• Journal of Digital Convergence
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• v.11 no.10
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• pp.517-526
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• 2013

This study was conducted to investigate the effects of time management behavioral therapy program on self-esteem, stress coping of school maladjusted adolescents. Experiment was conducted with 8 school maladjusted adolescents who were helped in living facilities. Time management behavioral therapy was applied to adolescents 16 weeks. To achieve the purpose of this study, self-esteem scale and stress coping scale were analyzed and compared before and after intervention. The results of this study were as follows: School maladjusted adolescents showed the significant increase in self-esteem. and School maladjusted adolescents showed the significant increase in active and passive coping of stress by intervention. It was proven to have positive effects on stress coping by intervention in a short time. Through the results of this study, time management behavioral therapy program was proven to have positive effects on self-esteem, stress coping of school maladjusted adolescents.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.143-154
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• 2021

The purpose of this study is to investigate the effect of applying a group art therapy program on self-esteem and stress for adolescents who are maladjusted to school. The subjects of this study were 6 school maladjusted adolescents enrolled in the second year of B middle school in A region, and the period was from May 12 to June 9, 2021, twice a week, for a total of 10 sessions of 60 minutes each. As a research tool, the Self-Esteem Scale(SEI) and the Person-In-The-Rain(PITR) were examined to observe the students. For data analysis, Wilcoxon test was conducted to examine the change in self-esteem, and the Person-In-The-Rain(PITR) was qualitatively analyzed to observe stress by two art therapists. The results of this study were first, that the group art therapy program had a significant effect on improving the self-esteem of adolescents and second, the group art therapy program was effective in reducing the stress. In conclusion, group art therapy can be seen to help improve self-esteem and reduce stress in school maladjusted adolescents.

• Journal of the Korean Society of School Health
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• v.17 no.2
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• pp.73-83
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• 2004

Purpose: This study was designed to examine the effects of solution-focused group counseling on the school attitude, self-esteem and hope in school maladjusted adolescents. Methods: The research design of this study was a non-equivalent control group pre-post test design. Thirty middle school students referred to a community mental health center in G city for school maladjustment from a school and welfare center were assigned to the experimental group and thirty middle school students in care for school maladjustment at a welfare center were assigned to the control group. The solution-focused group counseling for the experimental group was conducted once a week for 90 minutes during 6 weeks. The data were collected from December 10, 2003 to May 23, 2004. The data was analyzed by x2-test, t-test and paired t-test using the SAS program. Results: 1) School attitude increased significantly after solution-focused group counseling (t=6.036 p=.001). 2) Self-esteem increased significantly after solution focused group counseling (t=2.705, p=.010). 3) Hope increased significantly after solution-focused group counseling (t=3.671, p=.001). Conclusion: Solution-focused group counseling appears to be a very effective intervention for school maladjusted adolescents by increasing self-esteem, positive school attitude, hope and coping with problems.

• Journal of Families and Better Life
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• v.21 no.5
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• pp.93-107
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• 2003

The purpose of this study was to verify the effectiveness of sociodrama on adolescents who are maladjusted in school. For this study, nine adolescents were selected from a middle school located in Seoul. The Inventory of School adjustment by Bae Sook-Jin, Buss-Durkee Hostility Inventory(BDHI) and Impulsivity Test by Eysenck were administered. The experiment group acted out a sociodrama twelve times. The first follow-up test was conducted twelve weeks after the pre-test. The second follow-up test was conducted six weeks after first follow-up test. Each time the adolescents acted out a sociodrama their behavior was recorded by a video- camera and then documented by research assistants. Also in order to discover any changes in daily life after sociodrama, an interview survey were done with the adolescents' teachers. The findings were as follows. First, in the initial follow-up test degree of school-maladjustment was less than in the pre-test. Further decreases in the level of maladjustment were noted in the subsequent follow-ups. Therefore, it can be concluded that the performance of sociodramas can reduce school-maladjustment among adolescents and that this reduced level is maintained. Second, the level of hostility discovered in the first follow-up test was less than that in the pre-test, and this level continued to decrease in the following follow-ups. Therefore, we may conclude that sociodrama that reduces adolescent hostility and the reduced levels continue. Finally, the degree of impulse detected in the first follow-up was, once again, less than that of the pre-test, And, as in the other cases, there was a continued decrease in this level. We may therefore conclude that sociodrama does reduce the impulse of adolescents and that this reduction is maintained. This study indicates that sociodrama is an effective method to improve the psychological characters of adolescents who are maladjusted in school. Given the above, a follow up study is suggested.

• The Journal of the Korea Contents Association
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• v.15 no.5
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• pp.661-673
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• 2015

This study is about the effects of the solution-focused group art therapy which was implemented for school maladjusted adolescents. The pre-test was conducted for 30 students who had difficulties to adapt school life in K middle school at K city, Gyeonggi province. 20 out of the 30 students were chosen to the participants for this study and randomly divided into an experimental group and control group, with 10 in each group. The experimental group received a 12 session solution-focused group art therapy including pre- and post-tests. This study found that the solution-focused group art therapy program improved the school life adaptation competency of the participants. In conclusion, the findings suggest that the solution-focused group art therapy can be a good approach to help adolescents to improve their school life adaptation ability.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.1-17
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• 2008

