Earticle

본 연구의 목적은 학교 기반 사회정서학습(Social and Emotional Learning: SEL)과 예술치유를 통합한 집단 예술 프로그램이 청소년의 사회정서역량과 정서적 변화에 미치는 효과를 검증하고, 학교 미술교육에서 사회정서학습 경험이 어떻게 형성되는지를 탐색하는 데 있다. 연구 대상은 경기도 P시와 H시 소재 중학교 1학년 학생 171명(실험집단 110명, 통제집단 61명)이며, 사전 동질성 검사를 실시한 후 실험집단에 주 2회, 회기당 45분씩 총 16회기의 프로그램을 운영하였다. 효과 검증을 위해 사회정서역량(SEC), 정서조절곤란(DERS), 정서행동 그림검사(EBDT)를 실시하였으며, 독립표본 t검증과 혼합설계 반복측정 변량분석(mixed repeated measures ANOVA)을 통해 분석하였다. 또한 양적 결과를 보완하기 위해 학생들의 활동지, 회기별 소감문, 미술작품 및 관찰 기록을 질적으로 분석하였다. 연구 결과, 첫째, 프로그램은 청소년의 사회정서역량 향상에 긍정적인 영향을 미쳤다. 둘째, 정서조절곤란(DERS)은 시간에 따른 변화는 나타났으나 집단 간 유의한 차이는 확인되지 않았다. 셋째, 정서·행동 특성에서는 실험집단의 내면적 위축과 정서적 불안정성이 감소하는 경향이 나타났다. 넷째, 학생들은 자신의 감정을 인식하고 표현하며 자기이해를 확장하였고, 공감과 협력을 통해 긍정적인 관계와 책임 있는 의사결정 태도를 형성하였다. 또한 감각적 표현에서 시작된 미술 활동은 상징화와 의미 탐색으로 확장되며 정서적 안정감과 자기수용을 촉진하였다. 본 연구는 사회정서학습(SEL), 표현치료연속체(ETC), 집단 예술치료 및 2022 개정 미술과 교육과정을 통합한 학교 기반 프로그램을 구체화하고, 학교 미술교육에서 사회정서 경험이 형성·확장되는 과정을 탐색하였다는 점에서 의의가 있다. 또한 학교 현장에서 사회정서학습 기반 예술교육과 치유적 미술수업의 교육적 활용 가능성을 제시하였다는 데 의미가 있다.

The purpose of this study was to examine the effects of a school-based Social and Emotional Learning (SEL) art therapy program on adolescents’ social-emotional competency and emotional changes and to explore how social-emotional learning experiences are developed in school art education. Participants were 171 first-year middle school students in Gyeonggi Province, including 110 in the experimental group and 61 in the control group. After pretesting group homogeneity, the experimental group participated in a 16-session SEL art therapy program, held twice a week for 45 minutes per session. Program effectiveness was examined using the Social Emotional Competency (SEC) Scale, the Difficulties in Emotion Regulation Scale (DERS), and the Emotional and Behavioral Drawing Test (EBDT). Data were analyzed using independent-samples t-tests, mixed repeated-measures ANOVA, and qualitative analysis of students’ worksheets, reflection journals, artworks, and observation records. The results showed that the program significantly improved adolescents’ social-emotional competency. Although no significant group differences were found in emotion regulation difficulties, the experimental group showed reduced internalized withdrawal and emotional instability. Qualitative findings indicated improvements in emotional awareness, self-understanding, empathy, cooperation, responsible decision-making, emotional stability, and self-acceptance through art activities. This study developed and validated a school-based SEL art therapy program integrating SEL, the Expressive Therapies Continuum (ETC), group art therapy, and the 2022 Revised Korean National Art Curriculum, demonstrating the educational value of fostering social-emotional experiences through school art education.

Purpose: The purpose of this study was to evaluate the effects of a school-based intervention program for middle school adolescent girls with depression. Methods: The study was a pretest-posttest repeated-measure design with a nonequivalent control group. Fifty eight students with depressive symptoms were recruited from two middle schools in Seoul, Korea. The data were collected from the intervention (n=30) and the comparison group (n=28). The research instrument was Reynolds Adolescent Depression Scale. Results: The intervention group greatly improved from baseline to 10 weeks and then saw a slight positive change between 10 and 13 weeks. Conclusion: The results of this research show that depression intervention programs are effective for young female adolescents. Thus the investigation has important school-based treatment implications, and should be integrated into school curriculums by school health nurses for early intervention of depressive symptoms in middle school adolescent girls.

