Occupational Therapy Theory and School-Based Filial Therapy: Intervention Rationale and Formulation

Background: Emotional-behavioural problems in children present a barrier to engagement and participation in school occupations. Applying practice theory is an essential process to explore the impact of clinical problems and to orient clinical thinking to the domain of occupation. Purpose: Occupational therapy practice theory and frameworks are applied to the formulation of School-Based Filial Therapy, a viable treatment response to emotional-behavioural problems in children. Key issues: Bowen family systems theory, the Occupational Therapy Practice Framework IV and the Canadian Model of Occupational Performance and Engagement are applied to intervention formulation. Implications: School-Based Filial Therapy engages the dynamic interaction of the person, the occupations he/she engages in and the environment via therapeutic medium of play. It is consistent with the Occupational Therapy Practice Framework IV and the Canadian Model of Occupational Performance and Engagement and provides new possibilities as an intervention for occupational therapists working in children's mental health.

Análisis de la eficacia del uso de la terapia de juego y la parentalidad positiva en la atención temprana de niños con trastorno del espectro autista (TEA)

En los últimos años, el número de personas con Trastorno del Espectro Autista (TEA) ha aumentado. De ahí, la importancia de un diagnóstico precoz, así como una intervención temprana. Existen varias metodologías utilizadas en la actualidad a la hora de tratar a los niños con este diagnóstico. Dada la novedad que presenta la parentalidad positiva y el uso de juegos en la terapia de niños con TEA, hemos considerado interesante comprobar la efectividad y puesta en práctica de dichos tratamientos. Por ello, el presente artículo se basa en una revisión sistemática de varios artículos relacionados con la terapia parental y filial, así como la terapia de juego en el tratamiento de niños con Trastorno del Espectro Autista (TEA). Para ello, se ha realizado una búsqueda con cuatro palabras clave en cinco bases de datos distintas. Nuestro objetivo principal es comprobar si dichas terapias son realmente efectivas, así como su uso en la actualidad. Para ello, se ha realizado un resumen de los artículos seleccionados, discutiendo los resultados obtenidos en cada uno de ellos. De este modo, hemos podido comprobar si nuestros objetivos se cumplían, llegando a la conclusión de que tanto la terapia parental como la terapia de juego son beneficiosas en los niños con TEA, si bien se precisa de una mayor investigación de su puesta en práctica. In recent years, the number of people suffering from Autism Spectrum Disorder (ASD) has increased. Hence, the importance of an early diagnosis as well as an early intervention. There are several methodologies currently used when treating children with this diagnosis. Given the novelty of the use of positive parenting and play therapies of children with ASD, we have considered it interesting to verify the effectiveness and implementation of these treatments. Therefore, this article is based on a systematic review of several articles related to parental and filial therapy, as well as play therapy in treatment with children suffering from ASD. To that aim, a research using four key words has been carried out in five distinct databases. Our main aim is to see if said therapies are really effective, and if they are used in present therapies. For this reason, a summary of the selected articles has been made, discussing the results obtained in each one of them. In that way, we were able to verify whether our objectives were met, reaching the conclusion that both parental and play therapies are beneficial for children with ASD, although a further investigation for its implementation is required.

Terapia Filial: Filial Therapy With Hispanic and Latinx Clients

Filial therapy (FT) has often been stated as an approach that can address the multicultural considerations of a variety of populations, in which parents are given the tools to strengthen their bonds with their child. This article describes counselors using FT as it applies to Hispanic and Latinx clients in the United States. Common cultural considerations are essential to consider when using FT with Hispanic and Latinx clients. The purpose of this article is to inform counselors about common values in the Hispanic and Latinx culture; application of FT with Hispanic and Latinx clients; and ethical, legal, and multicultural considerations when working with these populations.

The Effect of Filial Therapy on the Parenting Stress of Mothers of Children With Autism Spectrum Disorde

Objective: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects the person’ life. The prevalence of ASD in Iran is increasing. The complicated nature of this disorder disrupts the balance and work routines in the family, which puts a lot of stress on the entire family, especially mothers. Mental health of the mother affects all family members, including a child with ASD. On the other hand, mothers’ confusion and failure in relation to their ASD child causes more stress and discomfort for them. In this study, we aimed to investigate the effect of filial therapy, as a play therapy, on the parenting stress of mothers with ASD children. Materials & Methods: In this experimental study, participants were the mothers of 32 children with ASD (9 girls and 23 boys) aged 4-12 years referred to autism centers and occupational therapy clinics in Isfahan, Iran who were selected using a convenience sampling method. After obtaining an ethical approval from the Research Ethics Committee of the University of Social Welfare and Rehabilitation Sciences (code: IR.USWR.REC.1396.97), and necessary permissions, researchers referred to the clinics and after explaining the purpose of the study to the mothers, an informed consent was obtained from them. Then, they completed a demographic form, Gilliam Autism Rating Scale-2 (GARS-2), and Abidin’s Parenting Stress Index-Short Form (PSI-SF). Participants were randomly divided into two intervention and control groups after matching for the child’s age, GARS score, and the education of children and mothers. The intervention group received 10 sessions of filial therapy, once a week, each for two hours, while the control group continued routine treatment. After intervention, PSI-SF was completed by all mothers again. The collected data were analyzed by using ANCOVA, paired t-test and independent t-test. Shapiro-Wilk test was used to determine the normality of PSI-SF data distribution at Pre-test and Post-test phases. Results: Paired t-test results showed that there was no statistically significant difference in the mean total parenting stress score between the two groups in the Pre-test phase (P= 0.679) but it was significant in the Post-test phase (P=0.010). The results of independent t-test showed that the difference between the mean Pre-test and Post-test scores of total parenting stress in the control group was not significant (P= 0.268) but it was significant in the intervention group (P=0.001). ANCOVA results showed that the Pre-test score of parenting stress had an effect on the total parenting stress score after intervention such that it could explain 82% of variations in this variable. After controlling the Pre-test score, the total parenting stress was significantly different in two groups (P=0.001). Eta squared value indicated that the intervention could explain 54% of changes in total parenting stress of mothers. Conclusion: Filial therapy can help better acceptance of the ASD children by their parents and reduce parenting stress by improving child-parent relationships. This method can be taught as a complementary intervention to the mothers of ASD children.