(Abstract) The purpose of this study was to develop an Interpersonal Relationship Harmony Program(IRHP-M) for middle school students and to investigate its effects. The concept of Interpersonal Relationship Harmony is derived from Lee(2003), Corey, Corey, Callanan, and Russell(2005), HITS(harmony of...
(Abstract) The purpose of this study was to develop an Interpersonal Relationship Harmony Program(IRHP-M) for middle school students and to investigate its effects. The concept of Interpersonal Relationship Harmony is derived from Lee(2003), Corey, Corey, Callanan, and Russell(2005), HITS(harmony of individual, time, and space) theory(Kim, 2005, 2007). According to the HITS theory, a person can be explained in three dimensions, that is, individual, time, and space dimension. People can realize their ability at their maximum when they maintain harmony in these three dimensions. To maximize personal ability, the cognition, emotion and behavior of individual should be integrated in the present space. In this study, sub-factors were extracted based on the middle students' needs and literature research on the harmony of interpersonal relationship. They were 'cognition for interpersonal relationship harmony', 'emotions for interpersonal relationship harmony', and 'behaviors for interpersonal relationship harmony'. In this study Interpersonal Relationship Harmony was operationally defined as the total score of the three factors assessed by Interpersonal Relationship Harmony Scale(IRHR-M, Jeong & Kim, 2013). The problems of the study were as follows. 1. Will the Interpersonal Relationship Harmony Program for middle school students be developed properly? 2. Will the validity of Interpersonal Relationship Harmony Program for middle school students be verified empirically? 2-1. Will the Interpersonal Relationship Harmony Program increase the level of overall interpersonal relationship harmony more effectively than the interpersonal relationship enhancement program? 2-2. Will the Interpersonal Relationship Harmony Program increase the level of the sub-factors(cognition for interpersonal relationship harmony, emotion for interpersonal relationship harmony, and behavior for interpersonal relationship harmony) more effectively than the interpersonal relationship enhancement program? Interpersonal Relationship Harmony Program was developed, based on precedent research and literature research. The procedure was as follows: confirmation of necessity for program development, survey of needs, formulation of goal and objectives, selection of measuring instrument, selection and organization of content and strategies, selection of comparative program, implementation of preparatory program, evaluation and revision of the program, decision and management of program. 30 middle school students who were voluntary participated in this study. To verify the validity of Interpersonal Relationship Harmony Program empirically, they were randomly alloted to one of three groups, that is, the Interpersonal Relationship Harmony Program group as a treatment group, interpersonal relationship enhancement group as a comparative group, and no treatment group as a control group. Each group consisted of 10 middle school students. Each student in the treatment group and comparative group participated in the program for a total of 10 sessions, 45 minutes per session, twice a week. Interpersonal Relationship Harmony Program for middle school students was largely evaluated through process evaluation and final evaluation. To evaluate the adequacy of content and activity, a questionnaire on session evaluation was administered to group members after each session of the preparatory program. To verify the effectiveness of developed program, Interpersonal Relationship Harmony Scale(IRHS-M, Jeong & Kim, 2013) and the Interpersonal Relationship Ability Scale(Kim, 2007) were used as a measuring instrument. They were administered to all the 3 group members before the program and immediately after the program. A follow-up test was carried out after 4 weeks to examine the durability of the effects of the program. To evaluate the overall satisfaction level of group members, a questionnaire was administered to the members of treatment group after final group session. As a result, most of the participants reported a high level of satisfaction. To analyze the effects of programs, Multivariate repeated-measure analysis was conducted. When it revealed overall effects and if necessary, between-group(treatment group, comparative group, control group) individual comparison and post-hoc using Tukey's HSD were conducted. The program used for data analysis was SPSS 15.0 for Windows and the statistical significance level for hypothesis testing was set at .05. The results were as follows. The validity of Interpersonal Relationship Harmony Program for middle school students was verified empirically. The Interpersonal Relationship Harmony Program increased the level of overall interpersonal relationship harmony more effectively than the interpersonal relationship enhancement program. The Interpersonal Relationship Harmony Program increase the level of the sub-factors(cognition for interpersonal relationship harmony, emotion for interpersonal relationship harmony, and behavior for interpersonal relationship harmony) more effectively than the interpersonal relationship enhancement program. In conclusion, it was shown that the Interpersonal Relationship Harmony Program for middle school students was developed properly.
