This study attempted to investigate the effect of unwanted sex consent on impact of event and post-traumatic growth, and to verify the moderating effect of cognitive emotional regulation strategy in the relationship between unwanted sex consent, impact of event, and post-traumatic growth. To this end, a survey was conducted on female college students with unwanted sex consent experience, and 41 data were finally analyzed using the PASW 18.0 program. The results of the study are as follows. First, unwanted sex consent showed a positive correlation with impact of event and post-traumatic growth. In addition, impact of event showed a positive correlation with the maladaptive cognitive emotional regulation strategy among the two sub-variables of the cognitive emotional regulation strategy. However, post-traumatic growth showed a positive correlation with the two sub-variables of the cognitive emotional regulation strategy: the adaptive cognitive emotional regulation strategy and the maladaptive cognitive emotional regulation strategy. Second, the moderating effect of the cognitive emotional regulation strategy between unwanted sex consent and impact of event was not significant. Third, the moderating effect of the cognitive emotional regulation strategy between unwanted sex consent and post-traumatic growth was significant. As a result of examining the two sub-factors of cognitive emotional regulation strategy, unwanted sex consent and adaptive cognitive emotional regulation strategy had a moderating effect on post-traumatic growth, and maladaptive cognitive emotional regulation strategy also showed a moderating effect on post-traumatic growth. These results mean that the positive and negative effects vary
{"title":"The Effect of Unwanted Sex Consent on Post-traumatic Growth and\u0000 Impact of Event: the Moderating Effect of Cognitive Emotional Regulation\u0000 Strategy-for female college students","authors":"N. Park, Won-Young song","doi":"10.54084/scs.2023.5.1.1","DOIUrl":"https://doi.org/10.54084/scs.2023.5.1.1","url":null,"abstract":"This study attempted to investigate the effect of unwanted sex consent on impact of event and post-traumatic growth, and to verify the moderating effect of cognitive emotional regulation strategy in the relationship between unwanted sex consent, impact of event, and post-traumatic growth. To this end, a survey was conducted on female college students with unwanted sex consent experience, and 41 data were finally analyzed using the PASW 18.0 program. The results of the study are as follows. First, unwanted sex consent showed a positive correlation with impact of event and post-traumatic growth. In addition, impact of event showed a positive correlation with the maladaptive cognitive emotional regulation strategy among the two sub-variables of the cognitive emotional regulation strategy. However, post-traumatic growth showed a positive correlation with the two sub-variables of the cognitive emotional regulation strategy: the adaptive cognitive emotional regulation strategy and the maladaptive cognitive emotional regulation strategy. Second, the moderating effect of the cognitive emotional regulation strategy between unwanted sex consent and impact of event was not significant. Third, the moderating effect of the cognitive emotional regulation strategy between unwanted sex consent and post-traumatic growth was significant. As a result of examining the two sub-factors of cognitive emotional regulation strategy, unwanted sex consent and adaptive cognitive emotional regulation strategy had a moderating effect on post-traumatic growth, and maladaptive cognitive emotional regulation strategy also showed a moderating effect on post-traumatic growth. These results mean that the positive and negative effects vary","PeriodicalId":244603,"journal":{"name":"School Counselling and Sandplay","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129136353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.54084/scs.2023.5.1.18
H. Lee
{"title":"A Symbolic Study on Shellfish","authors":"H. Lee","doi":"10.54084/scs.2023.5.1.18","DOIUrl":"https://doi.org/10.54084/scs.2023.5.1.18","url":null,"abstract":"","PeriodicalId":244603,"journal":{"name":"School Counselling and Sandplay","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132267432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.54084/scs.2022.4.2.107
Ho-Kyung Lee, U. Ahn
{"title":"Symbolic Meaning of Pilgrimage in Literary Works and Sand Play\u0000 Therapy","authors":"Ho-Kyung Lee, U. Ahn","doi":"10.54084/scs.2022.4.2.107","DOIUrl":"https://doi.org/10.54084/scs.2022.4.2.107","url":null,"abstract":"","PeriodicalId":244603,"journal":{"name":"School Counselling and Sandplay","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131445829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.54084/scs.2022.4.2.80
