis of sandplay theme features revealed emptines and neglect may as significant associated factors for loneliness. We propose sandplay characteristics can help identify university students with different levels of loneliness during psychological evaluations. Therefore, it is important that the school and healthcare systems assist college students in identifying the loneliness through initial sandplay and carrying on the necessary psychological counseling to the lonely student population.

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Effects of sandplay therapy in reducing emotional and behavioural problems in school‐age children with chronic diseases: A randomized controlled trial

Cited by 8 publications

References 40 publications

A Study on the Effects of a Cartoon Text Version of Health Education Manual with Sandplay on the Psychological Status and Cognitive Function of Children with Attention Deficit Hyperactivity Disorder

A Study on the Effects of a Cartoon Text Version of Health Education Manual with Sandplay on the Psychological Status and Cognitive Function of Children with Attention Deficit Hyperactivity Disorder

Effects of school sandplay group therapy on children victims of cyberbullying

Analysis of initial sandplay characteristics among university students with different levels of loneliness

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