(Abstract) The purpose of this study was to develop an Interpersonal Relationship Harmony Program(IRHP-M) for middle school students and to investigate its effects. The concept of Interpersonal Relationship Harmony is derived from Lee(2003), Corey, Corey, Callanan, and Russell(2005), HITS(harmony of individual, time, and space) theory(Kim, 2005, 2007). According to the HITS theory, a person can be explained in three dimensions, that is, individual, time, and space dimension. People can realize their ability at their maximum when they maintain harmony in these three dimensions. To maximize personal ability, the cognition, emotion and behavior of individual should be integrated in the present space. In this study, sub-factors were extracted based on the middle students' needs and literature research on the harmony of interpersonal relationship. They were 'cognition for interpersonal relationship harmony', 'emotions for interpersonal relationship harmony', and 'behaviors for interpersonal relationship harmony'. In this study Interpersonal Relationship Harmony was operationally defined as the total score of the three factors assessed by Interpersonal Relationship Harmony Scale(IRHR-M, Jeong & Kim, 2013). The problems of the study were as follows. 1. Will the Interpersonal Relationship Harmony Program for middle school students be developed properly? 2. Will the validity of Interpersonal Relationship Harmony Program for middle school students be verified empirically? 2-1. Will the Interpersonal Relationship Harmony Program increase the level of overall interpersonal relationship harmony more effectively than the interpersonal relationship enhancement program? 2-2. Will the Interpersonal Relationship Harmony Program increase the level of the sub-factors(cognition for interpersonal relationship harmony, emotion for interpersonal relationship harmony, and behavior for interpersonal relationship harmony) more effectively than the interpersonal relationship enhancement program? Interpersonal Relationship Harmony Program was developed, based on precedent research and literature research. The procedure was as follows: confirmation of necessity for program development, survey of needs, formulation of goal and objectives, selection of measuring instrument, selection and organization of content and strategies, selection of comparative program, implementation of preparatory program, evaluation and revision of the program, decision and management of program. 30 middle school students who were voluntary participated in this study. To verify the validity of Interpersonal Relationship Harmony Program empirically, they were randomly alloted to one of three groups, that is, the Interpersonal Relationship Harmony Program group as a treatment group, interpersonal relationship enhancement group as a comparative group, and no treatment group as a control group. Each group consisted of 10 middle school students. Each student in the treatment group and comparative group participated in the program for a total of 10 sessions, 45 minutes per session, twice a week. Interpersonal Relationship Harmony Program for middle school students was largely evaluated through process evaluation and final evaluation. To evaluate the adequacy of content and activity, a questionnaire on session evaluation was administered to group members after each session of the preparatory program. To verify the effectiveness of developed program, Interpersonal Relationship Harmony Scale(IRHS-M, Jeong & Kim, 2013) and the Interpersonal Relationship Ability Scale(Kim, 2007) were used as a measuring instrument. They were administered to all the 3 group members before the program and immediately after the program. A follow-up test was carried out after 4 weeks to examine the durability of the effects of the program. To evaluate the overall satisfaction level of group members, a questionnaire was administered to the members of treatment group after final group session. As a result, most of the participants reported a high level of satisfaction. To analyze the effects of programs, Multivariate repeated-measure analysis was conducted. When it revealed overall effects and if necessary, between-group(treatment group, comparative group, control group) individual comparison and post-hoc using Tukey's HSD were conducted. The program used for data analysis was SPSS 15.0 for Windows and the statistical significance level for hypothesis testing was set at .05. The results were as follows. The validity of Interpersonal Relationship Harmony Program for middle school students was verified empirically. The Interpersonal Relationship Harmony Program increased the level of overall interpersonal relationship harmony more effectively than the interpersonal relationship enhancement program. The Interpersonal Relationship Harmony Program increase the level of the sub-factors(cognition for interpersonal relationship harmony, emotion for interpersonal relationship harmony, and behavior for interpersonal relationship harmony) more effectively than the interpersonal relationship enhancement program. In conclusion, it was shown that the Interpersonal Relationship Harmony Program for middle school students was developed properly.
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