Abstract
This study examines the use of the Filial Therapy Program on behavioural and social performance for children of primary school age, as a form of effective early intervention. The program was specifically modified to suit the unique needs of students in rural and remote Australia. The researchers reviewed the use of the program in three primary schools, in Dubbo, Wellington and Bourke, all remote towns in central New South Wales, Australia. Each of these suburbs have a significant number of Indigenous members when compared to other regions within Australia. The social challenges and complexities of this region have been highlighted in recent years. These reports have highlighted the social and economic disadvantage of the region, listing it amongst one of the most economic locations in Australia. The research used a mixed methodology design, drawing on both qualitative and quantitative data. The sample included 30 students participating in the program and 30 control students (similar demographics issues but not involved in the program). Data was collected on the student’s attendance, academic performance, classroom behaviour and self-conception pre and post participation in the program. Qualitative data was also collected via semi-structured interviews with both parents and teachers.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
"Play Therapy", " Early Intervention", " Disadvantaged Students"
