• Korean Journal of Child Studies
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• v.13 no.1
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• pp.99-111
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• 1992

The purpose of this study is to investigate how the broken home influence the personality development. in comparison of the personal characters of the child of broken home with those of the child of normal home. The subjects of this study were III broken homes children and 183 normal homes children of 5th grade. sampled from elementary schools in Busan. The instrument used in this study was the character inventory prepared by Lee Sang Rho. etc. The result of the personality test was compared according to each variable(as follws)and the mean(M) standard deviation(SD) and T -test were obtained. The result of the analysis are as follows: 1. The child of normal homes is superior in superiority than the child of broken homes 2. The boys of mormal homes are superior in sociability than the boys of broken homes, boys of broken homes, but there was no outstanding difference between the girls of normal homes and the girls of broken homes. 3. In the case of extended family. there was no outstanding difference between the child of normal homes and the child of broken homes, but in the case of nuclear family. the child of normal homes is superior in sociability and superiority than the child of broken homes. 4. In the case of only child homes, there was no outstanding difference between the child of normal homes and the child of broken homes, but in the case of sibling child homes. the child of normal homes is superior in sociability and superiority than the child of broken homes.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.1-20
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• 2005

The present study investigated the effects of socio-drama for improving the self-esteem and self-expression of school children from broken homes. Twenty 4th and 5th grade children from broken homes were sampled from welfare service centers in the Seoul area. Participation was approved by at least one parent. Subjects were divided into two groups, 10 each in the experimental and the control groups. The socio-drama program, designed by the present researchers, was conducted in 12 sessions 90 minutes each, twice a week. Results showed that the self-esteem and the self-expression scoresof the experimental group increased significantly. Positive self-expression behaviors increased, while negative self-expressive behaviors and avoidance behaviors decreased in the experimental group.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.4
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• pp.1628-1636
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• 2011

The purpose of this study is to analyze the effectiveness of horticultural therapy on children from broken homes: this treatment program, implemented in the social welfare field, targets the children's depression, self-esteem, and social and emotional stress. Its object was composed of 13 lower grade students enrolled in special facilities according to the life-cycle method, and its data were collected as making use of the structured questionnaire. The horticultural Therapy Program was practiced 14 sessions in total from September 2nd to December 16th, 2010, and its results in summary are as follows; The sociality in horticultural therapy was higher by .53 point in 2.76 after practice than in 2.23 before practice, and its value of the ability to cope with stress was higher by 0.52 point in 2.82 after coping with stress than in 2.30 before that. That was meaningful (t=-1.4398, p<.05). The value of anxiety was lower by .15 in 1.45 post-anxiety than in 1.60 pre-anxiety, and that was meaningful (t=-2.3842, p<.05). The value of self-esteem is higher by .42 in 2.92 post-self-esteem than in 2.50 pre-self-esteem, and that was strategically meaningful (t=-1.1871, p<.05). The value of emotional assessment was higher by 2.05 in 5.25 post-emotional assessment than in 3.20 pre-emotional assessment, and that was strategically meaningful (t=-2.4599, p<.05). Based on these results, this study suggests that this horticultural therapy program should apply to the issues of children in social welfare field as one of various approaches.