이야기치료 기반 학급 집단상담 프로그램 개발 및 효과성 검증: 초등학생의 또래관계와 학습된 무기력을 중심으로

Objectives The purpose of this study is to investigate the effectiveness of a climate-ecosystem program reflect-ing an early childhood play-based curriculum on early childhood development (nature), environmental con-servation attitudes, ecological literacy, and early childhood playfulness. Methods The study participants are 5-year-old children from a kindergarten in Gyeonggi Province, with 13 in-dividuals in the experimental group and 15 individuals in the control group. SPSS 23.0 was used to determine the mean, standard deviation, and reliability coefficient of the study variables. The homogeneity test was conducted using the pre-test mean scores between groups, and the difference between the experimental and control groups was analyzed using the Mann-Whitney U test based on post-test mean scores. Pre-post differences between the experimental and comparison groups were analyzed using the Wilcoxon signed-rank test. Results The main research results are as follows: First, the simple difference between the pre-test and post-test mean scores of the study variables revealed improvement in the experimental group(from 0.13 to 1.02 points), while the comparison group showed both an increase(from 0.01 to 0.36 points) and a decrease(from -0.26 to -0.03 points). There was no statistically significant difference in pretest mean scores between the experimental and comparison groups, confirming homogeneity. The pre-post difference test of the experimental group showed statistically significant differences in early childhood development (nature) and environmental conservation atti-tudes and subscales (conservation attitude, recycling attitude, environmental pollution prevention attitude), eco-logical literacy and subscales (nature's rights, intention to support, resource protection, ecological sensitivity, eco-logical social environment, ecological development_reverse, nature governance_reverse, ecological crisis indif-ference), and early childhood playfulness and some subscales (physical spontaneity, social spontaneity, sense of humor). On the other hand, there were no statistically significant differences in the cognitive spontaneity and ex-pression of pleasure sub-domains of preschoolers' playfulness. The pre-post difference test for the comparison group found statistical significance only for ecological sensitivity, a sub-scale of ecological literacy, and physical spontaneity, a sub-scale of preschoolers' playfulness. Second, the factors that resulted in statistically significant differences in post-hoc mean scores between the experimental and comparison groups were environmental con-servation attitudes and their sub-scales, recycling attitudes, ecological literacy and its sub-scales, supportive in-tention, ecological sensitivity, nature dominance(reverse), and ecological crisis indifference. Conclusions The results of this study confirm the effectiveness of climate and ecosystem programs through play. As an extension of this study, we aim to propose collaborative activities with the local community through a living lab approach.

Teacher attunement is about teachers' being able to understand and empathize with the psychological experiences, worldviews, perspectives, motivations, learning capacities, skill levels, strengths, weaknesses, interests, affiliations, and affective states of students. The present study has been conducted to assess the effectiveness of teacher's attunement strategy for the development of social skills among elementary school students. It was an experimental study. The study employed a control group design with pre-test and post-test phases. Participants in the study were chosen from among sixty 6th grade students enrolled in a primary school. Using random sampling, thirty students were selected as the experimental group and thirty as the control group. For eight weeks, the control group received instruction using conventional teaching methods, whereas the experimental group received instruction using an attunement technique. The study was carried out in a Lahore government school. A statistical analysis was performed on the data obtained from the pre-test, post-test, and gain scores. According to the study's findings, the experimental and control groups were identical at first. The experimental group's post-test mean score differed significantly from the control groups. In the post-test, the experimental group fared better than the control group. The study's conclusions show that teacher sensitivity significantly improves elementary school pupils' social development. It can be inferred that 6th grade pupils' social skills are enhanced by their teachers' attentiveness. It is advised that both public and private schools employ teachers' attunement techniques to help elementary school pupils improve their social skills.

