본 연구는 문학의 다양한 매체와 활동을 이용한 문학치료 프로그램을 통해 초등학생들의 교우관계 증진에 영향을 미치는 효과를 검증하는데 있다. 초등학교 학생들을 대상으로 문학치료프로그램을 실시한 후 사후검사를 실시하였다. 연구결과는 첫째, 프로그램 종료 직후에 실시한 사후검사에서는 실험집단과 비교집단이 유의미한 차이가 없었으나, 상담 종료 5주 후에 실시한 추후검사에서는 실험집단의 교우관계 전체 평균이 비교집단에 비해 유의미하게 높게 나타났다. 둘째, 교우관계의 '친밀감' 하위 영역이 사후검사에서는 실험집단과 비교집단이 유의미한 차이가 없었으나, 추후검사에서는 실험집단의 '친밀감'의 평균이 비교집단에 비해 유의미하게 높게 나타났다. 셋째, 실험집단 청소년들의 교우관계 하위영역 중 '관심도' 수준이 추후검사에서 비교집단에 비해 유의미한 차이를 보였다. 이상의 결과를 볼 때, 문학치료는 청소년의 교우관계 증진에 즉시적 효과는 없었으나 시간이 지난 후에 효과가 있었다.
본 연구는 문학의 다양한 매체와 활동을 이용한 문학치료 프로그램을 통해 초등학생들의 교우관계 증진에 영향을 미치는 효과를 검증하는데 있다. 초등학교 학생들을 대상으로 문학치료프로그램을 실시한 후 사후검사를 실시하였다. 연구결과는 첫째, 프로그램 종료 직후에 실시한 사후검사에서는 실험집단과 비교집단이 유의미한 차이가 없었으나, 상담 종료 5주 후에 실시한 추후검사에서는 실험집단의 교우관계 전체 평균이 비교집단에 비해 유의미하게 높게 나타났다. 둘째, 교우관계의 '친밀감' 하위 영역이 사후검사에서는 실험집단과 비교집단이 유의미한 차이가 없었으나, 추후검사에서는 실험집단의 '친밀감'의 평균이 비교집단에 비해 유의미하게 높게 나타났다. 셋째, 실험집단 청소년들의 교우관계 하위영역 중 '관심도' 수준이 추후검사에서 비교집단에 비해 유의미한 차이를 보였다. 이상의 결과를 볼 때, 문학치료는 청소년의 교우관계 증진에 즉시적 효과는 없었으나 시간이 지난 후에 효과가 있었다.
It is aimed to examine the effect of literary therapy program on the improvement of friendship among elementary school students using various media and activities of literature. After the literature therapy program was conducted for elementary students, post-test was conducted. The results of the st...
It is aimed to examine the effect of literary therapy program on the improvement of friendship among elementary school students using various media and activities of literature. After the literature therapy program was conducted for elementary students, post-test was conducted. The results of the study are as follows. First, there was no significant difference between the experimental group and the comparative group in the post-test immediately after the end of the program, but in the follow-up test performed 5 weeks after the counseling, the average of the peer relations of the experimental group was significantly higher than that of the comparative group. Second, in the post-test, there was no significant difference between the experimental group and the comparative group in the "intimacy" sub-area of the peer relationship, but in the follow- up test, the "intimacy" sub-region average of the experimental group was significantly higher than the comparative group. Third, the level of 'interest' among the peer relationship sub-domains of the experimental group showed a significant difference in the follow-up test. As a result, literature therapy had no immediate effect on the improvement of friendship among adolescents, but it was effective after a long time.
It is aimed to examine the effect of literary therapy program on the improvement of friendship among elementary school students using various media and activities of literature. After the literature therapy program was conducted for elementary students, post-test was conducted. The results of the study are as follows. First, there was no significant difference between the experimental group and the comparative group in the post-test immediately after the end of the program, but in the follow-up test performed 5 weeks after the counseling, the average of the peer relations of the experimental group was significantly higher than that of the comparative group. Second, in the post-test, there was no significant difference between the experimental group and the comparative group in the "intimacy" sub-area of the peer relationship, but in the follow- up test, the "intimacy" sub-region average of the experimental group was significantly higher than the comparative group. Third, the level of 'interest' among the peer relationship sub-domains of the experimental group showed a significant difference in the follow-up test. As a result, literature therapy had no immediate effect on the improvement of friendship among adolescents, but it was effective after a long time.