U. Ahn
{"title":"Analysis of Transference and Countertransference in Sandplay\u0000 Therapeutic Relationships","authors":"U. Ahn","doi":"10.54084/scs.2022.4.2.80","DOIUrl":"https://doi.org/10.54084/scs.2022.4.2.80","url":null,"abstract":"","PeriodicalId":244603,"journal":{"name":"School Counselling and Sandplay","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116228188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.54084/scs.2022.4.2.45
E. Lim, H. Yi
{"title":"The Research on Change Process of ‘Self-Image’ of Mother Whose\u0000 Children is under SPT : Focusing on counseling based on children's sand play\u0000 therapy","authors":"E. Lim, H. Yi","doi":"10.54084/scs.2022.4.2.45","DOIUrl":"https://doi.org/10.54084/scs.2022.4.2.45","url":null,"abstract":"","PeriodicalId":244603,"journal":{"name":"School Counselling and Sandplay","volume":"402 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132441696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.54084/scs.2022.4.2.63
Bo-Yeong Park
{"title":"The Relationship between Emotional Abuse and Relationship\u0000 Addiction: The Mediating Effect of Emptiness and Relationship\u0000 beliefs","authors":"Bo-Yeong Park","doi":"10.54084/scs.2022.4.2.63","DOIUrl":"https://doi.org/10.54084/scs.2022.4.2.63","url":null,"abstract":"","PeriodicalId":244603,"journal":{"name":"School Counselling and Sandplay","volume":"394 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126747854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.54084/scs.2022.4.1.11
Eunjo Yoo, Jong-yeun Lee
The purpose of this study was to develop and validate a class unit group counseling model for school counselors to use the free-semester program. In order to accomplish the purpose, first of all this study reviewed the previous research studies, and conducted a survey, a focus group interview, and an expert meeting to develop a proposed model, which consists of the content area, the organizational frame area, and the required resource area. The proposed tentative model was confirmed as the final model by securing content validity through the first and second Delphi surveys of panels of professional counselors who are 40 school counseling field experts. The research results of this study are as follows. The class unit group counseling model for school counselors that can be used in the final proposed free semester system consisted of a total of three areas (content area, organizational frame area, and required resource area). The content area includes three sub-areas(understanding and accepting oneself, making a decision, understanding others and getting along well). The organizational framework includes four sub-areas(available time, number of operational sessions, a most suitable model among the free-semester models, and program operation). The required resource area includes five sub-areas (program operator, required capacity, capacity development method, financial support, and administrative support). This study is significant in that it provides a model for looking for a solution to establish the role of school counselors and to enhance their competency to manage class unit group counseling with middle school students.
{"title":"Development of Class Unit Group Counseling Model Applicable to the\u0000 Free-Semester Program for the School Counselor","authors":"Eunjo Yoo, Jong-yeun Lee","doi":"10.54084/scs.2022.4.1.11","DOIUrl":"https://doi.org/10.54084/scs.2022.4.1.11","url":null,"abstract":"The purpose of this study was to develop and validate a class unit group counseling model for school counselors to use the free-semester program. In order to accomplish the purpose, first of all this study reviewed the previous research studies, and conducted a survey, a focus group interview, and an expert meeting to develop a proposed model, which consists of the content area, the organizational frame area, and the required resource area. The proposed tentative model was confirmed as the final model by securing content validity through the first and second Delphi surveys of panels of professional counselors who are 40 school counseling field experts. The research results of this study are as follows. The class unit group counseling model for school counselors that can be used in the final proposed free semester system consisted of a total of three areas (content area, organizational frame area, and required resource area). The content area includes three sub-areas(understanding and accepting oneself, making a decision, understanding others and getting along well). The organizational framework includes four sub-areas(available time, number of operational sessions, a most suitable model among the free-semester models, and program operation). The required resource area includes five sub-areas (program operator, required capacity, capacity development method, financial support, and administrative support). This study is significant in that it provides a model for looking for a solution to establish the role of school counselors and to enhance their competency to manage class unit group counseling with middle school students.","PeriodicalId":244603,"journal":{"name":"School Counselling and Sandplay","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124192720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.54084/scs.2022.4.1.25
