The main purpose of this study is to explicate whether the application of the bibliotherapy to the children who have ever been abused results in positive effects and changes on the promotion of sociality and the reduction of problem behavior of them. For this purpose of the study, the research subje...
The main purpose of this study is to explicate whether the application of the bibliotherapy to the children who have ever been abused results in positive effects and changes on the promotion of sociality and the reduction of problem behavior of them. For this purpose of the study, the research subjects were presented as follows; First, do the bibliotherapy programs have the effects on the promotion of sociality of the abused children? Second, do the bibliotherapy programs have the effects on the reduction of problem behavior of the abused children? To describe these subjects, two elementary school children were surveyed in this study, who have ever been abused physically by parents or family members and abandoned. Child behavior checklist(CBCL) and Sociality Function checklist were used as the measurement tools. The inspections before and after the bibliotherapy were made to see the extent of the sociality and problem behavior of the children before the bibliotherapy and the degree of the promotion of sociality and the reduction of the problem behavior after the bibliotherapy, with a clinical psychologist, a researcher, a social worker and volunteers. In this study, an experimental design, two children were surveyed, the bibliotherapy program was composed of a total of 12 times, 40 minutes every time. This study is analyzed, epitomized, evaluated and described objectively by a clinical psychologist's and my participating in ever program and using the qualitative approach and observing emotional and behavioral activities related to the sociality and problematic behavior of the children. The data were processed by the changes of the averages in the inspections before and after the bibliotherapy. The results of this study are as follows; First, the bibliotherapy programs has the effects on the promotion of sociality of the abused children. In the change of the sociality of the abused child, the average increased from 22.20 to 42.20 in the case A child, and 22.20 to 39.80 in the case of B child after compared with before the bibliotherapy. These results show that the bibliotherapy programs have the effects on the promotion of sociality of the abused children. Second, the bibliotherapy programs has the effects on the reduction of problem behaviors of the abused children. In the measurement of the change of problem behaviors, the internalization problems of shrinking, physical symptoms, and depression, the average decreased from 14.00 to 3.20 in A child, and 17.80 to 6.20 in B child after the bibliotherapy. In the measurement of the externalization problems, the misdemeanor and aggression, the average decreased from 19.60 to 6.60 in A child, and 34.00 to 17.60 in B child after the bibliotherapy. These results indicate that the bibliotherapy has the effects on the reduction of problematic behaviors of the abused children. Therefore, it is verified that the bibliotherapy programs have the promotion of sociality and the reduction of problematic behaviors of the abused children. In the future, it is necessary that various activity programs be developed, utilized for the development of average children as well as the children to need the bibliotherapy, and popularized.
The main purpose of this study is to explicate whether the application of the bibliotherapy to the children who have ever been abused results in positive effects and changes on the promotion of sociality and the reduction of problem behavior of them. For this purpose of the study, the research subjects were presented as follows; First, do the bibliotherapy programs have the effects on the promotion of sociality of the abused children? Second, do the bibliotherapy programs have the effects on the reduction of problem behavior of the abused children? To describe these subjects, two elementary school children were surveyed in this study, who have ever been abused physically by parents or family members and abandoned. Child behavior checklist(CBCL) and Sociality Function checklist were used as the measurement tools. The inspections before and after the bibliotherapy were made to see the extent of the sociality and problem behavior of the children before the bibliotherapy and the degree of the promotion of sociality and the reduction of the problem behavior after the bibliotherapy, with a clinical psychologist, a researcher, a social worker and volunteers. In this study, an experimental design, two children were surveyed, the bibliotherapy program was composed of a total of 12 times, 40 minutes every time. This study is analyzed, epitomized, evaluated and described objectively by a clinical psychologist's and my participating in ever program and using the qualitative approach and observing emotional and behavioral activities related to the sociality and problematic behavior of the children. The data were processed by the changes of the averages in the inspections before and after the bibliotherapy. The results of this study are as follows; First, the bibliotherapy programs has the effects on the promotion of sociality of the abused children. In the change of the sociality of the abused child, the average increased from 22.20 to 42.20 in the case A child, and 22.20 to 39.80 in the case of B child after compared with before the bibliotherapy. These results show that the bibliotherapy programs have the effects on the promotion of sociality of the abused children. Second, the bibliotherapy programs has the effects on the reduction of problem behaviors of the abused children. In the measurement of the change of problem behaviors, the internalization problems of shrinking, physical symptoms, and depression, the average decreased from 14.00 to 3.20 in A child, and 17.80 to 6.20 in B child after the bibliotherapy. In the measurement of the externalization problems, the misdemeanor and aggression, the average decreased from 19.60 to 6.60 in A child, and 34.00 to 17.60 in B child after the bibliotherapy. These results indicate that the bibliotherapy has the effects on the reduction of problematic behaviors of the abused children. Therefore, it is verified that the bibliotherapy programs have the promotion of sociality and the reduction of problematic behaviors of the abused children. In the future, it is necessary that various activity programs be developed, utilized for the development of average children as well as the children to need the bibliotherapy, and popularized.
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