The Impact of Supervised Filial Therapy Training on Attitude, Knowledge, and Skills

Abstract

Research in filial therapy has provided strong support for its efficacy in improving parent–child relationships. While studies have extensively examined the impact of filial therapy training on parent and child participants, to date, no study has examined the training experiences of filial therapists. Using a mixed methodological approach, we examined the impact of supervised filial therapy training on graduate counseling students’ play therapy attitudes, knowledge, and skills. Twenty-three students voluntarily participated in the study. We conducted paired-sample t-tests to evaluate the impact of a filial therapy course on students’ scores on the Play Therapy Attitude–Knowledge–Skills Survey. From pretest to posttest, there were statistically significant improvements and a large effect size on students’ scores in the knowledge and skills subscales. To gain a deeper understanding of participants’ experiences and explore their perceptions of the supervised filial training, we also utilized individual interviews. Participants discussed their reactions to leading a filial therapy group and participating in supervision. They also described the impact of the training on their beliefs about parents, children, and the dynamics of parent–child relationships. We discuss limitations and implications of the study.