{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4424"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4424","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"The Effects of an Intensive Format of the Landreth Filial Therapy Training Model Compared to the Traditional Landreth Filial Therapy Model","abstract":"This research study investigated the effectiveness of an intensive format of the traditional Landreth filial therapy training (LFTT) model compared to the traditional LFTT model. Specifically, this study compared the intensive LFTT group and the traditional LFTT group at post-testing in the areas of: (a) reducing stress related to parenting, (b) increasing parental empathic behavior with their children, (c) increasing parental acceptance toward their children, and (d) reducing perceived child behavior problems. The traditional LFTT group consisted of 13 parents in groups of up to six members for 10 90-minute weekly sessions. Traditional LFTT involved didactic instruction, required at-home laboratory playtimes, and supervision. Parents were taught child-centered play therapy skills of responsive listening, recognizing children's emotional needs, therapeutic limit setting, building children's self-esteem, and structuring required weekly playtimes with their children using a kit of specially selected toys. The intensive LFTT group consisted of 13 parents in groups of up to four members who met on four Saturdays for 4 hours each. The traditional LFTT model was modified to teach the same material over fewer sessions. The difference in this delivery was fewer opportunities for parents to have home playtimes and receive feedback from the researcher. To compensate for this difference and attempt to maintain the effectiveness of the traditional model, the researcher had parents bring their children to training. The researcher used the parents' children in live demonstrations of the skills being taught. Parents were able to practice the new skills with their own children under direct supervision from the researcher followed by immediate feedback. This modification provided supervision equivalent to that of the traditional LFTT model. The results of this study were no statistically significant differences between the intensive and traditional groups at post-testing on overall parenting stress, parental acceptance and empathic behaviors with their children, and in reported child behavior problems.","abstract_html":"This research study investigated the effectiveness of an intensive format of the traditional Landreth filial therapy training (LFTT) model compared to the traditional LFTT model. Specifically, this study compared the intensive LFTT group and the traditional LFTT group at post-testing in the areas of: (a) reducing stress related to parenting, (b) increasing parental empathic behavior with their children, (c) increasing parental acceptance toward their children, and (d) reducing perceived child behavior problems. The traditional LFTT group consisted of 13 parents in groups of up to six members for 10 90-minute weekly sessions. Traditional LFTT involved didactic instruction, required at-home laboratory playtimes, and supervision. Parents were taught child-centered play therapy skills of responsive listening, recognizing children's emotional needs, therapeutic limit setting, building children's self-esteem, and structuring required weekly playtimes with their children using a kit of specially selected toys. The intensive LFTT group consisted of 13 parents in groups of up to four members who met on four Saturdays for 4 hours each. The traditional LFTT model was modified to teach the same material over fewer sessions. The difference in this delivery was fewer opportunities for parents to have home playtimes and receive feedback from the researcher. To compensate for this difference and attempt to maintain the effectiveness of the traditional model, the researcher had parents bring their children to training. The researcher used the parents' children in live demonstrations of the skills being taught. Parents were able to practice the new skills with their own children under direct supervision from the researcher followed by immediate feedback. This modification provided supervision equivalent to that of the traditional LFTT model. The results of this study were no statistically significant differences between the intensive and traditional groups at post-testing on overall parenting stress, parental acceptance and empathic behaviors with their children, and in reported child behavior problems.","abstract_has_math":false,"creators":["Ferrell, Lisa G."],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Bratton, Sue C.","Coy, Doris R.","Jacobson, Arminta"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-12","date_published":"2003-12","updated_at":"2026-07-24T05:35:09Z","subjects":["Play therapy.","Family psychotherapy.","parental acceptance","filial therapy","parenting stress","intensive therapy","parent training"],"languages":["English"],"rights":["Public","Copyright","Ferrell, Lisa G.","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 54112178","https://digital.library.unt.edu/ark:/67531/metadc4424/","ark: ark:/67531/metadc4424"],"render_values":[{"text":"oclc: 54112178","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc4424/","href":"https://digital.library.unt.edu/ark:/67531/metadc4424/","code":true},{"text":"ark: ark:/67531/metadc4424","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc4424","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bratton, Sue C.","Coy, Doris R.","Jacobson, Arminta"]},{"key":"dc:creator","label":"Author","values":["Ferrell, Lisa G."