Introduction. Social skills are considered an influential factor in the adaptation of individuals and their enjoyment of mental health, and the lack of these skills negatively affects the individual’s various performances: professional, academic, family, and societal, which may lead individuals to isolation, introversion and a feeling of inferiority and inferiority. Cognitivebehavioral therapy contributes to developing communication skills, training to solve problems in an effective manner, and reducing behavioral problems in particular, represented by isolation and introversion. The current study aimed at investigating the effectiveness of a cognitive-behavioral counseling program in improving the level of social skills and reducing isolation behaviors among university students. Study participants and methods. The study sample consisted of (24) first-year students who obtained high scores on the isolation scale and low scores on the social skills scale used in the current study. The study sample was divided into two groups: an experimental group (n=12), and its members received a group counseling program based on cognitive behavioral therapy for a period of (7) weeks, with two sessions per week, and a control group (n=12) students, whose individuals did not receive the cognitive behavioral counseling program. The performance of members of the experimental and control groups was measured on the social skills scale and the isolation scale pre and post the counseling intervention. Results. The results of the study showed the effectiveness of the counseling program in improving the level of social skills and reducing isolation behaviors in favor of the members of the experimental group. The results of the study showed that there were significant statistical difference between the experimental group and the control group in the post-measurement of the social skills (p=0.04) and the isolation behaviors (p=0.05) in favor of the experimental group who received the cognitive behavioral training program. Based on these results, the researcher recommends working on developing and building counseling programs aimed at improving the level of social skills and reducing Isolation on the basis of other therapeutic and counseling approaches, such as narrative therapy, emotion-centered therapy, and psychological drama, and work on building counseling programs targeting parents and families with the aim of educating parents and teachers about the importance of developing social skills, and the seriousness of the shortcomings of those social skills. Practical significance. This study investigated the effectiveness of a cognitive behavioral program on improving social skills and reducing isolation behaviors among university students. The significance of this study stems from providing an interventional procedure that might improve the social skills and the adjustment of a significant category in the community, which is the youth category in higher education institutions.

Objectives The purpose of this study is to verify the effect of self-understanding group art therapy programs on self-esteem and interpersonal relationships of elementary school children using local children's centers.
 Methods Among the local children's centers in N City, 12 elementary school students attending the H-area children's center were organized as an experimental group, and 12 elementary school students attending the S-area children's center were organized as a control group. Self-esteem, interpersonal relationships, and dynamic school life were conducted as preliminary tests for both the experimental and control groups, and a self-understanding group art therapy program was conducted 10 times a week for 90 minutes. After that, a post-test was conducted on the two groups, and it was verified whether there were significant changes in self-esteem and interpersonal relationships.
 Results First, children in the experimental group who participated in the implementation of the self-understanding group art therapy program showed significant positive changes in satisfaction and communication among the overall average self-esteem and sub-factors of interpersonal relationships. Second, children in the control group who did not participate in the implementation of the self-understanding group art therapy program did not show any significant differences in self-esteem and interpersonal relationships. Third, in the dynamic school life test, children in the experimental group who participated in the self-understanding group art therapy program were able to observe meaningful positive changes in self-esteem and interpersonal relationships compared to children in the control group who did not participate in the group art therapy program.
 Conclusions This study is meaningful in that elementary school students who use local children's centers developed self-esteem by gaining positive emotions, confidence, achievement, efficiency, and satisfaction through participation in self-understanding group art therapy programs.

본 연구는 또래상담 프로그램이 아동의 교우관계에 어떠한 영향을 미치는지 살펴보고자 하였다. 연구대상은 전북 K시에 위치한 A초등학교 4학년 아동으로 안내문을 통해 프로그램 참여의사를 밝힌 아동 26명(남 14명, 여12)을 실험집단으로 선정하였으며, 아동 28명(남15명, 여 13명)을 통제집단으로 선정하였다. 프로그램을 실시하기 전 실험집단과 통제집단이 동질한 집단임을 확인하였다. 2014년 4월부터 2014년 6월까지 실험집단에게 또래상담(주 1회, 60분, 총 10회기)을 실시하고 효과를 검증하기 위하여 사전과 사후에 교우관계 질문지를 실시하였다. 자료 분석을 위해 SPSS 18.0을 활용하여 집단 내 사전과 사후를 비교하고 얻어진 결과는 다음과 같다. 또래상담을 실시한 실험집단의 교우관계는 유의미하게 향상되었다. 하지만 통제집단의 사전과 사후 비교에서는 유의미한 차이가 나타나지 않았다. 따라서 본 연구의 또래상담이 아동의 교우관계에 긍정적인 영향을 미치는 것을 살펴볼 수 있었다. 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.

