This experiment was carried out to investigate the effects of horticulture therapy program on ego-identity and self-esteem of middle school students. The program was applied to 8 students in the third grade of a middle school in Yaecheon-gun, Kyungbuk Province, Korea. Students were divided into two ...
This experiment was carried out to investigate the effects of horticulture therapy program on ego-identity and self-esteem of middle school students. The program was applied to 8 students in the third grade of a middle school in Yaecheon-gun, Kyungbuk Province, Korea. Students were divided into two group, each of four students; control one and experimental one. The application was practiced to the students for 22 times from April 5 to July 19 in 2006, every Wednesday and two Saturdays per month. The therapy included flower decoration, transplanting of flowers in the pots, cuttings, transplanting, caring of plants, water packing, Topiary, and flower pressing, etc. The program was repeatedly practiced so that the students could have their absorbing and enthusiasm. The objectives of horticulture therapy were to give emotional rest by beautiful follow decorations, to build up ego-identity by cutting and caring of plants, and to increase self-esteem by the obtaining of accomplishment desire from self-made products. The evaluation was based on ego-identity, self-esteem, horticulture therapy tables, K-HTP, and completion of sentences. The evaluation was made twice, before and after the application of horticulture therapy program. But, the therapy table was made right after every application by horticulture therapist and assistant. The experimental results were analyzed by paired t-test. The evaluation results of ego-identity showed highly significant difference between before and after the therapy application; horticulture therapy program gave much improvement in ego-identity in the group of therapy applied. But, no significant improvement was recognized for self-esteem though the absolute mean showed some increase from 30.8 points before the application to 33.3 points after the application. The test of sentence completion revealed that all four students who were applied the therapy showed big change from negative sentences against themselves to affirmative and honest ones. K-HTP also showed much change for all students from the emotional uneasiness which all students showed before the therapy to highly calmness after the therapy. The impulse and aggressiveness were greatly relieved and the sociability was also much improved at the same time. From the experimental results obtained from horticulture therapy, it is inferred that if horticulture therapy is applied as a special aptitude activity to middle school students who are severely suffering from the educational environment of entrance examination-oriented and the various problems would be a good means of protecting juvenile delinquent.
This experiment was carried out to investigate the effects of horticulture therapy program on ego-identity and self-esteem of middle school students. The program was applied to 8 students in the third grade of a middle school in Yaecheon-gun, Kyungbuk Province, Korea. Students were divided into two group, each of four students; control one and experimental one. The application was practiced to the students for 22 times from April 5 to July 19 in 2006, every Wednesday and two Saturdays per month. The therapy included flower decoration, transplanting of flowers in the pots, cuttings, transplanting, caring of plants, water packing, Topiary, and flower pressing, etc. The program was repeatedly practiced so that the students could have their absorbing and enthusiasm. The objectives of horticulture therapy were to give emotional rest by beautiful follow decorations, to build up ego-identity by cutting and caring of plants, and to increase self-esteem by the obtaining of accomplishment desire from self-made products. The evaluation was based on ego-identity, self-esteem, horticulture therapy tables, K-HTP, and completion of sentences. The evaluation was made twice, before and after the application of horticulture therapy program. But, the therapy table was made right after every application by horticulture therapist and assistant. The experimental results were analyzed by paired t-test. The evaluation results of ego-identity showed highly significant difference between before and after the therapy application; horticulture therapy program gave much improvement in ego-identity in the group of therapy applied. But, no significant improvement was recognized for self-esteem though the absolute mean showed some increase from 30.8 points before the application to 33.3 points after the application. The test of sentence completion revealed that all four students who were applied the therapy showed big change from negative sentences against themselves to affirmative and honest ones. K-HTP also showed much change for all students from the emotional uneasiness which all students showed before the therapy to highly calmness after the therapy. The impulse and aggressiveness were greatly relieved and the sociability was also much improved at the same time. From the experimental results obtained from horticulture therapy, it is inferred that if horticulture therapy is applied as a special aptitude activity to middle school students who are severely suffering from the educational environment of entrance examination-oriented and the various problems would be a good means of protecting juvenile delinquent.
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