Background: Researchers have previously commenced examining the degree of concordance between parent proxy and child self-reports on health-related quality of life (HRQOL) of many disease and impairment populations. Objects: To explore the differences between parent proxy and child self-reports on the HRQOL using Korean version of KIDSCREEN-10 questionnaires for applying to elementary school children and their parents who participated for a school-based wellness program. Methods: The focus groups were recruited for a school-based wellness program by implementing the following wellness services: 1) referring to a screening session for detecting potential posture-related musculoskeletal problems and 2) recommending home exercise programs. Before a primary field testing for the program, two focus groups were formed with a group of 9 parents and their 9 elementary school children aged 8-10 years of age. The parent proxy and child self-report versions of KIDSCREEN-10 questionnaires were administered to both groups after completion of the wellness program. Item level Rasch rating scale analysis was applied to compute logit scales of KIDSCREEN-10 questionnaire. Intraclass correlation coefficients (ICCs) and scatterplot of item difficulty between two reports were analyzed. Results: For fit statistics of parent proxy report, all items except 4 items (i.e., psychological well-being, mood/emotions, self-perception, parent relation) were found to be acceptable. For fit statistics of child self-report, all items except 3 items (i.e., psychological well-being, autonomy and home life) were acceptable. The relationship between two reports using ICCs were ranging from weak to very strong at p = 0.05 (i.e, ICCs = 0.011 to 0.905). Scatterplot analysis between two reports showed a major disparity on self-perception item at 95% confidence intervals. Conclusion: Both item level analyses and ICC comparisons provided a disparity between parent proxy and child self-reports of the HRQOL on self-perception item after competing a school-based wellness program. Therapist should consider the item as part of the HRQOL assessment.

Purpose: This pilot study aimed to develop and conduct an initial evaluation of a self- care improvement program for older school-aged children with atopic dermatitis (AD). Methods: A quasi-experimental, non-equivalent control group pretest-posttest design was used with 20 children in grades 4?6 diagnosed with AD. The experimental group (n=12) received a 5-week Information-Motivation-Behavioral Skills (IMB)-based program, which included five 40-minute sessions for children and one 50-minute session for mothers. The control group (n=8) received usual care. Data was collected at baseline, immediately after the intervention, and 4 weeks post-intervention. Outcome variables included AD knowledge, motivation for AD self-care, self-efficacy for managing AD, self-care behaviors, and AD severity. Generalized estimating equations were used for analysis. Results: Time-by-group interaction effects were observed for AD knowledge (p<.001), personal motivation (p=.011), self-efficacy (p=.034), self-care behaviors (p=.027), and AD severity (p=.039). Improvements in knowledge, motivation, and self-efficacy persisted through follow-up, while changes in self-care behaviors and AD severity were significant only at posttest. Conclusion: This study provides preliminary evidence that an IMB-based self-care program can improve knowledge, motivation, and self-efficacy in children with AD, leading to better self-care behaviors and reduced symptom severity. These findings support the feasibility and potential usefulness of a structured, theory-based intervention. Further fully powered trials are needed to confirm effectiveness and identify strategies for maintaining long-term outcomes.

Purpose: This study aimed to develop a mobile web-based food allergy (FA) and anaphylaxis management educational program for parents of school-aged children with food allergies and evaluate its effectiveness. Methods: A mobile program was developed based on a web-based teaching-learning system model. Its effectiveness was subsequently evaluated using a parallel, randomized controlled pre- and post-test design. This study included 73 parents of school-aged children with food allergies. These parents were randomly assigned to either the experimental (n ¼ 37) or control (n ¼ 36) groups. The experimental group participated in a 2-week mobile web-based educational program that covered major topics in FA and anaphylaxis management. These topics included an understanding of food allergies and anaphylaxis, learning techniques for using an epinephrine auto-injector, and developing an emergency action plan. An educational booklet was provided to the control group. Participants completed a pre-test and two posttest questionnaires to evaluate the impact of the program. The assessment tools were the Food Allergy Knowledge Test, Food Allergy Self-Efficacy for Parents, and Food Management and Adaptation Scale. The data were analyzed using descriptive statistics, a test of homogeneity for the pre-test, an independent ttest, and repeated measures ANOVA. Results: The experimental group experienced greater improvement in the knowledge of FA (postintervention t ¼ 14.51, p < .001; 2 weeks post-intervention, t ¼ 16.15, p < .001), FA self-efficacy (postintervention t ¼ 77.99, p < .001; 2 weeks post-intervention, t ¼ 76.09, p < .001), and practice behavior in FA management (post-intervention t ¼ 28.10, p < .001; 2 weeks post-intervention, t ¼ 27.98, p < .001) after web-based FA education. Conclusion: This study revealed improvements in the knowledge, self-efficacy, and practice behaviors of parents regarding FA and anaphylaxis management. Therefore, the mobile web-based educational program can contribute to the effective management of food allergies and anaphylaxis for parents of schoolaged children. CRIS registration: KCT0007491.

