• The Journal of the Korea Contents Association
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• v.16 no.7
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• pp.700-708
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• 2016

This study is to examine how peer counseling program affects on peer relation of children. The study subjects who fourth grades of A elementary school students in K city of Cheonbuk region, children of 26(boys 14, girls 12) people who expressed their joining opinion of program, were selected through information. 28(boys 15, girls 13) people were selected as control group. Before conducting program, both experiment group and control group were identified as same group. From in April, 2014 to in June 2014, peer counseling was conducted by experiment group(once per week, 60 minutes per session for a total 10 sessions), to examine effect, peer relation questionnaire were practiced before and after. Following were gained results of SPSS 18.0 used to analysis data of comparison in group before and after. peer relation of experiment group who conducted peer counseling had improved. Peer Counseling was effective for improving of Children's peer relation. However, there was no difference in compare of control group before and after. Therefore, this study can know that peer counseling had positive effect on peer relation of children.

• Journal of Digital Convergence
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• v.14 no.12
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• pp.625-632
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• 2016

The purpose of this study is to verify the effect of group counseling program through emotion coaching on the subjective well-being and interpersonal relationship of university students. The study subjects were 24 students at J university, and 12 students were assigned to experimental group and control group respectively. The emotion coaching group counseling program was conducted for two hours, once a week, ten times in all. The subjective well-being and interpersonal relationship test was conducted before and after the test, and the degree of effectiveness was examined through covariance analysis. As a result of the study, the group counseling program of emotional coaching showed meaningful results in subjective well-being and sub-factors such as life satisfaction and positive emotion. In addition, significant differences were found in communication, openness, and sensitivity among sub-factors of interpersonal relationship. The results of this study were as followed. First, the emotional coaching group counseling program improves subjective well-being by improving life satisfaction and positive emotion, and it was proved that it improves the communication in interpersonal relationship, and helps others to understand and openly communicate.

• Korean Journal of Child Studies
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• v.23 no.5
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• pp.167-182
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• 2002

The effectiveness of behavior group counseling using the games of children with Attention Deficit Hyperactivity Disorder(ADHD) was studied with 24 primary school children (12 each in the experimental and in the control groups). The subjects were selected on the basis of the Abbreviated Conners Teacher Rating Scale-Revised. The counseling program consisted of 12 sessions over a 6-week period. Effectiveness of the training was evaluated with the Conners Teacher Rating Scale-Revised, the ADHD teacher's rating scale, and the Korea-Child Behavior Checklist. Findings were that the group receiving counseling exhibited improved attention, social relationships, and self control. They also exhibited decreased carelessness-passivity, hyperactivity, hostility and fewer behavior problems.

• The Journal of the Korea Contents Association
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• v.11 no.2
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• pp.466-476
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• 2011

The present research is aimed to observe the effects on the peer counseling program which can increase the communication skills and social efficacy of high school students. In order to do the present research, I have taken 16 high school students, who want to join to this research, within A city. I have separated those students into two groups: an experienced group of 8 students and a controlled group of 8 students. Mann-Whitney U and Wilcoxon Signed Ranks test were adopted to analyze collected data from the peer counseling program. The results of this research indicated that the level of communication skills have been increased after peer counseling intervention program of the experienced group, and the level of occupational stress also have been increased after peer counseling intervention program of the experienced group. This result showed that, the peer counseling program could stimulate the communication skills and social efficacy of experienced group significantly comparing with the result of the controlled group. From the result I have confirmed that, the peer counseling program have positive effects to increase the high school students' communication skills and social efficacy.

• Journal of Digital Convergence
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• v.11 no.10
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• pp.181-187
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• 2013

In this study, university students career decision efficacy through group counseling program to verify the effectiveness of group counseling program in the future career development of students and the university's career guidance aims to be the basis of the direction of the setting. Verification results first college career counseling program has not been applied to the experimental group compared to the control group, the level of efficacy was improved career decision. Change of career decision-efficacy between groups T-test results shall not be liable for the entire career decision efficacy significant difference was found that factors For a detailed planning, self-evaluation of the results showed no significant changes.

