• The Korean Journal of Elementary Counseling
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• v.10 no.1
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• pp.77-94
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• 2011

The purpose of this study was to think about 'the nature of the mind' through the extraction of contents related to the 'mind' which is contained in "Non-eo(the Analects of Confucius)" and to devise a 'Non-Eo' counseling program intended for elementary school students by finding out counseling elements related to the growth of the mind. The 'Non-Eo' counseling program developed in this study was 10 lessons of forty minutes each and divided the group counseling procedure into three phases as introduction, progress, and wrap-up. The subjects of this study were 40 elementary school students in upper grades in a specific county: 20 students in the control and experimental group respectively. The 'Non-Eo' counseling program was applied to the experimental group twice a week for five weeks and it was not applied to the control group. Two measurement tools were used in order to verify the effects: the self-esteem measurement test adopted by Gong, Tae-Su(1998) which was originated from the selfesteem measurement test for children developed by Coopersmith(1967) and the friendship measure test adopted by Jo, Seong-rye(2001) which originated from the friendship measure test developed by Furman and Bierman(1983). The results were as follows; Firstly, there was a significant difference between the growth of self-esteem of the students in the experimental group and that in the control group; in general, the p-value of the experimental group was .032. Secondly, there was a significant difference between the growth of friendship of the students in the experimental group and that in the control group; in general, the p-value of the experimental group was .046. The fact that this study carried out a new counselling approach called 'Non-Eo' counseling based on the contents related to 'the growth of the mind' in "Non-eo" is of great significance.

• 한국초등상담교육학회:학술대회논문집
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• 2004.01a
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• pp.17-40
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• 2004

This article tried to show a new paradigm for elementary school counseling in Korea. Counseling in Korean elementary school has focused on the individual child and/or group of the children without considering school circumstances. But school has some special features which have to be counted for the efficiency of child counseling. Take for an example, children have to spend most of their day time with a class teacher for 6 days a week. So the talks and behaviors of the class teacher have strong influence on the children. These factors should be included in the elementary school counseling to help children grow up and develop. : Six main topics discussed in this articles were as follows. 1. Developmental tasks of Korean children have to be searched and organized. 2. The concept of class management has to be combined with the concept of counseling. 3. Establishing the conditions to facilitate subject learning has to be emphasized in the school counseling. 4. Counseling instruments applicable to the children should be developed. 5. The proper knowledge of teacher's way cf talking and behaving in class life should be organized. 6. The resources of school counseling should be identified and interconnected to provide better counseling service to the children.

• The Korean Journal of Elementary Counseling
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• v.6 no.1
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• pp.49-71
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• 2007

The purpose of this study was to examine the effects of a career group counseling program on the career maturity and achievement motivation of elementary school underachievers. This study targeted the fifth grader underachievers. Twenty underachievers, whose pre-test homogeneity in career maturity and achievement motivation was verified, were allocated to an experimental group and a control group by 10 underachievers each. The program was conducted for a total of 12 sessions, twice per week, and each session lasted 80 minutes. For verification of the program effects in this study, MANOVA and ANOVA were carried out for pre- and post-score tests between the groups, and repeated-MANOVA and paired t-test were peformed to look into the changes within a group by using SPSS/WIN(version 12.0) in terms of statistical analyses. The findings in this study are as follows: First, as a result of post test for the experimental and control groups, and difference verification of post and pre-tests within the experimental group, both career maturity and sub-factors of career maturity demonstrated significant differences. Second, as a result of difference verification of the pre- and post-tests within the experimental group, achievement motivation significantly improved, but there was no statistically significant difference in achievement motivation in the post-test of experimental and control groups. However, of the sub-factors of the achievement motivation, self-confidence and Interest in the long-term future significantly improved. Third, we can see that the career group counseling program provided opportunities for the underachievers to search their own character, interest, and aptitude, and broadly encounter the world of occupations. Also, we can infer that the underachieves had active and developmental attitudes towards future dreams and their current efforts. As noted above, the career group counseling program proved that it has a positive effect to the improvement of the elementary school underachievers' career maturity and achievement motivation in some variables.

• The Korean Journal of Elementary Counseling
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• v.8 no.1
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• pp.51-66
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• 2009

This study aims at examining how it becomes to change the interpersonal cognitive problem solving ability development of elementary rejected children when teacher practices counseling strategy in classroom To do this, 130 fifth-graders of 4 classrooms from H Elementary School in B City went through Ahn Ie-hwan's(2007) social status type system by using the peer nomination, Then, 21 children were labeled as rejected children. Among them, 16 children were divided into experimental group & control group, 8 for the each group. In order to improve the interpersonal cognitive problem solving ability of rejected children with teacher's counseling strategy in classroom used in this study, 5 weeks activity made according to the level of classroom was carried out in four sides, that is, setting of classroom structure-environments, classroom activities, counseling activities, cooperative learning method, referring to Dreikurs'(1971) 'The counseling strategy in classroom' composed of self-discipline, cooperation, mutual respect, shared responsibility, and social equality. This study obtained the following results. First, There was a significant effect in improving the interpersonal cognitive problem solving ability of rejected children. Looking into sub-factors, there was a significant effect in improving consequential thought and method-ends thought except alternative solution thought and causal thought. Second, there was a significant difference in social status & change of 5 types of children in social status in the respective classrooms when those of the experimental group where teacher's counseling strategy in classroom carried out and those of the control group where teacher's counseling strategy in classroom not carried out were compared. To conclude the results mentioned above, We can see the fact that the counseling strategy in classroom positively affected interpersonal cognitive problem solving ability.