Purpose: This study compared the effects of two six-week school-based intervention programs - a health promotion program using a school forest and a traditional school health promotion program (TSHPP) - on physical and mental health among elementary school students. Methods: A total of 73 students participated in the study: 21 students in the 6-week school forest program conducted in a rural area and 52 students in the 6-week TSHPP conducted in an urban area. Children's health promotion behavior, depression and hyperactivity were measured using a self-report questionnaire. To assess children’s physical health, body mass index (BMI), body fat percentage, and heart rate variability (HRV) were used. Results: Overall, both intervention programs improved participants' physical and mental health. Both programs significantly decreased the body fat percentage; this effect was more prominent in the TSHPP group. Only the TSHPP significantly decreased the participants’ BMI after the intervention. The school forest group showed significantly improved relaxation and diminished hyperactivity; the TSHPP group showed significantly improved health promoting behavior and social relationship after the intervention. Comparing the two groups’post-pre difference scores, the two groups significantly differed only in social relationship. Both group showed significantly improved depression after the intervention. Conclusion: These findings support the effectiveness of these 6-week school-based health promotion programs in improving physical and mental health among school-aged children.

융합이 중요시 되고 있는 시대가 발전함에 미래 시대에 필요한 인재를 양성하기 위해 교육 분야에 서도 다양한 시도와 변화가 일어나고 있다. 본 논문은 초등학생을 위한 융합인재교육(STEAM) 프로 그램을 개발하되, 수업에 참여를 유도하고 흥미를 유발할 수 있는 게이미피케이션(Gamification) 요 소를 적용하고자 하였다. 또한, 개발한 프로그램을 수업에 직접 적용함으로써, 게이미피케이션 요소 가 적용된 융합인재교육 프로그램의 교육적 가치와 가능성 및 효과적 방법을 제안하는데 목적이 있 다. 이를 위하여 첫째, 문헌조사를 기반으로 게이미피케이션의 메커니즘에 대한 이론적 배경과 교육 과의 관계를 연구하였다. 둘째, 게이미피케이션 메커니즘을 적용한 초등학생 대상 융합인재교육 프 로그램, ‘나의 꼬마 빌딩 숲’을 개발하였다. 깊이 지각에 대한 인지과학의 원리를 주제로 3차시에 해당하는 수업 내용과 활동 및 교재와 키트 등을 제작하였다. 셋째, 개발된 프로그램을 실제 학급에 시범적으로 적용하여 만족도 조사 및 교사 인터뷰 등을 통해 결과를 분석하였다. 넷째, 분석 결과를 바탕으로 게이미피케이션 요소을 적용한 융합인재교육 프로그램에 대한 가능성과 가치, 한계점 등 을 논한다. 이러한 교육을 통해 융합인재교육의 효과를 극대화시키고, 융합 시대를 선도할 인재를 양성하는데 기여할 것으로 기대한다.

As the age that importance of convergence is bigger develops, there is growing different tries and changes in the education sector to train talents necessary for the future age. This paper is aimed at applying gamification factors that can attract elementary school students to participate in classes and cause interests as well as developing a STEAM program for elementary school students. Also, the purpose of this article is to propose educational values and possibility of the STEAM program which gamification factors applied to, and effective methods. For doing this, first, we conducted a study in relationship between the theological background and education on gamification factors based on literature surveys. Second, the STEAM program for elementary school students applying gamification factors and a program called ‘My Little Building Forest’ were developed. We made three-step contents for classes and activities and textbooks and kits and others with a theme, “principles of the cognitive science on depth perception”. Third, developed programs apply to real classes as demonstrating them. We analyzed results through surveys on levels of satisfaction and interviews for teachers and others. Fourth, we discuss possibilities and values and limitations and others on the STEAM program applying gamification factors as we are based on results of analysis. We hope that we maximize impacts of the STEAM education through this education and contribute to train talents to lead age of the convergence.

본 연구의 목적은 긍정심리학에 기반한 문학치료 프로그램을 구성하여 긍정심리학에 기반한 문학치료프로그램이 초등학생의 행복에 미치는 효과를 검증하는데 있다. 이를 위해 두 학급을 실험집단과 통제집단으로 배정하여 검사를 실시 하였다. 실험집단과 통제집단을 대상으로 사전검사에서 실시한 것과 동일한 내용으로 사후 검사를 실시하여, 사전, 사후점 수를 독립표본 t검증을 통하여 비교 분석하였다. 본 연구결과는 다음과 같았다. 첫째, 긍정심리학에 기반한 문학치료 프로 그램이 초등학생의 행복증진에 효과가 있는 것으로 나타났다.(t=10.175 , p＜.001). 둘째, 긍정심리학에 기반한 문학치료 프로그램이 행복의 각 하위요소인 자기존중감, 낙관주의, 친구관계, 가정환경에 미치는 영향은 네 요소 모두에 영향을 미 치는 것으로 나타났다.(t=5.720, p＜.001). 이러한 결과는 초등학생은 책속의 인물과 자신을 동일시하는 경향이 강하기 때문에 시의 짧고 간결한 문장은 이들의 정서와 감정을 전달시켜 줄 수 있다는 것을 알 수 있었다.