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문제 정의
In this study, a literature therapy program was developed to improve the fellowship relationship of fifth grade elementary school students. The subjects of this study were 'friendship relationship survey' and 'sociality measurement method' for 78 students of grade 5 in W elementary school in J city.
The purpose of this study is to investigate the effects of literary therapy program on the improvement of friendship among adolescents through various mediums and activities of literature. In order to verify the results of this study, pre - test was conducted before the literature therapy program was conducted and post-test was conducted immediately after the program was completed.
This kind of fellowship affects understanding and respect of others beyond their own expressions, affecting the formation of trust, as well as promoting the development of social skills. The purpose of this study is to investigate whether literacy therapy program helps elementary school students. Literacy therapy program interventions will be effective in maintaining friendship, understanding each other, and integrating into one community through mutual cooperation.
제안 방법
In this study, to measure the fellowship of elementary school students, the children's problems of peer relationship[14] were revised and supplemented according to the study purpose. After conducting preliminary tests for elementary school students, most of the items were found to be appropriate for the developmental stage of the child, and some items with difficulty in understanding and duplicated items were corrected. The content of the question was composed of 25 questions including questions about friends who spend most of their time with their friends, including their friendship, feelings with their friends, intimacy, their position in peers, and interest.
The purpose of this study is to investigate the effects of literary therapy program on the improvement of friendship among adolescents through various mediums and activities of literature. In order to verify the results of this study, pre - test was conducted before the literature therapy program was conducted and post-test was conducted immediately after the program was completed. In addition, we conducted a follow-up test 5 weeks after the end of the program to see how long the effect of the program implementation was maintained after a certain period of time.
After conducting preliminary tests for elementary school students, most of the items were found to be appropriate for the developmental stage of the child, and some items with difficulty in understanding and duplicated items were corrected. The content of the question was composed of 25 questions including questions about friends who spend most of their time with their friends, including their friendship, feelings with their friends, intimacy, their position in peers, and interest.
The program consisted of 9 sessions, each session was held twice a week, and each session took 60-90 minutes. The program consists of four stages as follows.
대상 데이터
As a result, the total score of friendship score was distributed to 52 ∼ 96 points. The selected 19 students among 78 were divided into 10 experimental groups (male: 6, female: 4) and 9 control group(male: 4, female: 5).
The subjects of this study were 'friendship relationship survey' and 'sociality measurement method' for 78 students of grade 5 in W elementary school in J city.
데이터처리
(1) In order to verify the homogeneity of the experimental group and the comparative group in the peer relationship by the pre-test, the difference between the groups in the average of the peer relationship test was analyzed through t-test.
(2) To investigate the effects of literary therapy programs on peer relationships, the differences between groups were analyzed by means of t-test.
In order to test the effects of the operation of the literary therapy program on the change of peer relations in adolescents, the mean and standard deviation of post-test scores between the two groups were obtained and the results of the t-test were as follows.
성능/효과
The results of this study and the discussion are as follows. First, there was no significant difference between the experimental group and the comparative group in the post-test immediately after the end of the program, but in the follow-up test performed 5 weeks after the counseling, the average of the peer relations of the experimental group was significantly higher than that of the comparative group. This indicates that the literature therapy program is effective in promoting the fellowship of adolescents.
In order to find out whether the effects of the literacy therapy program on the change of peer relations of adolescents were successfully maintained after the end of the experiment, the peer relationship test was conducted again after 5 weeks of program termination. The results are shown in [Table 4].
Second, in the post-test, there was no significant difference between the experimental group and the comparative group in the "intimacy" sub-area of the peer relationship, but in the follow-up test, the "intimacy" sub-region average of the experimental group was significantly higher than the comparative group.
The conclusions drawn from these results are that the literacy therapy program is effective in promoting friendship between adolescents by showing a significant difference between the two groups at the end of the fifth week after the end of the literature therapy program. Therefore, in the future study, various literature therapy programs linked with curriculum should be developed so that literature therapy can be naturally promoted in the curriculum.
Third, the level of 'interest' among the peer relationship sub-domains of the experimental group showed a significant difference in the follow-up test.
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