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2003-12"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Play therapy.","Family psychotherapy.","parental acceptance","filial therapy","parenting stress","intensive therapy","parent training"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Ferrell, Lisa G.","Copyright is held by the author, unless otherwise noted. All rights reserved."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 54112178","doi: 10.12794/metadc4424","https://digital.library.unt.edu/ark:/67531/metadc4424/","ark: ark:/67531/metadc4424"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This research study investigated the effectiveness of an intensive format of the traditional Landreth filial therapy training (LFTT) model compared to the traditional LFTT model. Specifically, this study compared the intensive LFTT group and the traditional LFTT group at post-testing in the areas of: (a) reducing stress related to parenting, (b) increasing parental empathic behavior with their children, (c) increasing parental acceptance toward their children, and (d) reducing perceived child behavior problems. The traditional LFTT group consisted of 13 parents in groups of up to six members for 10 90-minute weekly sessions. Traditional LFTT involved didactic instruction, required at-home laboratory playtimes, and supervision. Parents were taught child-centered play therapy skills of responsive listening, recognizing children's emotional needs, therapeutic limit setting, building children's self-esteem, and structuring required weekly playtimes with their children using a kit of specially selected toys. The intensive LFTT group consisted of 13 parents in groups of up to four members who met on four Saturdays for 4 hours each. The traditional LFTT model was modified to teach the same material over fewer sessions. The difference in this delivery was fewer opportunities for parents to have home playtimes and receive feedback from the researcher. To compensate for this difference and attempt to maintain the effectiveness of the traditional model, the researcher had parents bring their children to training. The researcher used the parents' children in live demonstrations of the skills being taught. Parents were able to practice the new skills with their own children under direct supervision from the researcher followed by immediate feedback. This modification provided supervision equivalent to that of the traditional LFTT model. The results of this study were no statistically significant differences between the intensive and traditional groups at post-testing on overall parenting stress, parental acceptance and empathic behaviors with their children, and in reported child behavior problems."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["The Effects of an Intensive Format of the Landreth Filial Therapy Training Model Compared to the Traditional Landreth Filial Therapy Model"]}]}],"canonical_facts":{"dc:contributor":["Bratton, Sue C.","Coy, Doris R.","Jacobson, Arminta"],"dc:creator":["Ferrell, Lisa G."],"dc:date":["2003-12"],"dc:description":["This research study investigated the effectiveness of an intensive format of the traditional Landreth filial therapy training (LFTT) model compared to the traditional LFTT model. Specifically, this study compared the intensive LFTT group and the traditional LFTT group at post-testing in the areas of: (a) reducing stress related to parenting, (b) increasing parental empathic behavior with their children, (c) increasing parental acceptance toward their children, and (d) reducing perceived child behavior problems. The traditional LFTT group consisted of 13 parents in groups of up to six members for 10 90-minute weekly sessions. Traditional LFTT involved didactic instruction, required at-home laboratory playtimes, and supervision. Parents were taught child-centered play therapy skills of responsive listening, recognizing children's emotional needs, therapeutic limit setting, building children's self-esteem, and structuring required weekly playtimes with their children using a kit of specially selected toys. The intensive LFTT group consisted of 13 parents in groups of up to four members who met on four Saturdays for 4 hours each. The traditional LFTT model was modified to teach the same material over fewer sessions. The difference in this delivery was fewer opportunities for parents to have home playtimes and receive feedback from the researcher. To compensate for this difference and attempt to maintain the effectiveness of the traditional model, the researcher had parents bring their children to training. The researcher used the parents' children in live demonstrations of the skills being taught. Parents were able to practice the new skills with their own children under direct supervision from the researcher followed by immediate feedback. This modification provided supervision equivalent to that of the traditional LFTT model. The results of this study were no statistically significant differences between the intensive and traditional groups at post-testing on overall parenting stress, parental acceptance and empathic behaviors with their children, and in reported child behavior problems."],"dc:format":["Text"],"dc:identifier":["oclc: 54112178","doi: 10.12794/metadc4424","https://digital.library.unt.edu/ark:/67531/metadc4424/","ark: ark:/67531/metadc4424"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Ferrell, Lisa G.","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["Play therapy.","Family psychotherapy.","parental acceptance","filial therapy","parenting stress","intensive therapy","parent training"],"dc:title":["The Effects of an Intensive Format of the Landreth Filial Therapy Training Model Compared to the Traditional Landreth Filial Therapy Model"],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:35:09Z"}