Effect of activity-oriented group art therapy on the self-resilience and adaptation of school life maladjusted children to school life

This study was designed to examine juvenile interpersonal relations by the factors which affect juvenile school adapting matter. Then, it tried to understand the influence of juvenile interpersonal relationship on school adapting issue by dividing into 3 groups of their relationship pattern. 3 groups consist of their relationship with peers, teachers and parents. In addition to, it tried to verify the influence of self-esteem level on adapting to school life. This is an attempt to compare what types of relative effects the relationships with parents, peers and teachers have on school life adaptation, and to look for methods that can resolve school life adaptation issues arising from such relationship. According to precedent studies, self-esteem is an important variable that must be considered for the adaptation of youths. So, self-esteem was inserted as a moderator variable. This study was done based on the survey “research of juvenile friendship and school life”, which was conducted by National Youth Policy Institute in 2008. The data of this research is collected by self-report questionnaire survey, and analyzed the best answered 2,176 data among them. Essential outcome of the study is as follow. First, primary average of juvenile inter-relationship with peer group is 3.12 point, 2.96 with parents, and 2.22 with teachers. Second, it reveals that each of the relationship levels (peers, teachers and parents) gets rises, the level of adapting school life also gets rises. Third, juvenile self-esteem has meaningfully influenced on raising level of school adaptation. Statistically, there was no significant moderating effect of self-esteem between the level of relationship with peers, parents and level of adapting school lives. However, the moderating effect of self-esteem between the level of relationship with teachers and level of adapting school life proved that the level of relationship with teachers have positive effects on level of adapting to school life. This study presents practical suggestions for intervening in school adapting issue based on the results. First, to improve juvenile adapting to school life, it has to be preceded improving juvenile inter-relationship such as relationship between peers, teachers and parents. In case of youths who seem to have problems on the school life adaptation, the level of relationships among 3 types of relationship be examined first. Then, we have to find relationships that youths are comparatively vulnerable. In particular, for youths who are vulnerable in all 3 types of relationship, systematic analysis and evaluations, comprehensive counselling and interventions are essential for improving the level of relationships for youths. Second, to improve adapting to school life for juvenile, it is requested to proceed simultaneously, the intervention which is raising juvenile’s self-esteem improving their relationship with teacher. In other words, for youths who are having difficulties with school life adaptation due to a low level of relationships with teachers, interventions should be made to improve the relationship with teachers first. In addition, interventions should be made to improve self-esteem so that youths can make positive evaluations of one's personality, ability and value. The effectiveness of cognitive-behavioral therapies and solution-focused therapies for increasing self-esteem is being reported, and there is a need to conduct appropriate programs and verify such programs' effectiveness. In addition, focused case managements for youths who are shown to have problems through investigations on self-esteem and personal relationships should be conducted. Among such students, treatment interventions should be applied to those who have school life maladjustment, and preventive interventions should be applied to those students who have yet to show maladjustment but have such elements within. The following are suggestions for follow-up studies that are required in

Objectives This study was conducted to verify the promoting effects of a group counseling program for elemen tary school students on their self-compassion and school life adaptation. Methods According to the experimental design, 32 second-grade students of elementary school located in S city were recruited, divided into the experimental group (EG) and the comparison group (CG) (16 students each). Before starting the program, a pretest for both groups was conducted to measure their scales of school life adap tation and self-compassion. The EG was operated on a self-compassion promoting program for a total of 14 ses sions, twice a week for 40 minutes each, while the CG only attended regular classes during the period. Both groups were simultaneously examined a post-test after the end of the program for the EG. Results The results of this study were as follows. First, in the case of self-compassion, the pretest confirmed the homogeneity between the groups, and the post-test results showed a significantly effect for the EG. Significant effects were also confirmed in the all sub-factors of self-compassion. Second, in the case of school life adapta tion, the homogeneity between the groups was confirmed in the pretest, and the results of the post-test showed a significant effect in the EG. Significant effects were indicated in all of the sub-factors of school life adaptation. Conclusions The group counseling program was proven to be effective in self-compassion and school life adapta tion for elementary school students, and a positive correlation was found between self-compassion and school life adaptation. The program used in this study was composed to stimulate their interest and curiosity by utilizing the various audiovisual materials appropriate for the theme of each session. Therefore, this study is meaningful in providing basic data necessary for healthy growth, desirable school life, and creative experience activities of el ementary school students.

