Abstract
This study was conducted to examine whether a group counseling program to improve mind-reading was effective in improving mind-reading and peer relationships in elementary school children. First, after implementing the mind reading improvement group counseling program developed in this study, dependent samples t-test was conducted for each of the experimental and control groups. As a result, the experimental group had statistically significant mean differences in interactive reading and mind reading, but the control group did not show significant results. Next, analysis of covariance and multivariate analysis of covariance were conducted to examine whether this program was purely effective in improving mind reading and peer relationships. As a result, the experimental group significantly improved than the control group in both mind reading and its subfactors, namely interaction reading and higher order thought reading, but no significant results were found in peer relationships. Implications and suggestions were presented based on the research results.
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