An exploratory study of facilitator adherence to a School-Based Filial Therapy programme

Abstract

ABSTRACT Filial therapy is a play therapy intervention where significant individuals who are not clinicians facilitate therapeutic play sessions with children. In School-Based Filial Therapy (SBFT), the direct treatment role is performed by specially trained education professionals. Concerns about fidelity in filial therapy have been raised historically; however, investigation has been limited. This mixed-methods study explored factors impacting facilitator adherence to SBFT. The qualitative component involved semi-structured interviews with eight facilitators. Quantitative data were gathered from: a visual analogue scale of facilitator stress and discomfort, the Differentiation of Self ? Short Form and a SBFT observation form rating adherence. Overall, relationship processes occurring within the therapeutic system of the facilitator-child dyad were found to impact facilitator adherence via factors both internal and external to the facilitator. Practice implications include enhancing training and supervision processes for facilitators.