자아존중감 훈련 프로그램이 사회적 위축아동의 자아존중감과 교우관계에 미치는 영향 = The Effect of Self-Esteem Training Program on the Self-Esteem and Peer Relationship of Socially Withdrawn Children.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine how a self-esteem training program affected the self-esteem and peer relationship of socially withdrawn children.
The subjects were six children who were selected from among 220 children in six fourth-year classes of S elementary school in the city of Changweon. The instruments used to select socially withdrawn children were Moreno(1934)'s Peer Designation, a Loneliness Scale used by Asher, Hymel and Renshaw(1984), and Hops(1978)'s Social Interaction Rating Scale. Those who were designated by Moreno's method as isolated or rejected children and got 40 or more scores in the test by Asher, Hymel and Renshaw's Loneliness Scale were selected. And then those children were tested by their homeroom teachers using Hop's Social Interaction Rating Scale, and six children whose scores were below 28 were finally selected as socially withdrawn children.
The self-esteem training program used in this study was based on Jo Weon-seong(1996)'s adapted version of Palomares(1991)'s Self-Esteem Training Program and Gang Wui-yeoung, et. al.'(1999)'s Self-Esteem Program. Those programs were modified to cater to Korean elementary schools.
The program was conducted in 23 sessions for eight weeks from March 21 through May 30, 2005, four times a week on Tuesdays, Wednesdays, Thursdays and Fridays, 30 minutes each. The experiment was implemented at a computer lab without any other friends around on Tuesday and Wednesday mornings, and in the classroom of this researcher after school on Thursdays and Fridays without being disturbed by others. The instruments used to determine the effect of the program was Choi Bo-ga and Jeon Gui-yeon(1993)'s Self-Esteem Scale and Morganett(1994)'s Peer Relationship Description Inventory.
For data handling, SPSS 12.0 for Windows and Friedman test, one of nonparametric methods, were employed to track any possible gaps among pretest, posttest and retention test to find out how the self-esteem training program influenced on the self-esteem and peer relationship of socially withdrawn children. The level of significance was set at p<.05. And Wilcoxon signed rank test was utilized to see if there were any statistically significant gaps between pretest and posttest, between pretest and retention test and between posttest and retention test at the p<.05 level of significance. Finally, what quantitative changes the experiment brought to each of the children was described and compared.
The findings of the study were as follows:
First, the self-esteem training program applied by this study exerted a positive influence on improving the self-esteem of the socially withdrawn children in class. Specifically, that made a more statistically significant difference to their home self-esteem, among its subareas.
Second, the self-esteem training program had a favorable impact on the peer relationship skills of the children.
Based on the above-mentioned findings, the following conclusion was reached:
First, the self-esteem training program used in this study was effective in boosting the self-esteem of the socially withdrawn children in class. That encouraged the children with poor self-esteem to understand, accept and value themselves.
Second, the self-esteem training program contributed to enhancing the peer relationship skills of the socially withdrawn children. They learned to open themselves to their teachers and friends and to get along with them with confidence. Therefore, it's found that the self-esteem training empowered the socially withdrawn children to improve their self-esteem and self-respect, to put strong confidence in themselves, and to respect and understand their friends.

목차 (Table of Contents)

• 차례
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 사회적 위축아동의 특성 = 4
• 2. 자아존중감 = 6
• 3. 교우관계 = 11
• 4. 아동의 자아존중감과 교우관계와의 관계 = 14
• Ⅲ. 연구의 방법 = 15
• 1. 연구 대상 = 15
• 2. 측정 도구 = 19
• 3. 연구 설계 = 21
• 4. 연구 도구 = 22
• 5. 연구 절차 = 28
• 6. 자료 처리 = 28
• Ⅳ. 연구 결과 및 논의 = 30
• 1. 자아존중감의 변화 = 30
• 2. 교우관계의 변화 = 38
• 3. 논의 = 41
• Ⅴ. 요약 및 결론 = 45
• 1. 요약 = 45
• 2. 결론 = 47
• 참고 문헌 = 48
• ABSTRACT = 52
• 부록 = 55