The Effects of Group Sandplay Therapy on Self-control and Ego-identity Expression of Female Middle School Students

This study explores the impact of group sandplay therapy on the self-control and ego-identity of female middle school students. During middle school, students begin to form a sense of identity as they experiment with their boundaries and roles through socialization and adaptation to various social situations, and acquire desirable behaviors and ways of thinking. Self-control plays an important role in this process, enabling them to respond and act appropriately in various situations. Therefore, this study utilized quantitative research and qualitative case study methods to develop an understanding of self-control and ego-identity through the behaviors and interactions of middle school girls participating in group sand play therapy, and to reflect the individual uniqueness of each participant. The findings indicate that group sandplay therapy effectively improves self-control among female middle school students. Specifically, it positively influences subfactors of self-control such as simple task preference, risk-taking, physical activity preference, and egocentricity. Additionally, through the collection and analysis of participants’ stories in group sandplay therapy sessions, we identified recurring themes related to ego-identity formation. The four major themes were: facing another “I”, Invisible power that promotes “I”, struggle to “stand as intact I”, and being born as a divine “I”. Ultimately, group sandplay therapy offers participants a sacred and transformative experience. That allowing them to express their true selves, transcend previous limitations, and cultivate improved self-control.