The purpose of this study is to examine if there is any difference due to the general characteristics of middle school students who are beneficiaries of educational welfare services and a special quality of use about educational welfare services. Additionally, the examination has been performed to understand the relationship that exists between the satisfaction about educational welfare services, and adaptation to school life and self-respect of middle school students who are beneficiaries of educational welfare services. The results of the study showed meaningful higher scores by male students than female students only in the environmental adaptation area among lower areas in school life adaptation due to sex. Due to school year, third-year students showed meaningful high scores in school life adaptation. The satisfaction about programs in each area of educational welfare services of middle school students who are beneficiaries of educational welfare services showed a meaningful static relationship with school life adaptation. The inspection of the relationship between satisfaction about educational welfare services and 5 lower areas of school life adaptation showed statistically meaningful results in the order of adaptation to the teacher, adaptation to the environment and adaptation to the class, which are lower areas. The examination on the relationship between self-respect and adaptation to school life showed that self-respect has a static relationship with all lower areas of school life and overall school life adaptation. However, no meaningful relationship was shown between the satisfaction about educational welfare services and self-respect. Also, it was found that the factors of grade, selfrespect, the number of service utilization have an effect on school life adaptation. This study has some limitations. But in this study, which is different from other studies which dealt with students who had used partial areas of educational welfare services, students who were using all 4 areas of educational welfare services were selected as subjects. In addition, this study is significant in that basic data has been offered for establishment of a policy on educational welfare services in middle schools in the future.

Objectives: Research focused on examine the mediating effect of positive psychological capital as an protective factor and self control on the relationship between smartphone addiction and adaptation to school life of elementary school students. Methods: We surveyed 575 people in three elementary schools in Gyeonggi-do regarding smartphone addiction, positive psychological capital, self-control, and school life adaptation. Of these, 527 questionnaires were analyzed. The collected data were correlated, multi-returned, hierarchical regression, and path analysis using the SPSS 23.0, AMOS 23 statistical programs. Results: First, the correlation analysis of related factors indicated a significant correlation between smartphone addiction and school life adaptation, positive psychological capital and self-control. Second, the self-efficiency, hope and optimism in the subcomponents of positive psychological capital and the pursuit of long-term satisfaction among the subcomponents of self-control had a positive effect on school life adaptation, and the immediate pursuit of satisfaction had a negative effect. Third, positive psychological capital and self-control showed significant mediated effects in the effects of smartphone addiction on school life adaptation. Fourth, route analysis showed that smartphone addiction did not have a significant direct impact on school life adaptation, and only gave significant indirect effects by means of positive psychological capital and self-control. Conclusions: it is necessary to strengthen self-control and expand the level of positive psychological capital through education and programs to minimize the negative effects of smartphone addiction on school life.

Objectives To determine the mediating effect of peer relationship quality on the relationship between emotion regulation ability and school life adaptation of middle school students. Methods The emotion regulation ability scale reconstructed for adolescents by Oh Jihye (2011), the school life adaptation scale by Lee Gyumi and Kim Myungsik (2008), and the peer relationship quality scale revised and complemented by Kim Jinkyung and Yoo Anjin (2002) were used for 372 second graders in three middle schools in H city, Gyeonggi province. In addition to general descriptive statistical analysis, a three-stage hierarchical regression analysis was conducted to confirm the mediating effect of peer relationship quality on the impact of emotion regulation ability on school life adaptation. Results The results are as follows. First, there were significant positive correlations between all major variables in the correlation between middle school students’ emotion regulation ability, peer relationship quality, and school life adaptation. In other words, the higher the emotion regulation ability, the higher the peer relationship quality, and the higher the emotion regulation ability, the better the school life adaptation. In addition, the higher the peer relationship quality, the better the school life adaptation. Second, according to the results of determining the mediating effect of peer relationship quality on the relationship between middle school students’ emotion regulation ability and school life adaptation, peer relationship quality partially mediated the relationship between emotion regulation ability and school life adaptation. This means that emotion regulation ability has a direct effect on the school life adaptation of middle school adolescents, and also has an indirect effect through peer relationships. Conclusions It is necessary to improve the peer relationship quality of adolescents by providing various activity experiences based on educational guidance and counseling intervention strategies and prepare specific measures for students to actively adapt to school life.

Objectives: This study sought to verify bidirectionality by examining a bidirectional relationship of school life adaptation and life satisfaction with self-esteem as a mediating variable over time.Methods: Based on data from 2,245 elementary school students extracted from Year 1 (2019), Year 2 (2020), and Year 3 (2021) of the Multicultural Youth Panel Survey (MAPS 2nd), this adopted structural equation modeling method using the autoregressive cross-lagged modeling.Results: The study derived the following results. First, adaptation to school life at a previous point affected self-esteem at a later point, self-esteem at a previous point affected life satisfaction at a later point. In other words, school life adaptation in 4th grade had a positive effect on life satisfaction in 6th grade through selfesteem at 5th grade. Second, life satisfaction at a previous point affected self-esteem at a later point. Selfesteem at an earlier point had an effect on school life adaptation at a later point. That is, life satisfaction in 4th grade had a positive effect on school life adaptation in 6th grade through self-esteem at 5th grade.Conclusion: This study found a bidirectional relationship of school life adaptation and life satisfaction with self-esteem as a mediating variable over time.