• Journal of the Korean Society of School Health
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• v.24 no.2
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• pp.164-172
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• 2011

Purpose: This study was to examine the effect of career group counseling program using cinema for the improving self identity and career decision-making self-efficacy of adolescents on probation. Methods: The subject were 36 (Experimental. 20, Control. 16) adolescents on probation who were referred to N mental health center in G city South Korea, but 2 of the experimental group did not complete the program. The program consisted of 8 sessions and was conducted from November, 2008 to February, 2009. The study variables were 'self identity' and 'career decision-making self-efficacy' surveyed by self-reported questionnaires. Results: Self identity (t=-2.797, p=.005), and career decision-making self-efficacy (t=-3.354, p=.001) changed more significantly in the experimental group than in control group after career group counseling program using cinema. Conclusion: Based on these results, career group counseling program using cinema for adolescents on probation was especially effective in increasing self identity and career decision-making self-efficacy.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.197-207
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• 2010

The aim of this study was to examine the effectiveness of a Laughter Therapy Group Counseling Program on overcoming anxiety, depression, and improving the self-esteem of mothers. The State-Trait Anger Scale, the Beck Depression Inventory, and the Self-Esteem Scale were used as a pre-test, post-test, and follow-up test respectively. The test results were analyzed using a t-test, a one-way analysis of variance. Twelve mothers suffering from anxiety and depression participated in eight sessions of the program, and were then compared with twelve mothers in the control group who did not receive the treatment. The treatment group showed statistically significant improvements in self-esteem, and reduced levels of anxiety and depression, in comparison to the control group. It was concluded that the program was effective in overcoming anxiety, depression, and improving self-esteem in mothers.

• Journal of Korean Academy of Nursing Administration
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• v.11 no.4
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• pp.415-423
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• 2005

Purpose: The purpose of this research is to discover the effects of REBT group counseling on the self-efficacy and organizational effectiveness of nurses with high scores on dysfunctional attitude scale. Method: There wewe 21 subjects in the experimental group and 25 subjects in the control group. This treatment lasted for eight weeks. Each week, a two and half hour long session was cinducted. Results: The experimental groups showed that significant statistical differences compared with the control groups in the score of self-efficacy, job-satisfaction, organizational commitment, and nursing performance. Conclusion: These results imply that REBT group counseling could be utilized as good nursing intervention to enhance self-efficacy, organizational effectiveness at the general hospital.

• Journal of Korean Academy of Nursing
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• v.33 no.3
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• pp.440-450
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• 2003

Purpose: This study was conducted to examine the effects of solution-focused group counseling on the general stress, stress response and coping in the delinquent juveniles. Method: The subjects consisted of a convenience samlple of 60 delinquent juveniles who had been placed under probation in Kwang-ju, and recruited from Oct., 2000 to Dec., 2000. Solution-focused group counseling was conducted for the experimental group once a week for 120 to 180 minutes for 6 week. The control group received no group session. For both groups the level of general stress, stress response and coping were measured before and after the experiment. Result: General stress significantly decreased in the experimental group and increased in the control group, but showed no significant difference between the two groups. Stress response decreased significantly in the experimental group and increased in the control group, but showed no significant difference between the two groups. The problem-focused coping significantly increased in the experimental group and decreased in the control group, and showed a significant difference between the two groups. The emotion-focused coping significantly decreased in the experimental group and increased in the control group, and showed no significant difference between the two groups. Conclusion: This study showed that solution-focused group-counselling has a positive effect on variables like the general stress, stress response, emotion-focused coping and problem-focused coping. Further study needs to be conducted to verify results.

• The Korean Journal of Elementary Counseling
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• v.5 no.1
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• pp.119-137
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• 2006

The purpose of this study is to develop a group counseling program to improve the learning habits of the elementary school children who experience difficulties learning, because of their wrong learning habits. To achieve it, the sub-elements of learning habits are set by "learning motive & attitude" and "learning technique" A group counseling program composed of the essential factors suitable for each element are srhseqrently, devised to pursue the improvement of learning habits. The study propositions are set as follows: Can the group counseling program improve the learning habits of elementary school children? 1. Can the group counseling program improve the learning motive and attitude of elementary school children? 2. Can the group counseling program improve the learning technique of elementary school children? The subject of this study is the 4th graders of W elementary school located in Gwangju Metropolitan City. After selecting 12 pupils from low scorers after a learning habits test, Each 6 of those are randomly assigned to an experimental group and a control group, respectively. In this way, they are pcrticipate in the group counseling program. The group counseling program is consisted of 10 sessions. The program is implemented for six weeks with a 50 min duration per session. As a measuring tool, a restructured test with only motive variables and technique variables, excluding remaining variables, from the Learning Habits Test by Choi Jong-Ryul (1992) is used for pre and post tests. The results of the study is acquired by integrating the statistics from the test tool. Observation of the counselor and testees' thoughts are as follows: The group counseling program affects the sub-elements of learning habits positively, namely learning motive & attitude and learning technique. The program applied in this study is effective in improving the learning habits of the pupils with lower learning habits. Accordingly, this program can be one of the methods to develop effective learning habits, set efficient strategies and exert abilities maximally for the learners, who did not adequately exert their abilities, due to wrong learning habits, while ineffectively learning without knowing effective learning habits. To improve and maintain the learning habits of the elementary school pupils, overall understanding should be backed in order to precisely analyze and identify the learning habits of the pupils. Besides, an association between schools and homes is also needed along with parents' concerns over their children's learning habits at home.