The goal of this study was to examine how effective YouTube was as a learning medium during pandemic Covid-19 at SDN Bluru Kidul II Sidoarjo. The researchers used quantitative study, specifically the descriptive design, to assess the effect of YouTube as a learning tool used during pandemic Covid-19 on the reading skills of students at SDN Bluru Kidul II Sidoarjo in the academic year 2020/2021. Thirty students from class 6-A in the sixth grade were chosen as purposive samples, with 15 students serving as the experimental group and 15 serving as the control group. Test were given both before and after the treatment during this experiment. The results demonstrated that there are no statistically significant differences between the experimental and control groups in the pre-test, as the indicator level is (0.723), which is greater than 0.05 and statistically insignificant. Then, in the post-test, there are statistically significant differences between the experimental group and the control group, with the value of the indication level being (0.004), for mean scores of YouTube effectiveness in the experimental group with an average of 8.26 and 7.65 in the control group. The difference in mean scores between groups was statistically significant (t-value = 2.776, p-value =.004). According to the study's findings, the level of efficacy of using YouTube as a teaching tool to increase students' reading skills was extremely high.

Exploring the association between obesity and problems with peer relationships in children: a nationally representative cross-sectional study

The relationships between teacher attitudes about children, children's peer relations, and achievement orientation were investigated. Eighteen preschool children were administered the Peabody Picture Vocabulary Test (PPVT) and a standard sociometric nomination procedure as measures of achievement and peer status, respectively. Fourteen student teachers involved in a practicum experience responded to an attitude measurement procedure designed to assess attitudes of Attachment, Rejection, Concern, and Indifference (ARCI). Kendall correlation coefficients indicated a significant relationship between teacher attitudes toward children and children's peer relations. Children who were popular in their peer group were nominated as highly attached by their teachers. Inversely, children's peer rejection correlated positively with teacher concern and rejection, while correlating negatively with teacher attachment. Teachers also were attached to high achieving children and rejected or were concerned about low achievi...

This study investigated the effects of problem-solving teaching method on elementary school students’ physics achievement at elementary school. In this investigation an experimental research procedure was used. Along with this, a sample of sixty students was drawn from a total of three hundred seventy-eight students using lottery method of sampling technique. Physics achievement test (pre-test and post-test) covering the unit ‘’Introduction to Electronics’’ was used as measuring instrument. Then, based on the pre-test scores, mixed ability groups such as fifteen high and fifteen low scoring 30 students each were assigned as experimental (13Fand17M) and control(15 and15M) groups using lottery method of sampling technique Students in the experimental group were taught using problem solving teaching method while those in the control group were instructed with lecture teaching method. The post-test constructed by the writer in the sample unit taught was administrated to both groups immediately after the treatment was over. Finally, the results of the study revealed that problem-solving teaching method was more effective in teaching physics as compared with lecture method at elementary school level. Keywords: Achievement, Effect, Elementary, Physics, problem