본 연구는 해결중심 집단미술치료가 학교부적응 청소년의 학교생활적응에 미치는 효과에 관하여 살펴보기 위하여, 경기도 K시 K중학교에 다니는 학교부적응청소년 30명을 대상으로 김지은(2005)의 학교생활적응척도로 사전검사 후 프로그램 참여를 희망하는 20명의 대상자를 선정하여 10명씩 실험집단과 통제집단으로 무작위 배치하였다. 실험집단에는 2014년 9월15일부터 2014년 12월 22일까지 사전 사후검사를 포함한 총 12회기의 해결중심 집단미술치료를 실시하였다. 집단 간 동질성을 알아보기 위하여 맨 휘트니 U 검정(Mann Whitney U test)을 실시하였으며, 이후 사전 사후 차이를 알아보기 위해 윌콕슨 부호 순위 검정(Wilcoxon's signed ranks test)을 실시하였다. 연구결과 해결중심 집단미술치료는 학교부적응청소년의 학교생활적응력을 향상시켰으며 효과적인 방법으로 활용될 수 있는 것으로 나타났다. 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.

The purpose of this study is to empirically investigate an integrated structure that includes the individual and chain roles of parenting attitudes and self-esteem in the influence of parent-adolescent child communication on school life adaptation. To this end, a total of 497 middle and high school students (49.9% male and 50.1% female) in Seoul, Incheon, and Gyeongsangbuk-do were surveyed, and the collected data were analyzed using a structural equation model (SEM), multiple regression analysis, and path analysis. The analysis results are as follows. First, open parent-child communication had a positive effect on both parenting attitudes (affection, director) and self-esteem. Second, it was confirmed that self-esteem had a significant positive effect on school life adaptation, affection and supervision had a positive effect, and excessive expectation had a negative effect among the sub-factors of parenting attitude. Third, in the relationship between communication and school life adaptation, the individual mediating effect of self-esteem was found to be significant, but the individual mediating effect of parenting attitude was not statistically significant. In addition, it was confirmed that the chain mediating effect of parenting attitude and self-esteem was also significant. These results suggest that communication with parents and the resulting self-esteem play a key role in enhancing adolescents' adaptation to school life. This study has academic and practical significance in that it provides practical basic data for developing parental education programs and preparing intervention measures to promote self-esteem for adolescents' positive adjustment to school life.

Objectives This study aims to examine the determinants of cultural stress of multicultural youth on school life adaptation, and to improve the adaptation of multicultural youth to school life, focusing on the mediating effect of social support and social contraction. Methods A total of 1,380 people were surveyed for the first year of middle school, a panel of the 4th data (2014). In addition, the validity was reviewed through confirmatory factor analysis of the determinants of school life of multicultural adolescents, and causal relationships, suitability, and direct and indirect effects were verified for structural equation analysis. Results There was a significant correlation between school life adaptation, cultural adaptation stress, social support, and social upper measurement of multicultural adolescents. According to the main results, it was found that cultural adaptation stress had a direct or indirect effect on school life adaptation and had an indirect effect through social support and social contraction. Conclusions The practical implications of this study are to prepare support measures for the social support system to lower important career barriers for multicultural youth, to provide life-cycle counseling programs and integrated case management considering social contraction factors, and to raise the level of school life adaptation by providing educational opportunities for multicultural youth.

This study explored whether career maturity has a mediating effect in the relationship between high school students' parenting attitude type and school life adaptation. To this end, data from 244 high school students located in N City were collected. Descriptive statistics, correlations, and mediating effects were analyzed using SPSS 25.0 and PROCESS Macro 3.5. The results of the study are as follows. First, positive parenting attitudes were positively correlated with school life adaptation and career maturity, and negative parenting attitudes were negatively correlated with school life adaptation and career maturity. Second, career maturity was found to have a partial mediating effect in the relationship between positive/negative parenting attitudes and adaptation to school life. Through this study, the necessity of intervention in variables related to career maturity was suggested for the intervention of high school students' adaptation to school life.