The purpose of this study is to verify the effect of positive psychology-based literacy therapy program on elementary school students' happiness by constructing a literature therapy program based on positive psychology. In order to evaluate the effectiveness of the program, the experiment group and the control group were subjected to the pre – test. The same test as that carried out in the test was conducted. The pre - and post - scores of experimental group and control group were compared and analyzed by independent sample t-test. The results of this study were as follows. First, literature therapy programs based on positive psychology were found to be effective in improving elementary school students' happiness (t = 10.175, p <.001). Second, the effects of positive psychology - based literacy therapy programs on self - esteem, optimism, friendship, and family environment were found to affect all four factors (t = 5.720, p <.001) . Therefore, the children tend to equate themselves with the person in the book, so that the short and concise sentence of the poem can convey emotion and emotion to the child.

학교 현장에서 저소득층 청소년의 문제를 예방하고, 적극적인 학업지원을 위한 목적으로 활용되고 있는 대표적인 개입 방법으로 학교기반 멘토링 프로그램을 들 수 있다. 그러나 학교기반 멘토링 프로그램은 대부분 학교생활과 학업을 지원하는 예방프로그램의 성격을 많이 가지고 있고, 그러한 특성상 표적 문제를 설정하거나 즉각적인 효과를 검증하기 어려운 것이 사실이었다. 멘토링 프로그램 효과성을 연구한 대부분의 선행 연구들도 통제집단을 설정하지 않고, 단일 집단의 사전사후 변화만을 비교하거나 발달산물에 영향을 미칠 수 있는 사전검사 통제 없이 단순 비교한 경우가 대부분이었다. 이에 본 연구에서는 학교기반 멘토링 프로그램의 과정 산물 및 최종 산물 효과성을 검증하고자 31명의 멘토링 참여 청소년 집단과 동일한 고위험 상황인 66명의 통제집단을 대상으로 비동일 통제집단 전후 비교설계를 수행하고, 산물은 과정산물과 최종산물로 나누어 효과성을 검증하였다. 분석결과 성별, 연령, 가족구조, 사전검사 점수를 통제한 상태에서도 멘토링의 중간산물이라고 할 수 있는 관계지향적 산물에서는 사회적 지지, 성인역할모델의 존재, 성인역 부담 영역에서 유의미한 차이를 보였다. 최종 발달 산물에서도 자존감, 자기유능감, 학교에서의 흥미에서 집단 간 유의미한 차이를 보였다. 결론에서는 이러한 멘토링의 과정산물 효과성과 최종산물 효과성의 의미를 재조명하고, 학교 기반 멘토링 프로그램의 수행 시 고려해야할 다양한 실천적 함의를 제시하였다.

School-based mentoring program is a promising from of intervention for adolescents in low-income families to prevent their problem behaviors and strengthen the connectedness to school and academic performance. However, variation in program goals may complicate research on the effectiveness of mentoring program, and most prior research have reported the effectiveness of mentoring program without control group or considering control variables which may affect the outcomes of program. Therefore this study employed a non-equivalent pretest-posttest control group design. The sample included 97 youths in low-income families. For intervention group, 31 students were recruited from among K school-based mentoring program and with careful instruction the evaluation team identified a comparison group of youths matched to intervention group participants on family income, age, gender, and other characteristics. ANCOVAs assessed changes from preintervention to postintervention and indicated significant improvement in perceived social supports, positive role-model, and adult children burden for the intervention group. For distal outcomes, results indicated that there were statistically significant differences favoring intervention group over controls on self-esteem, self competence, and positive connectedness to school. The findings of this study supported the positive influence of mentoring on youths in low-income families. In conclusion, practice and policy implications as well as further research topic were discussed in light of searching for the design and implementation of effective mentoring programs as well as more in-depth assessment of relationship and contextual factors in the evaluation of programs.

본 연구의 목적은 초중등학생을 대상으로 실시한 명상프로그램에 대한 성과 연구의 동향을 분석함으로써, 학교에서 명상프로그램의 적용 방향을 제안하는 데에 있다. 이를 위해 2004년부터 2019년까지 학술지에 게재된 명상프로그램 논문 33편을 대상으로 일반현황, 실행영역, 개입양식별 성과변인을 분석하였다. 연구 결과는 첫째 일반현황에서 연도별로 2013년, 2015년, 2018년, 2019년 각각 4편으로 가장 많은 논문이 발표되었고, 2008년 이후부터는 꾸준히 한두 편 이상의 논문이 학술지에 게재되고 있다. 연구 설계는 두 집단 사전사후 설계(66.7%), 학회지는 교육 관련학회(27.3%), 학교급은 중학생(42.4%), 개입기간은 10회기 이하(63.6%), 참여자는 일반학생(60.6%), 추수분석의 유무는 미분석(84.8%)이 가장 높게 나타났다. 둘째, 개입방법은 상담이(81.8%), 개입 프로그램은 마음챙김 명상을 기반으로 한 MBSR이(57.6%) 가장 많이 연구되었고, 다음으로 인지치료요소가 포함된 MBCT와 DBT(33.3%)의 순으로 나타났다. 셋째, 명상 프로그램 성과변인의 동향은 인지와학습, 정서, 신체 및 행동 영역에서의 변화를 측정하는 것으로 나타났다. 마음챙김이나 인지치료를 포함하는 명상프로그램의 성과변인은 인지/학습, 신체/행동, 정서적 영역을 포함하는 모든 영역에 긍정적 효과를 주는 것으로 나타난 반면, 뇌교육은 인지/학습영역에, 요가는 신체/행동영역에, 신체 기반 알아차림과 싸띠 명상은 정서적 영역에서의 효과성만이 보고되었다. 마지막으로 본 연구결과에 기초하여 명상 개입 프로그램의 성과에 관한 연구 방향에 대해 논의하였다.