This study aimed at promoting interests and concerns about adolescents' behavior problems and inducing efforts for various preventive and therapeutic solutions by examining the relations of adolescents' family system types, school adjustment, and behavior problems. The subjects of this study were 1,444 middle school students who reside in Seoul and 1,382(male adolescents 747, female adolescents 635) self reported questionnaires were used for final analysis. The result of this study are as follows. First, female adolescents were experiencing more internalizing behavior problems than male adolescents. The gender difference must be considered in the prevention and solution of the behavior problems. Second, the level of adolescents' school adjustment in the maladjusted family type was the lowest, and the level of adolescents' school adjustment in the adjusted family type was the highest. Improving the level of the family functioning can effectively increase the level of the school life the most behavior problems, and those of the adjusted family type were adaptability. Third, adolescents of the maladjusted family type were experiencing the most behavior problems, and those of the adjusted family type were experiencing the least behavior problems. Fourth, if adolescents' school adjustment was in the high level, adolescents were experiencing the lower behavior problems. Therefore, developing educational and counseling programs that can constantly observe adolescents' school adjustment and improve maladjustment problems is adolescents' school adjustment and behavior problems in all family system types. Specially, the negative correlation between male adolescents' school adjustment and externalizing behavior problems and the negative correlation between female adolescents' school adjustment and internalizing behavior problems were higher in the maladjusted family type and middle-adjusted family than in the adjusted family.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.117-134
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• 2019

This study aims to explore the effects of the parenting education program for high-school maladjusted students. To this purpose, a parenting education program for adolescents developed by the Ministry of Gender Equality and Family(MOGEF) was applied to ten high-school maladjusted students in an alternative(Dae-an) class in Jeju. Findings from class observations and interviews with participants are as follows. First, students with school maladjustment recognized importance and necessity of positive self-concepts and had an opportunity for self-growth through parenting education program. Second, students with school maladjustment obtained understanding about their family of origin and confidence for forming their future families. Third, advance learning about meanings and roles of being a parent provided students with opportunities to know importance of responsible sexual behavior. Fourth, practices of basic care with a replica of a new-born baby enhanced participation and concentration level of students with school maladjustment which became extremely effective in obtaining necessary knowledge for the basic care. Fifth, information provision for parent roles according to children's different developmental levels let students recognize that parent's roles change as their children grow and opened a way to grasp the need of parent education. Sixth, education and repetitive practices on reflective listening helped students enhance communication skills which entailed expanding their human relations. Seventh, passing-down of emotion and understanding on child abuse allowed students recognize risks of child abuse as well as the importance and need of skills for controlling emotion. This study sheds lights on the feasibility and effectiveness of a parenting education program for maladjusted or vulnerable students as an effective program for school drop-out prevention.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.3
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• pp.353-361
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• 2014

Purpose: This study aimed to provide the baseline data for improving self-esteem under the influences of parental and peer attachment and depression in adolescents. Methods: The data were collected from 200 middle and high school students in D metropolitan city by completing questionnaires from August 19 to August 30, 2013. Results: The results of this study were as follows: The self-esteem was significantly different in academic grades, father's education level and economic status in adolescents. The relation of the variables to self-esteem by the statistical power in order was depression, peer attachment and parental attachment. The more the subjects were depressed, the more self-esteem dropped. The better parental and peer attachment, and household socio-economic status, the higher self-esteem was. Stepwise multiple regression analysis showed the level of parental and peer attachment and depression, which explained 38% of the total variance in self-esteem. Conclusion: Adolescents who had high self-esteem could reduce their depression and form good parental and peer attachment that would prevent them from being maladjusted. These results will affect the various activities of adolescent. Therefore, the way in which adolescents can improve their self-esteem should be found.

• Fashion & Textile Research Journal
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• v.20 no.3
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• pp.279-286
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• 2018

This study conducted a qualitative research based on interviews with school teachers and instructors operating external activities about how the management of one's own appearance influence the changes in subjective happiness and self-esteem by focusing on maladjusted students of two alternative schools and ordinary middle and high schools in Gyeongsangnam-do province. Happiness refers to a positive emotion that can be felt continuously throughout life such as life satisfaction, good experience, and positive way of thinking. The sense of happiness is the satisfaction that one feels by interpreting and evaluating his or her experience in a positive way and can be defined as the positive emotions that can be felt when one perceives and uses the strengths and resources that he or she has. Although the self-esteem is formed, changed, and developed throughout life, the self-awareness and self-evaluation develop more actively than other stages of development particularly in adolescence, and the adolescents with low self-esteem are faced with more serious behavioral, scholastic, and psychological issues. I hope the results of this study not only help current adolescents at risk to improve their self-esteem but also become a chance to see the issue of adolescents at risk as a part of social issue instead of limiting the issue as personal or domestic issue by expanding the application scope of the results to adolescents in middle schools and high schools who have the potential of going astray in order to approach the issue on the level of the entire society.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.533-538
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• 2021

The purpose of this study is to consider the perception, which education-related workers and parents have, associated with guaranteeing the right to learn for youth migrants in Korea. The study was especially intended to analyze the opportunities and adaptions of youth migrants and make policy suggestions accordingly. To this purpose, this study implemented one-on-one in-depth interviews with research participants to collect and analyze data. This research yielded four categories: initial settlement, social security support as a fundamental right, learning rights guarantees, and psychological support. Also, seven subcategories were elicited. The suggestions based on results are followings: first, the legal basis for learning support for middle-aged adolescents; second, curriculum composition for school maladjusted middle-aged adolescents; third, individualized support system; fourth, the active promotion of support systems such as information provision; fifth, the diversification of policy for psychological stability.