Objectives This study is to verify the mediating effect of resilience in the effect of academic stress of high school students on school life adaptation. Methods To this end, 432 high school students from all regions were conducted from March 12, 2024 to March 18, 2024, of which 400 data were finally analyzed, excluding 32 who responded unfaithfully. Data analysis was performed using Window spss 26.0 for reliity analysis and descriptive statistics, and analyzed according to the three-step analysis procedure proposed by Baron and Kenny to analyze the mediating effect. Results As a result of the study, first, high school students' academic stress showed a significant negative correlation with school life adaptation, and a significant negative correlation with resilience. In addition, school life adaptation showed a significant positive correlation with resilience. Second, it was confirmed that resilience plays a complete mediating role in the effect of academic stress on school life adaptation. Conclusions Through the results of this study, it was suggested that high school students who have difficulty adapting to school life due to academic stress can come up with measures that can help them adapt to school life by increasing resilience.

Objectives The purpose of this study is to identify the correlations and causal relationships among self-efficacy, interpersonal competence, and school life adaptation in university students, and to examine the mediating effect of interpersonal competence on the relationship between self-efficacy and school life adaptation among university students. Methods A survey was conducted from February 20 to February 29, 2024, targeting 300 university students nationwide through a public opinion survey firm. Descriptive statistics, Pearson correlation analysis, and mediation effect analysis were conducted using SPSS 26.0 and SPSS PROCESS macro v.4.2. The mediation effect was tested using bootstrapping. Results First, the correlation between self-efficacy, interpersonal competence, and school life adjustment, which is research problem 1, was found to be all positively significant. Second, looking at research problem 2, which is whether self-efficacy and interpersonal competence affect school life adjustment, it was observed that as self-efficacy and interpersonal competence improved, so did school life adjustment. Third, in examining the mediating effect of interpersonal competence in the relationship between self-efficacy and school life adjustment, which is research problem 3, it was found that interpersonal competence has a partial mediating effect in the relationship between self-efficacy and school life adjustment. Conclusions This research is significant in that it emphasizes the importance of self-efficacy and interpersonal competence in university students' adaptation to school life and proposes ways to enhance these qualities.

In this study, we tried to find out the relationship between self-esteem, school life adaptation, and peer attachment perceived by teenagers, and to verify the mediating effect of peer attachment in the relationship between self-esteem and school life adaptation. Through this, the purpose is to provide positive support resources to teenagers and to help them adapt to school life by increasing peer attachment, thereby improving their ability to cope with school adaptation and improving the quality of life. Taken together, it was confirmed that peer attachment acts as an important variable in the relationship between self-esteem and school life adaptation, and peer attachment acts as a medium between these two variables. Therefore, efforts are required to provide positive support resources around students so that they can highly perceive self-esteem, and above all, it suggests that programs to improve peer attachment and apply them to school sites.

Objectives The purpose of this study is to investigate the mediated effect of children's school adaptation and happiness in the influence of parents' interest in school life and academic interest on children's self-esteem. Methods For this, National Youth Policy Institute(2018) finally analyzed a total of 707 people who responded to both research variables in the parental survey area and the child and youth survey area in the Korean Children and Youth Panel Survey(KCYPS). The correlation between the research variables was analyzed by Pearson Correlation Coefficient(PCC), the structural relationship was analyzed by structural equation, and the direct and indirect effects and total effects were verified by two-sided test using bootstrap in the 95% confidence interval. Results The main results are as follows. First, focusing on self-esteem, there was no statistically significant correlation with school life interest, which is a parent variable, but there was a statistically significant positive correlation with academic interests. There was no statistically significant correlation between school life adaptation and teacher adaptation in children's variables, but there was a statistically positive correlation between academic performance adaptation, peer adaptation, and happiness. Second, parents’ interest on school life mediated completely through the path of ‘children's school adaptation⟶children's happiness⟶children's self-esteem’, and in this process, children's happiness was found to be double mediated. It showed that parents' academic interest completely mediated and influenced the path of ‘children's happiness⟶children's self-esteem’. Conclusions The results of this study confirm once again that children's happiness is a factor influencing self-esteem. Thus, I would like to discuss various ways to improve children's happiness.

The purpose of this study is to increase school life adaptation by confirming the mediating effects of self-encouragement and emotional regulation ability in middle school students' parental empathy and school life adaptation. To this end, 233 middle school students in Busan and Gyeongnam were surveyed, and the data were analyzed with SPSS Ver 27.0. Correlation analysis between variables was conducted, hierarchical multiple regression analysis was conducted to verify the mediating effects of self-encouragement and emotional regulation ability, and significance was verified by the method of bootstrapping. The results of the study are as follows. First, there was a positive correlation between parental empathy, self-encouragement, emotional regulation ability, and school life adaptation perceived by middle school students. Second, there was a complete mediating effect on self-encouragement and emotional regulation ability in middle school students' parental empathy and school life adaptation, and emotional regulation ability had a partial mediating effect. These results suggest the importance of self-encouragement and emotional regulation ability that influence middle school students' adaptation to school life through parental empathy.