The impact of filial therapy on the self-regulation skills and academic perseverance levels of gifted children

The aim of this study is to examine the effect of a 10-session Filial Therapy program on the self-regulation skills and academic perseverance of gifted children. The study group consisted of the mothers of gifted children attending a Science and Art Center (BİLSEM) in the Eastern Anatolia Region during the 2023-2024 academic year. A 3x3 split-plot factorial design (experimental, control, and placebo groups X pre-test, post-test, and follow-up test) was employed. Data were collected using the Personal Information Form, the Self-Regulation Scale, and the Academic Perseverance Scale. The experimental group mothers participated in a 10-session Filial Therapy program. The placebo group engaged in a 3-session program that included activities with no therapeutic effect. The control group did not receive any intervention. At the end of the Filial Therapy program, post-tests were administered to the experimental, control, and placebo groups, and follow-up tests were conducted six weeks later. Data analysis was performed using SPSS 22 software. The Kruskal-Wallis H Test, Mann-Whitney U Test, Friedman Test, and Wilcoxon Signed Ranks Test were utilized for data analysis. The results indicated that Filial Therapy was effective in enhancing the self-regulation and academic perseverance levels of children in the experimental group, and this effect persisted after six weeks. These findings were discussed in light of the literature, and several recommendations were made.