The purpose of the present study is to suggest the application direction of meditation program in school by analyzing the research trends of outcome studies about meditation program for elementary and secondary school students. We analyzed 33 outcome studies of the school-based meditation program published in the journal articles from 2004 to 2019. We used frequency analysis to examine outcome research trends across general status such as participant, research design, meditation program types, and outcome variables. The results of the study were the first in the general status, with four papers published each year in 2013, 2015, 2018, and 2019, and since 2008, more than one paper has been published continuously in the journal articles. Research showed quasi-experimental design between pre-post-group(66.7%) in research design, academic journals related to education(27.3%) in kinds of journal, middle school students(42.4%) in school-level, general students(60.6%) in types of participants, and without follow-up analysis(84.8%) were respectively the most frequent. Intervention period was less than 10 sessions(63.6%). Second, the frequency result of intervention type indicated that counseling was 81.8% and education was 19.2%. MBSR or mindfulness(57.6%) in kinds of meditation program were the most frequent. MBCT and DBT including cognitive elements(33.3%) were followed. Third, school-based meditation programs have been shown to have a positive effect on all areas, including cognitive/learning, body/behavior, and emotional domains, while brain education is on cognitive/learning and yoga is on the domain of behavior, body-based awareness and ‘Sati’ meditation have only been reported to be effective in the emotional domain. Finally, based on the results of this study, the direction of the study on the outcome of the meditation intervention program was discussed.

이 연구는 예비교사를 적응적 전문가로 육성하기 위한 주요 방안으로 교육학 하위 개념에 대한 연계적 이해와 실제 현장에 대한 이론의 복합적 적용을 토대로 한 프로그램을 개발하고 현장에 적용한 후 그 효과를 살펴보고자 한 것이다. 프로그램의 개발을 위해서는 Drake의 통 합설계방안을 활용하여, ‘갈등관리’를 주제로 교육행정, 교육심리, 교육과정의 일부 성취기준 과 현장의 문제를 연계한 프로그램을 개발하였고 이를 대학 교직과목 강의에 적용하였다. 연구 결과, 대학 교직과목 이수 학생들은 각 과목의 주요 개념에 대한 이해를 잘 하였고, 세 과목을 통합하여 학습함으로써 실제적으로 도움을 받았다고 응답하였으며, 갈등대처유형 과 대처법을 토대로 프로그램에서 주어진 갈등과제를 원만하게 해결해 나가는 과정을 보여주 었다. 또 프로그램에 대한 높은 만족도를 나타내었고 앞으로 이러한 현장 이슈 중심의 통합 과목이 개설되기를 희망하였다. 그러나 이러한 프로그램을 개발, 현실에 적용하는 데에는 통 합의 내용, 통합의 범위, 현장 이슈의 선정 등의 어려움이 있으며 이는 앞으로 해결해 나가야 할 과제이다.

This study discusses the implementation of a program developed under the goal of nurturing student teachers into adaptive experts. The program emphasizes a connected understanding of concepts in educational studies and the complex application of educational theory to real situations at schools. The study uses Drake's integrative design method to develop a program on conflict management that the researchers later administered in college-level teacher preparation courses. In particular, it integrates real conflict situations on the field with the achievement standards in educational administration, educational psychology, and curriculum development. The results of the study show that students reacted positively to the program, responding that they have understood well the major concepts in each subject, that the integrated study of administration, psychology, and curriculum has assisted them in real situations, and that they were able to deal with their given conflict tasks through an application of the program's materials on conflict-coping styles and coping methods. They also gave high satisfaction scores to the program, commenting that they would want more integrated courses centered on school/field issues to be opened in the future. Challenges to the actual development and implementation of the program include difficulties in designating the scope and content of integration and in the selection of field situations.

