This study analyzes the role of the Sorting Hat in structuring the identity of the characters in the Harry Potter series written by J. K. Rowling. In the different stages of adolescence, one explores and re-establishes one's identity. One's sense of identity is determined by the commitments made regarding personal and social traits. However, it is difficult to establish a concrete identity formation process theory that is communicable to adolescents. In Harry Potter, the characters' identities are reflected upon the Sorting Hat and are continuously molded throughout the book. The Sorting Hat provides nurturing experiences based on temperament. Based primarily on their temperament, it sorts the students into four houses, each with their own distinct characteristics. Once sorted, the houses become the living and learning communities in which the students share the same dormitory and classes until their graduation. Within the community, the students seek connections, supportive relationships, and understanding within the group. The taking on of the group identity is an explanatory variable in the formation of individual identity. The Sorting Hat provides the students with stability and a safe boundary. After being sorted based on their temperament, the inexperienced and immature adolescents can explore different options under the guidance of the Hat before making a definite commitment. By presenting them with an appropriate environment (such as a mentor, friend, or family member), the Hat further shapes their identity and integrates the identity elements ascribed in the beginning. By providing experiences and interactions based on their unique temperament and environment, the Sorting Hat plays a crucial role in establishing the students' identities. The Sorting Hat can be an ideal model for finding one's identity during adolescence.

경희대학교 의학전문대학원 정신건강의학교실 5Play therapy, developed by child psychologists, has evolved into a variety of forms. Despite its long history, play therapy is still a valuable therapeutic method for resolving psychosocial challenges. It is used throughout the world and applicable for both youths and infants. Playing itself has both diagnostic and therapeutic values. The toys and patterns of play can manifest the underlying psychological status of children and function as the mediators between therapists and patients. The crucial issue here is that the face-to-face interaction between the therapists and the children is the key to play therapy. Modern society is overloaded with smart technology, such as smartphones, tablet PCs, iPads, and social networking services (SNS). Given the advances in information technology (IT), far beyond what we could have imagined, the current generation is more familiar with iPads or smartphones than with rattle toys or television. Traditional face-to-face interaction has been replaced by SNS communication. This study explores whether the IT environment of computers, smartphones, SNS, or online games can be adapted as a new modality of play therapy and how it could be applied in real treatment settings.