International Journal of Academic Research in Business and Social Sciences

search-icon

The Impact of Sandtray Therapy in Group Counseling towards Children’s Self-Esteem

Open access
This study is based on experimental design by making a comparison between control group and experimental group based on the pre and post test results. The objectives of the study are to identify the effect of sandtray therapy towards the improvement of the five self-esteem variables: general, social, family, academic, and lie. The subjects of the study were children aged 11 years old (n = 32) in Malaysia. The subjects were divided into two groups namely the sandtray group (n = 16) for the experimental group, who received sandtray therapy compared to control group (n = 16) who did not receive the treatment. The self-esteem inventory test will be drawn from Coopersmith (1967). The data were analyzed using SPSS version 22, Manova Recurrent Measurement, pre-test and post-test. The results of the Pillai Trace multivariate test showed that the main effects of the main variables of the post-test were F (5, 11) = 41.372, p <.05. Results from the Sphericity Assumed on table 1.6 below, pretest and posttest of general self-esteem shows F (1, 15) = 49.853 ?<.05. The results towards the social self-esteem shows F (1, 15) = 63.646 ?<.05, to the parental self-esteem F (1, 15) = 82.924 ?<.05, to the academic self-esteem F (1, 15) = 80.071 ?<.05, and to lie self-esteem F (1, 15) = .732 ?>.05.The findings of this study specify that Sandtray therapy is a valuable therapeutic intervention to enhance the child’s self-esteem. Several recommendations were presented to parents, teachers, school administrators and Ministry of Education Malaysia were discussed in promoting children’s wellbeing.
Amato, P. R. (2010). Research on divorce: Continuing trends and new developments. Journal of Marriage and Family, 72, 650-666.
Baker, S., & Gerler, E. (2008). School counselling for the twenty-first century (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Bernstein (2007). Model for a Montessori-principled expressive-arts therapy environment (Doctoral dissertation). Retrieved from ProQuest Dissertations &Theses database. (AAT 1442119).
Carey, L. J. (1999). Sandplay therapy with children and families. Northvale, NJ: Jason Aronson.
Coopersmith, S. (1967). The antecedents of self-esteem. San Francisco: W. Freeman & Co.
Crenshaw, D. A., & Steward, A. L. (2016). Play Therapy: A Comprehensive Guide to Theory and Practice. The Guiford Press. London.
Draper, K., Ritter, K. B., & Willingham, E. U. (2003). Sandtray group counseling with adolescents. Journal for Specialists in Group Work, 28, 244-260. doi:10.1177/0193392203252030.
Drews, A. A. (2009). Blending play therapy with cognitive behavioural therapy: Evidence-Based and other effective treatments and techniques. John Wiley & Sons, Inc.)
ISBN:978-047-017-6405
Flahive, M. W. (2005).Group sandtray therapy at school with preadolescents Identified with behavioral difficulties (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses database. (ATT 3196148).
Flahive, M. W., & Ray, D. (2007). Effect of group sandtray therapy with preadolescents.The Journal for Specialists in Group Work, 32, 362-382. doi:10.1080/01933920701476706.
Geldard, D. & Geldard,K.(2002).Counselling Children A Practical Introduction (2nd Edition). Sage Publications. London.
Heatherton, T. F., & Wyland, C. L. (2003). Assessing self-esteem. In S. J. Lopez & C. R. Snyder
(Eds.), Positive psychological assessment: A handbook of models and measures (pp. 219-233). Washington, DC, US: American Psychological Association.
http://dx.doi.org/10.1037/10612-014
American Psychological Association. Retreived from http://www.dartmouth.edu/~thlab/pubs/03_Heatherton_Wyland_APP_ch.pdf.
Kaduson, H. G., Schaefer, C. E. (2006). Short –term play therapy for children (2nd ed). The Guiford Press, Guilford Publication, INC New York.
Homeyer, L. E., & Sweeney, D. S. (2011). Sandtray: A practical manual. Canyon Lake, TX: Lindan Press.
Maeng, J.-Y., & Jang, M. (2014). The effects of sandplay therapy on the anxiety, self-esteem, and sociality of college students with blindness. Journal of Symbols & Sandplay Therapy, 5, 14-22.
Johari, K., Suhaila, K., Bruce, M. A., & Amat, M. I. (2014). The effectiveness of child-centered play therapy training in Malaysia. Asian Social Science, 10(7), 221.
Johari, K. S. K. (2015).Dealing for Healing: Play Therapy as a Solution for Counselor’s Dilemma at School Setting in International Conference on Language, Innovation, Culture and Education. Retrieved from http://icsai.org/procarch/1iclice/1iclice-101.pdf
Landreth, G. L. (2012). Play therapy: The art of the relationship (2nd ed). New York: Brunner-Routledge.
McLaughlin, C., & Holliday, C. (Eds), (2014) Therapy with Children and Young People: Integrative Counselling in Schools and other Settings. London: Sage
Mearns, D. (2003). Developing person-centered counselling (2nd ed.) London, England: Sage.
Michie, F., Glachan, M., & Bray, D. (2001). An evaluation of factors influencing the academic self-concept, self esteem and academic stress for direct and reentry students in high education. Educational Psychology, 21(4), 455-472.
Ministry of Women, Family and Community Development Malaysia (2012). Marriage and
divorce statistics in Malaysia.
Park, M-H., & Lee, M-Y. (2013). The Effects of Sandplay Therapy on Visually Disabled University Students’ Anxiety, Depression, and Psychological Well-Being. Journal Symbols and Sandplay Therapy, 4(2):51-59.
Olsen, J. M., Breckler, S. J., Wiggins, E. C. (2008). Social Psychology Alive (First Canadian ed). Toronto: Thomson Nelson.
Papadopoulos, K., Metsiou, K., & Agaliotis,
In-Text Citation: (Lee, Johari, Mahmud, & Jamaludin, 2018)
To Cite this Article: Lee, G. M., Johari, K. S. K., Mahmud, Z., & Jamaludin, L. (2018). The Impact of Sandtray Therapy in Group Counseling towards Children’s Self-Esteem. International Journal of Academic Research in Business and Social Sciences, 8(4), 1019–1030.