본 연구는 여고생을 대상으로 학교기반 긍정개입 프로그램을 실시하여 그 효과성을 검증하는 것을 목적으로 하였다. 서울시 일반계 고등학교에 재학하고 있는 여고생 중 학생정서․행동특성검사 결과에서 관심군으로 선별되어 본 프로그램에 대한 자발적 참여 의사를 표현한 26명을 대상으로 하여 긍정개입 프로그램 8회기를 실시하고, 사전-사후-추후 검사를 통하여 그 효과성을 검증하였다. 실험설계를 통하여 수집된 자료는 실험집단 참여자들의 수가 13명으로 모수 통계를 사용하기에는 적은 숫자이므로, 비모수 통계처리방식을 채택하여 맨-휘트니 유 검정(Mann-Whitney U Test)을 사용하여 집단간 동질성을 검증하였다. 프로그램 실시 후 각 집단과 검사 시기에 따른 변화를 분석하기 위해 비모수 검정인 윌콕슨 부호-순위 검정(Wilcoxon Signed-Ranks Test)을 실시하였다. 본 연구의 주요 결과를 살펴보면 다음과 같다. 첫째, 실험집단의 행복 총점과 하위요인인 즐거운 삶, 적극적인 삶이 유의하게 증가되는 것을 확인하였다. 둘째, 실험집단의 자기결정성 총점과 하위요인인 관계성이 증가하였고, 추후검사에서 자기결정성 총점과 자율성 및 유능성에서 유의한 증가를 보였다. 이와 같은 결과는 학교기반 긍정개입 프로그램이 학생정서․행동특성검사에서 관심군으로 선별되어 정서적인 어려움이 있을 것으로 예상되는 여고생들의 행복 증진과 자기결정성 향상에 효과가 있는 것임을 보여준다. 따라서, 학생정서․행동특성검사에서 관심군으로 선별된 여고생들을 대상으로 학교기반 긍정개입 프로그램을 실시하여 그 효과를 입증했다는 점에 본 연구의 의의가 있다. 끝으로 본 연구 결과를 토대로 향후 연구방향을 제안하였다.

This study aimed to verify whether School-Based Positive Intervention Program is a positive effect on high school girls happiness and self-determination promotion. The main results of this study are as follows. First, the total score of the happiness of high school girls who participated in the school-based positive intervention programs was significantly increased. Pleasant life and engaged life that is a sub-factor also showed a significant increase. Second, the total score of self-determination of the high school girls who participated in school-based positive intervention programs and the relatedness were increased. But the autonomy and competence did not show a significant increase. In later tests, the total score of self-determination, and the autonomy and the competence showed a significant increase, but the relatedness did not show a significant difference. In contrast, self-determination of the control group showed a pattern that lowers steadily in subsequent tests. These result is in emotional and behavioral characteristics inspection, the school-based positive intervention program was found to be effective in increasing high school girls happiness and improving of self-determination. As described above, a school-based positive intervention program was promoting the happiness of high school girls, has also been found to improve self-determination through the autonomy, competence and the psychological satisfaction of relevance.

본 연구는 학교기반 집단미술치료 프로그램이 초등학교 1학년 아동의 정서 지능과 학교생활 적응에 어떠한 효과를 가지는지 사전–사후 변화를 분석하고자 하였다. 연구대상은 A시 소재 초등 늘봄학교에서 학교기반 집단미술치료 프로그램에 참여한 초등학교 1학년 아동 51명이며, 2024년 3월부터 2024년 7월까지 주 1회 2차시(총 80분), 20회기의 ‘미술로 마음 튼튼’ 프로그램을 시행하였다. 프로그램 적용 전후 아동의 정서 지능과 학교생활 적응을 측정하였으며, SPSS 28.0을 활용하여 대응표본 t-검정을 하였다. 연구 결과, 정서 지능 전체점수가 향상되었으며, 하위영역인 정서표현, 감정이입, 정서조절에서 유의한 향상이 나타났으며, 효과 크기 또한 큰 수준으로 확인되었다. 학교생활 적응 역시 전체 및 하위영역인 담임교사, 학교 친구, 학교공부, 학교규칙 적응에서 유의한 변화를 보였다. 이러한 결과는 교과과정과 연계한 학교기반 집단미술치료 프로그램이 초등학교 1학년 아동의 정서 지능향상과 학교생활 적응에 긍정적인 변화가 있음을 보여준다. 연구 결과를 바탕으로 본 연구의 의의와 제한점에 대하여 논의하였다.

This study examined the effects of a school-based group art therapy program on emotional intelligence and school adjustment in first-grade elementary school children using a pre–post design. The participants were 51 first-grade students in a Neulbom school program in S city. The program was conducted once a week (80 minutes per session) over 20 sessions from March to July 2024. Data were analyzed using paired-samples t-tests with SPSS 28.0. The results showed significant improvements in overall emotional intelligence, particularly in emotional expression, empathy, and emotional regulation, with large effect sizes. School adjustment also improved significantly across relationships with teachers, peers, academic engagement, and school rules. These findings suggest that a curriculum-based group art therapy program can effectively enhance emotional intelligence and school adjustment in young children. Based on the findings, the implications and limitations of this study were discussed.