• 한국초등상담교육학회:학술대회논문집
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• 2004.01a
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• pp.119-135
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• 2004

The purpose of this study was to examine the effects of the self-growth group counseling program on the self-concept and the interpersonal relationships of depressed children in elementary school. A total 20 children who were screened by CDI criteria participated in this study, these students were randomly assigned to the experimental group(N=10) and the control group(N=10). The self-growth group counseling programs were implemented for ten week period. The research hypothesis were as follows: 1-1 : The scores on the self-concept measure of the experimental group received the self-growth group counseling program will be higher than the control group. 1-2 : The post-test scores on the self-concept measure of the experimental group received the self-growth group counseling program will be higher than the pre-test scores. 2-1 : The scores on the interpersonal relationships measure of experimental group received the self-growth group counseling program will be higher than the control group. 2-2 : The post-test scores on the interpersonal relationships measure of the experimental group received the self-growth group counseling program will be higher than pre-test scores. 3-1 : The scores on CDI of the experimental group received the self-growth group counseling program will be lower than the control group. 3-2 : The post-test scores on CDI of the experimental group received self-growth group counseling program will be lower than pre-test scores. The results of the study were as follows: First, the scores of the self-concept and the interpersonal relationships measures of the experimental group students appeared to be higher than the control group. However among the self-concept measure, the score of the emotional self showed no statistically significant differences between the groups. Second, within the experimental group, the scores of the self-concept and the interpersonal relationships measures of the post-test appeared to be higher than the pre-test. Third, the scores on CDI measures also showed significant mean differences between the experimental group and the control group, and between the pre- and post-tests. These findings suggested that the self-growth group counseling program interventions were functioned as for improving the self-concept and the interpersonal relationships, and for decreasing the depressed level of children. The implications and limitations of the study were discussed, and the suggestions for further researches were made.

• Journal of The Korean Association of Information Education
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• v.7 no.2
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• pp.249-260
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• 2003

The group counseling with their friends who have the same problem is more useful to solve the problem of the elementary school students, and is desirable to use the abilities of group as class in the respect of problem solution and mental graduation. But, in the school nowadays, because there is not enough space and time to have group counseling and is no much information about it, the group counseling hasn't made well even though there is will. Therefore, we need a system for group counseling adding cyber counseling in order the passive students can take part in the counseling well and we can overcome restriction of time and space. So, in this paper, the reasons and problems why the group counseling is hardly made was found and in order to solve the problems and to get the effects of the group conseling easily, implemented web based group coulseling system, adapted it in the school, analyzed the results. Consequently, I could supply some disadvantages of the face to face coulseling to advantages through the web based group counseling system.

• Korean Journal of Child Studies
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• v.30 no.1
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• pp.149-164
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• 2009

Recently, one of the authors of this study, Huh (2008), developed a group counseling program "With love, With friendship I, II" for bullies and victimizers of elementary school violence. The present study is designed to test program II, for victimizers. The program was administered to eleven school violence victimizers. Participants completed the Anxiety Scale, Self-esteem Test, Pro-sociability Test and Conflict Resolution Strategy Test. Collected data were analyzed using t-Test and ANCOVA. The results showed that anxiety in the experimental group decreased significantly while self-esteem and pro-social behavior increased significantly compared to the control group. Implications of these results were discussed with focus on applicability of the program in the school setting.

• Korean Journal of Child Studies
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• v.31 no.1
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• pp.125-136
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• 2010

The purposes of this study were to examine the effects of narrative therapy group counseling on children's dysfunctional beliefs and levels of aggression. The subjects were 20 students in grade 5 who had been randomly assigned to an experimental group and a control group. The experimental group was treated with narrative therapy group counseling. The experiment was performed over 10 sessions for 10 weeks. In order to test the experimental effects, post testswere administered after treatment. The results were analyzed by means of MANOVA. The findings of the study were as follows : Compared to the control group, the experimental group experienced a significant reduction in dysfunctional beliefs and levels of aggression.

• Journal of Korean Library and Information Science Society
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• v.50 no.3
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• pp.167-190
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• 2019

This study developed and applied Biblio-counseling program based on Alfred Adler's individual psychology targeting upper elementary school students who are in transitional stage of physical and psychological development and examined the effect of the program on the children's sense of inferiority, social interest, personality priority. The program was applied to 20 fourth and fifth graders enrolled in K Elementary School located in S City, Gyeonggi-do Province who were evenly divided into experimental group and control group who was applied for a total of 12 sessions. Main results of this study can be summarized as follows. First, in an analysis regarding the analysis result, the sense of inferiority,the social interest and personality priority showed a statistically significant difference between the two groups. Second, the Biblio-counseling program based on individual psychology had positive impact on the subjective response of the upper elementary school students. And students' interest in books and reading books improved.

• The Journal of the Korea Contents Association
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• v.18 no.12
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• pp.54-61
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• 2018

The study was to identify the clinical effects of school sandplay group counseling on the emotions and behavior of elementary school students for the first time in Korea. The method of survey is to consult 113 students in the 4th - 6th grade of ${\bigcirc}{\bigcirc}$ elementary school for 10 weeks from March to July 2015. The small group consisted of 10 to 16 children, with one principal counselor and three or four assistant counselors participating, with 40 minutes of treatment, and a total of 12 follow-up sessions, including the Baseline assessment and treatment sessions. It was conducted to 56 male(49.6%) and 57 female(50.4%) students with questionnaires for their sex and age, assessing KCYP results at the point of baseline and post-therapeutic condition. A comparison of the clinical and detailed assessment scale scores of KCYP before and after 12 weeks of Sandplay resulted in a significant effects in improved and reduced symptoms depression of elementary school students after the school sandplay group counseling. School sandplay group counseling is thought to help elementary school students emotional problems and self-esteem.