원예치료가 빈곤결손가정 아동의 자아개념과 학습능력에 미치는 영향 = Effect of Horticultural Therapy on Self-concept and Learning Ability of the Poor Broken Family's Children

다국어 초록 (Multilingual Abstract)

This research is conducted to find out the effect of the horticultural therapy program on the self-conception and the learning ability by the child from the poor and broken home. The subject was 9 children from the poor and broken home who use the study room in Yasa Integrated Welfare Hall at Yasa-Dong, Youngchun-Si. The horticultural therapy program was implemented for 22 sessions in total once a week from March 2, 2005 till July 27, 2005.
The horticultural therapy program consisted of the program of farming such as a seed sowing, a flower plant growing, and a water culture, etc. as well as the program of decorating such as a packaging, a flower decoration, a collage, a dish garden, and a pressed flower, etc. The goal of the horticultural therapy program is as follows:
The goal was to improve the emotional self-conception through a plant growing and a flower decoration, enhance the social self-conception through a group formation and a joint work, and advance a learning self through an observation journal and a plant observation. In addition, the goal was to elevate the memory power through a plant observation and a presentation during each class, the concentration power through a collage, a pressed flower, and a dish garden work, the execution power through a water sprinkling and a cultivation experience, and the motivation in learning through a support and presentation during the class. In terms of the evaluation tool, the examination paper for the self-conception, the examination paper for the learning ability, the examination paper for the sentence completion, and the evaluation table for the horticultural therapy were used. In terms of the evaluation, the prior evaluation before starting the program and the post evaluation after the close of the program. Moreover, the observation journal was prepared after the execution of each program in order to observe the reaction of children. As a result of the evaluation on the examination paper for the self-conception in the entire subject, the social self item and the emotional self item statistically showed the significant difference after the implementation of the horticultural therapy. As a result of evaluating the examination paper for the learning ability, there was an individual difference. But, in terms of the entire result, the memory power item and the concentration power item statistically showed the significant difference in the area of learning activity. However, items such as execution power and motivation in learning did not show any significant difference. In the area of learning activity, items such as reasoning power and mathematical power showed the significant difference. As a result of the examination on sentence completion, the confidence in learning, which could not be found in the examination for the self-conception, and the improved relationship with friends about the same age could be confirmed via sentence. As a result of the individual evaluation pursuant to the characteristics of the subject, the discontent on the seat allocation and the acts of leaving their seats, which were seen in the early class, were not seen in the later stage. The orderly manner to go and find their seats involuntarily was shown. Further, in the early stage, acts of drawing attention such as crude language and abusive language, etc. and personal questions were frequently made due to the curiosity on a teacher. But, in the later stage, questions on plants they grew were mainly made. Subsequently, it is found out that the interest on class was increased. In addition, it could be observed that the confidence and fulfillment on their works was noticeably enhanced and the concentration power and positiveness was improved.
As a consequence of the above research result, it can be found out that the horticultural therapy program has the positive effect on enhancing the emotional self-conception and social self-conception of a child from the poor and broken home and has improved the memory power and concentration power necessary to accomplish a classwork. And although it was not meant to be, it is found out to have affected the improvement of the mathematical power and reasoning power. Therefore, it is found out that the fulfillment in schoolwork can be increased with the development of the positive self-conception and the improvement in the learning ability by applying the horticultural therapy program in respect of a child from the poor and broken home.

목차 (Table of Contents)

• (Abstract)
• I. 緖 言 = 1
• 1. 연구의 필요성 = 1
• 2. 연구목적 = 5
• II. 硏 究 史 = 6
• 1. 결손가정 = 6
• 2. 자아개념 = 9
• 3. 자아개념과 학업성취 = 11
• 4. 원예치료 선행연구 = 13
• III. 硏究方法 = 21
• 1. 연구대상 = 21
• 2. 원예치료 프로그램 설계 = 22
• 3. 평가도구 = 24
• 4. 분석방법 = 26
• IV. 結 果 = 27
• 1. 원예치료 프로그램 참가 아동의 전체 평가결과 = 27
• 2. 원예치료 프로그램 참가 아동의 개인별 평가결과 = 36
• 3. 원예치료사와 담당 복지사의 관찰일지 = 63
• V. 考 察 = 65
• VI. 要 約 = 69
• 引用文獻 = 71
• 부 록 = 75