본 연구에서는 학교에서 실시된 예방적 개입 프로그램이 초등학생의 주관적 안녕감과 자존감 향상 및 역기능적 태도의 감소에 미치는 효과를 검증하였다. 또한 기존의 우울취약성 수준에 따라 주관적 안녕감에 미치는 개입효과가 다르게 나타나는지를 알아봄으로써 개입효과에 미치는 조절변인의 역할을 규명하였다. 93명의 개입집단과 94명의 통제집단 아동, 총 187명의 초등학교 5-6학년 아동을 대상으로 개입 사전과 사후에 한국판 아동 역기능적 태도 척도, 자존감 척도와 주관적 안녕감 척도를 실시하였다. 개입집단은 수업시간에 총 10회기로 구성된 인지행동적 접근과 긍정심리치료를 결합한 구조화된 프로그램에 참여하였다. 연구 결과, 개입 프로그램에 참여한 아동들은 통제집단에 비해 프로그램 실시 후에 역기능적 태도가 더 많이 감소하고 자존감은 더 향상되었다. 또한 개입집단 아동들의 경우, 주관적 안녕감 하위영역 중 정적 효능감이 향상되고, 부적 효능감과 부적 정서는 감소하여 주관적 안녕감의 여러 영역에서 긍정적인 효과를 보였다. 개입효과에 미치는 우울취약성의 조절효과에 대한 분석 결과, 통계적 유의도에는 미치지 못했지만 사전 역기능적 태도의 조절효과가 유의미한 경향성을 보여 사전 역기능적 태도 점수가 높았던 아동의 경우에만 프로그램 참여 후 부적 안녕감이 감소되는 경향성이 시사되었다. 본 연구의 의의는 학교 장면에서 실시되는 예방 목적의 프로그램이 일반 아동과 취약한 아동 모두에게 긍정적인 결과를 가져올 수 있음을 규명했다는 것이다.

The current study examined whether a school-based preventive intervention program could reduce elementary school students' depressive vulnerability and promote subjective well-being. It also explored the roles of moderator variables, which could affect the intervention effects, through the analysis of subjective well-being according to depressive vulnerability levels. The participants were 187 fifth- and sixth-grade elementary-school students, with 93 children in the experimental intervention program and 94 in the control condition. To measure the intervention effects, I used the Korean Dysfunctional Attitudes Scale for Children, the Global Self-Esteem Scale and Subjective Well-Being Scale for the pre- and post-tests. This intervention program comprised ten sessions that were based on the cognitive-behavioral approach and positive psychotherapy. The results showed a statistically more significant reduction in the experimental group's dysfunctional attitudes and a greater improvement in that group's self-esteem than in those of the control group. The results also showed a significant reduction of negative self-efficacy and negative emotion, and a significant improvement of positive self-efficacy in the experimental group. The analysis of the moderating effect showed that the level of pre-dysfunctional attitudes might be a moderator variable affecting intervention effects; that is, the program might be more effective for children with high levels of pre-dysfunctional attitudes than for children with low levels in the reduction of negative well-being. The results suggest that this cognitive-behavioral program, when administered at school, is effective in both normal and vulnerable children.

International Safe School(ISS) model has focused as a public health approach to develop safety intervention to address injury problems in school setting. It needs school members involvement in partnership with community resources to address the needs for school based injury prevention and safety promotion. The characteristics and principles of ISS model discussed in this paper emphasizes participation, capacity and partnership building, evidence based process, and so on. A 7 criteria is introduced as ISS implementation strategy. Multilevel and multi-facet approaches are valuable on ISS as well as process evaluation. For the application of ISS model in Korea, finding evidence, building public health partnership between school and other public or private resources in community are necessary conditions for succesful ISS for health promotion in school setting

본 연구는 학교폭력 예방을 위한 목격자를 대상으로 한 학교폭력 예방프로그램으로서 아동의 건강하고 즐거운 학교생활에 필요한 프로그램을 교류 분석이론을 기반으로 제시하였다. 교류 분석이론에서 제시하는 자아 상태와 스트로크, 교류 패턴 등을 사용하여 자기 조절력의 인지적, 동기적, 행동적 요인을 바탕으로 총 12회기 프로그램을 구성하였고, 경기도에 소재한 초등학생을 대상으로 프로그램을 시행하였다. 프로그램의 효과성을 검증하기 위해 비 동일 비교집단설계(Quasi-experimental design)를 활용하여 사전, 사후, 추수검사를 시행하였으며, Wiocoxon 순위검정 및 프리드만 검정을 시행한 결과, 실험집단은 자기 조절력의 모든 하위요인에서 유의미한 차이가 도출되었다. 이어서 진행된 추수검사에서 또한 효과성을 확인되어 본 연구의 프로그램의 효과성이 입증되었다고 할 수 있다.

