The purpose of this study was to explore the impact of an existential approach to counseling on the self-concept of children with emotional or behavioral disorders. Specifically, the objectives of this study could be summarized as follows : to explore the effects of an existential approach to counse...
The purpose of this study was to explore the impact of an existential approach to counseling on the self-concept of children with emotional or behavioral disorders. Specifically, the objectives of this study could be summarized as follows : to explore the effects of an existential approach to counseling on physical, social, emotional, educational self-concept of children with emotional or behavioral disorders. As the subjects of the study, six children among 199 sixth graders at the B elementary in Daegu metropolitan city were selected. The guidelines used to select children with emotional or behavioral disorders come from the teacher's observation checklist: An A type checklist was used following Bower's definition and a B type checklist (ten items) developed by Clarke was used. The existential approach to counseling program of this study was developed by Professor Sung-hoy Kim at Kyungbuk National University, but some was revised and recomposed by the author of this study. Pre-test and Post-test were performed with self-concept test instruments of Hee jun Yoon. First, Cronbach's α coefficient has been calculated to assess the reliability of the self-concept test. Second, to check the effect of the existential approach to counseling on the self-concept of children with emotional or behavioral disorders, a paired t-test was performed, in which the score of the self-concept test was a dependent variable and the test period was an independent variable. The findings and discussion of this study led to the following conclusion. First, an existential approach to counseling had an affirmative effect on physical self-concept of children with emotional or behavioral disorders. second, an existential approach to counseling had an affirmative effect on social self-concept of children with emotional or behavioral disorders. Third, an existential approach to counseling had an affirmative effect on emotional self-concept of children with emotional or behavioral disorders. Fourth, an existential approach to counseling had an affirmative effect on educational self-concept of children with emotional or behavioral disorders . Based on this conclusion, the following suggestions were made. First, the program should be performed in an actual setting such as an elementary school. To increase efficiency, the program should also be rearranged depending on educational levels, for example, elementary school, middle school and high school groupings. Second, the continuous study is required to research whether the program can be applied to other categories of disability. Finally, this study was done only with an experimental group and factors such as growth, historic events and school education during the period could make the result of this program more positive. If the next study is performed with a control group, the effects obtained through many variables can be removed.
The purpose of this study was to explore the impact of an existential approach to counseling on the self-concept of children with emotional or behavioral disorders. Specifically, the objectives of this study could be summarized as follows : to explore the effects of an existential approach to counseling on physical, social, emotional, educational self-concept of children with emotional or behavioral disorders. As the subjects of the study, six children among 199 sixth graders at the B elementary in Daegu metropolitan city were selected. The guidelines used to select children with emotional or behavioral disorders come from the teacher's observation checklist: An A type checklist was used following Bower's definition and a B type checklist (ten items) developed by Clarke was used. The existential approach to counseling program of this study was developed by Professor Sung-hoy Kim at Kyungbuk National University, but some was revised and recomposed by the author of this study. Pre-test and Post-test were performed with self-concept test instruments of Hee jun Yoon. First, Cronbach's α coefficient has been calculated to assess the reliability of the self-concept test. Second, to check the effect of the existential approach to counseling on the self-concept of children with emotional or behavioral disorders, a paired t-test was performed, in which the score of the self-concept test was a dependent variable and the test period was an independent variable. The findings and discussion of this study led to the following conclusion. First, an existential approach to counseling had an affirmative effect on physical self-concept of children with emotional or behavioral disorders. second, an existential approach to counseling had an affirmative effect on social self-concept of children with emotional or behavioral disorders. Third, an existential approach to counseling had an affirmative effect on emotional self-concept of children with emotional or behavioral disorders. Fourth, an existential approach to counseling had an affirmative effect on educational self-concept of children with emotional or behavioral disorders . Based on this conclusion, the following suggestions were made. First, the program should be performed in an actual setting such as an elementary school. To increase efficiency, the program should also be rearranged depending on educational levels, for example, elementary school, middle school and high school groupings. Second, the continuous study is required to research whether the program can be applied to other categories of disability. Finally, this study was done only with an experimental group and factors such as growth, historic events and school education during the period could make the result of this program more positive. If the next study is performed with a control group, the effects obtained through many variables can be removed.
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