The study aimed to investigate the effectiveness of a comprehensive preventive counseling program in the adequacy of knowledge of the nature of disability to be limited by Palestinian women. The study was applied to students of field training at the Faculty of Social Development at Al-Quds Open University in Jericho and Al-Aghwar from the academic year 2017-2018. . The study population was 70 students. The researcher used the semi-experimental approach with two tribal and post-test measurements. A sample of 40 female students enrolled in the field training course was selected. The sample was divided into two groups, Of them (20) In order to achieve the objectives of the study, the researcher constructed the questionnaire of knowledge adequacy and the extension program. The validity of the tools used and their stability were verified by the appropriate methods. The study found the following results: There are statistically significant differences in the knowledge adequacy of the experimental group due to the indicative program and for the benefit of telemetry. The experimental group averages (105.75), while the control group averages (80.95). There are no statistically significant differences in the post-measurement between the experimental and control groups due to the marital status (single, married). (0.803) and control group (0.895). This means that the social situation did not affect the knowledge adequacy. There are no statistically significant differences in the effectiveness of the knowledge adequacy program between the average of the control and experimental group respondents due to the interaction between the group and the social situation The results indicated that there were statistically significant differences in the experimental group from the minimum required for knowledge (93). The mean of knowledge adequacy in the experimental group was 105.75 and 85.3%. The minimum adequacy Knowledge (75%), to know The effect of the independent factor on the dependent factor was significant, since the value of (d) was 2.07, which is greater than the value (0.8). The study recommended the use of the preventive group counseling program used in the current study to achieve the adequacy of the knowledge of the nature of the disability of Palestinian women (single, married), and work to disseminate it to benefit from its results.

Bullying in schools has negative consequences on students' mental health and academic performance. This study aimed to examine the effectiveness of the anti-bullying program on the academic hope of elementary school students. The study employed a quasi-experimental pretest-posttest design with a control group. This design was chosen due to ethical and practical constraints in randomizing schools. The statistical population included all sixth-grade students in Ahar city (N=3,829) in 2025. A sample of 40 students was selected through cluster random sampling and assigned to experimental and control groups (20 students each). The experimental group participated in the anti-bullying program for 15 sessions (45 minutes each). Data were collected using the Academic Hope Scale, which demonstrated good reliability (α=0.87 for the full scale, α=0.82 for the "pathway" component, and α=0.79 for the "agency" component). Due to the presence of multiple dependent variables and the need to control for pretest effects, multivariate analysis of covariance (MANCOVA) was conducted using SPSS-26. The results showed that the Olweus bullying prevention program significantly improved academic hope in the experimental group (an increase of 8.6 points, p<0.01). Statistical analyses confirmed strong effects for the pathway component (F(1,37)=5.43, p=0.027, η²=0.162) and the agency component (F(1,37)=10.001, p=0.004, η²=0.263), indicating a significant improvement in academic hope. Based on the findings, the anti-bullying program can significantly enhance academic hope by strengthening students' beliefs in their individual abilities and creating a safe environment. It is recommended that this program be included as a key strategy in the educational policies of the Ministry of Education.

This study aimed to identify the effectiveness of a training program based on some positive psychology techniques in decreasing learned helplessness and developing psychological flow among underachieving university students, also to keep track of the continuing effectiveness of this program after the follow-up period. To this end, the researcher followed the experimental design with one experimental group consisting of 11 university students. The researcher applied the following tools: the training program, the learned helplessness scale (by the researcher), and the psychological flow scale (by Jackson & Marsh 1996). For data analysis and hypotheses validation, the researcher used the Wilcoxon test. The findings of the study revealed (a) statistically significant differences between the means of the experimental group ranks in the pre and post-measurements of psychological flow and learned helplessness in favor of the post-measurement and (b) no statistically significant differences between the means of the experimental group ranks in the post and follow-up measurements of psychological flow and learned helplessness (after a month). The research results can benefit stakeholders and staff members in developing psychological flow and reducing learned helplessness among underachieving university students.