This study developed and verified the effectiveness of a self-regulation enhancement program based on Transactional Analysis (TA) theory for elementary school students who witnessed school violence. The program was designed over 12 sessions incorporating TA concepts such as ego states (PAC), strokes, and transactional patterns, addressing cognitive, motivational, and behavioral components of self-regulation. The program was implemented with elementary students in Gyeonggi Province, South Korea. A quasi-experimental nonequivalent comparison group design was employed, including pre-test, post-test, and follow-up assessments. Data were analyzed using Wilcoxon signed-rank tests and Friedman tests. The results indicated that the experimental group showed significant improvement in overall self-regulation and in all subdomains (cognitive, motivational, behavioral), with effects maintained at follow-up. This study highlights the necessity of practical intervention programs for school violence prevention and suggests an educational model that contributes to emotional stability and healthy peer relationships among children.

본 연구의 목적은 학교폭력 예방을 위한 초등 체육활동 프로그램을 개발하고 이를 적용하여 프로그램의 효과를 탐색하는 데 있다. 프로그램의 개발을 위해 전국 초등학교 교사(n=104)와 학생(n=232)을 대상으로 설문조사를 실시하고, 문헌 및 기존 학교폭력 예방 관련 프로그램 분석과 현장 교사 대상의 심층면담을 실시하였다. 이를 토대로 (1) 모든 학생을 대상으로 하되 부정적인 행동 감소보다는 긍정적인 발달을 촉진하는 프로그램, (2) 학생의 흥미를 유발하는 체험 및 활동 중심의 실천적인 프로그램, (3) 체육수업 맥락 속에서 학교폭력 예방 교육이 통합되어 자연스럽게 이루어지는 프로그램이라는 구성 원리를 도출하고, 학교 폭력의 예방을 위한 세 가지 범주의 라이프스킬인 기본기술, 대응기술, 공헌기술을 발달시키는 총 20회의 프로그램을 개발하였다. 개발된 프로그램은 3개의 초등학교 체육수업에 한 학기 동안 적용하여 그 효과를 탐색하였다. 연구 결과 본 프로그램은 (1) 학교폭력에 대한 민감성 증대, (2) 승패위주의 경쟁에서 탈피, (3) 학생들 사이의 힘의 불균형 완화 측면에서 긍정적인 영향을 미친 것으로 나타났다.

The purpose of this study was to develop and implement a physical activity-based school violence prevention program in elementary school. The configuration of the program principles were derived by a survey, literature review, and in-depth interviews with teachers. The three program principles were: (a) promoting positive development for all, (b) involving hands-on activities rather than lecturing, and (c) capitalizing the essential nature of physical activity. The 20-session violence prevention program was implemented in three elementary schools, and the program effects were examined through qualitative research design. Findings revealed that the program had impact on (a) sensitizing students about diverse types of school violence, (b) alleviating competitiveness among peers, (c) addressing power imbalance among students.

피지컬컴퓨팅 교육프로그램은 학습자의 동기유발과 CT능력 향상에 의미있는 효과가 있다. 그러나 대부분의 피지컬컴퓨팅 교육프로그램이 초등학교 고학년 이상의 학생들과 영재학급 학생을 대상으로 개발되어 있고, 컴퓨 터와 스마트기기가 필수적인 환경이 필요하다. 본 연구에서는 컴퓨터나 스마트기기가 없이도 교육을 할 수 있는 터틀 로봇을 이용하여 초등학교 저학년을 위한 PACS 교육프로그램을 개발하고 초등학교 3학년, 6학년 학생 49 명을 대상으로 적용하였다. 연구 결과 3학년과 6학년 학생들의 난이도의 적절성과 흥미도에서 큰 차이를 보였 다. 터틀 로봇을 활용한 PACS 교육프로그램은 SW교육 인프라가 부족한 환경에서 교육을 실시하는 초등학교 저학년 학생들에게 유의미한 것으로 나타났다.

Physical Computing Education programs have a significant effect on the interest of learners and on improving their computational thinking. However, most physical computing education programs are developed for students older than elementary school and gifted students, and computers and smart devices need an essential environment. In this study, a turtle robot that can teach without a computer or smart device was used to develop a PACS education program for the lower grades of elementary schools and applied to 49 elementary school third graders and sixth graders. The study showed a huge difference in the appropriateness of difficulty and interest levels of third and sixth graders. The PACS education program using turtle robot is significant for students in the lower grades in elementary school who provide education in the absence of a software education infrastructure.

Purpose: This study examined the effectiveness of an Adolescent School -based Smoking Prevention program. Methods: The study was done with a nonequivalent control group pretest-posttest design. The subjects of the present study were 399 non-smoking high school students in Kyongbuk province. The subjects were divided into 184 experimental group members in G city who participated in a School -based Smoking Prevention Program and 216 control group members in K city who did not participate. Data were collected from June to November 2011. Collected Data were analyzed using SPSS/WIN 18.0 through x2-test, independent t-test and ANCOVA. Results: The experimental group had significantly increased knowledge of smoking, knowledge of smoking prevention program, attitude of smoking, skill of smoking prevention in comparison to the control group. Conclusion:The school-based smoking prevention program delivered to non-smoking adolescents is an effective method of encouraging smoking prevention and can be utilized as an effective nursing intervention for non-smoking adolescents.