Background and Aim: The research examines how specific physical fitness training improves tennis skills in primary school students in Guangzhou, focusing on strength and flexibility components. The research objectives were (1) to compare the effects of a specific fitness training program on improving tennis skills in primary school students between experimental and control groups. (2) to compare the effects of a specific physical fitness training program within the experimental group, pretest, midtest, and posttest. (3) to develop a specific physical fitness training program to improve primary school students' tennis skills. Materials and Methods: This study was quasi-experimental research that used simple random sampling of subjects, who were 60 tennis students from the tennis club at Guangzhou Zhenguang Primary School. They were divided into the control and experimental groups with systematic sampling based on tennis skills score, each group with 30 people. They were pretested with tennis skills and specific fitness, and then the specific physical fitness training was conducted for the experimental group for an 8-week training duration, 3 days each week, and 120 minutes each session, and the normal training was conducted in the control group. Then posttest after training for week 4, 8. The mean and standard deviation, t-test, independent, one-way ANOVA repeated measurement, and Bonferroni post hoc were conducted for data analysis with the computer statistic package. Results: The results found that (1) the mean comparison of tennis skills and specific fitness between experimental and control groups was significantly different (* p <.05). (2) Mean comparison within the experimental group on tennis skills and specific fitness, all variables pairwise with pretest, midtest, and posttest showed a significant difference (*P<.05). (3) The specific physical fitness training was highly effective, content validity was 89, and exercise drill, training load, and recovery time were appropriate for training. Conclusion: The specific fitness training program significantly improved tennis skills and fitness levels in primary school students. The experimental group showed notable improvements in forehand/backhand skills, stroke speed, and specific physical fitness measures (push-ups, sit-ups, wall squats, sit-and-reach) compared to the control group, confirming the program's effectiveness.

This research aimed to develop and compare the effects of a plyometric training program on the leg muscle power of basketball players. The sample group consisted of 30 basketball players from Guangxi Polytechnic of Construction in Guangxi Province, China, selected through purposive sampling. The participants were divided into two groups: an experimental group of 15 players who trained using a plyometric program developed by the researcher and a control group of 15 players who trained using a standard training program. The training lasted for eight weeks, with sessions conducted three days a week, lasting 40 to 50 minutes per session. The Vertical Jump Test measured leg muscle power. Data were analyzed by calculating the mean and standard deviation. The Wilcoxon Signed Ranks Test was used to compare mean differences in leg muscle power within the control and experimental groups before and after training. Moreover, the Mann-Whitney U Test compared mean differences in leg muscle power between the control and experimental groups before and after training. The research results indicated that the plyometric program developed by the researcher was effective. The experimental group exhibited significantly better leg muscle power than the control group, with statistical significance at the 0.05 level. Additionally, both the experimental and control groups experienced substantial improvements in leg muscle power after training compared to before training, also with statistical significance at the 0.05 level. These findings indicate that the plyometric program developed is a valuable resource for enhancing agility and leg muscle power in basketball players. It offers practical guidelines for athletes, trainers, and anyone interested in basketball to improve athletic performance in the future.

This study aimed to examine the effectiveness of using audio-visual media based on Polya’s Problem-Solving Theory in improving elementary school students’ mathematical problem-solving abilities. This research employed a quantitative approach with a quasi-experimental design using a pretest–posttest control group design. The subjects of the study were elementary school students at UPTD SDN Maulafa, who were divided into an experimental group and a control group. The experimental group was taught using audio-visual media integrated with Polya’s problem-solving stages, while the control group received conventional instruction. Data were collected through problem-solving tests and classroom observations. The data were analyzed using descriptive statistics and inferential statistics, including normality tests, homogeneity tests, and independent samples t-tests. The results showed that students in the experimental group achieved higher posttest scores and greater improvement in mathematical problem-solving abilities compared to students in the control group. Statistical analysis indicated that the data were normally distributed and homogeneous, and the t-test results revealed a significant difference between the two groups. Observation results also showed that students in the experimental group demonstrated higher levels of engagement, participation, and motivation during the learning process. Based on these findings, it can be concluded that the use of audio-visual media based on Polya’s Problem-Solving Theory is effective in improving elementary school students’ mathematical problem-solving abilities and learning activities. This instructional approach can be considered an effective and innovative alternative for enhancing the quality of mathematics learning in elementary schools.