U. Ahn, H. Kwak
This study aims to verify the clinical treatment effect of Sandplay Therapy (SPT) through MMPI-2 for 22 adolescents who have experienced suicidal events such as suicide attempt s, suicide accidents, and self-injury. To this end, for 20 weeks from 2019 to 2021, SPT 15 sessions were conducted for 22 teenagers who experienced suicide cases at middle an d high schools in Cheonan and Asan. The subjects of this study were 6 males (27.3%) an d 16 females (72.7%) with an average age of 16.32±1.25 years. As the evaluation instru ments, MMPI-2 were used during the baseline phase and after the termination of the ther apy. The comparison of the scores according to MMPI-2 clinical scales and detailed evalu ation scales before and after the 15 session showed that there are statistically significant changes. There was a statistically significant difference among Clinical Scales: Hs(Hypocho ndriasis, t=3.298, p= .003), D(Depression, t=4.402, p= <.001), Hy(Hysteria, t= 4.034, p =.001), Pd(Psychopathic Deviate, t=3.139, p=.005), Pa(Paranoia, t=3.505, p=.002), Pt(Ps ychathenia, t=2.861, p=.009), Sc(Schizophrenia, t=3.491, p=.002), Si (Social Introversion, t=5.081, p=<.001). In addition, there was a statistically significant changes: LSE (low self -esteem, t=4.158, p=<.001) of Content scales, Es (Ego Strength, t=-2.626, p=.016), PK (Post-Traumatic Stress Disorder, t=3.324, p=.003) of Supplementary Scales, DEP3 (Self -Depreciation, t=4.124, p<.001), DEP4 (Suicidal Ideation, t=4.102, p=.001)in Content Co mponent Scales. It is believed that SPT provided a positive effect on risk factors such as trauma, self-esteem and psychiatric status in adolescents who experienced suicidality epis odes such as suicidal ideation and self-injury and suicidal attempt.
{"title":"Clinical Effect of SPT in Adolescents Experiencing Suicidal\u0000 Events","authors":"U. Ahn, H. Kwak","doi":"10.54084/scs.2022.4.1.25","DOIUrl":"https://doi.org/10.54084/scs.2022.4.1.25","url":null,"abstract":"This study aims to verify the clinical treatment effect of Sandplay Therapy (SPT) through MMPI-2 for 22 adolescents who have experienced suicidal events such as suicide attempt s, suicide accidents, and self-injury. To this end, for 20 weeks from 2019 to 2021, SPT 15 sessions were conducted for 22 teenagers who experienced suicide cases at middle an d high schools in Cheonan and Asan. The subjects of this study were 6 males (27.3%) an d 16 females (72.7%) with an average age of 16.32±1.25 years. As the evaluation instru ments, MMPI-2 were used during the baseline phase and after the termination of the ther apy. The comparison of the scores according to MMPI-2 clinical scales and detailed evalu ation scales before and after the 15 session showed that there are statistically significant changes. There was a statistically significant difference among Clinical Scales: Hs(Hypocho ndriasis, t=3.298, p= .003), D(Depression, t=4.402, p= <.001), Hy(Hysteria, t= 4.034, p =.001), Pd(Psychopathic Deviate, t=3.139, p=.005), Pa(Paranoia, t=3.505, p=.002), Pt(Ps ychathenia, t=2.861, p=.009), Sc(Schizophrenia, t=3.491, p=.002), Si (Social Introversion, t=5.081, p=<.001). In addition, there was a statistically significant changes: LSE (low self -esteem, t=4.158, p=<.001) of Content scales, Es (Ego Strength, t=-2.626, p=.016), PK (Post-Traumatic Stress Disorder, t=3.324, p=.003) of Supplementary Scales, DEP3 (Self -Depreciation, t=4.124, p<.001), DEP4 (Suicidal Ideation, t=4.102, p=.001)in Content Co mponent Scales. It is believed that SPT provided a positive effect on risk factors such as trauma, self-esteem and psychiatric status in adolescents who experienced suicidality epis odes such as suicidal ideation and self-injury and suicidal attempt.","PeriodicalId":244603,"journal":{"name":"School Counselling and Sandplay","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126766006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the effect of school sand play group counseling in terms of emotio nal and behavioral problems, peer problems, and aggression for elementary school student s. 20 students from A Elementary School in Asan-si were selected as subjects of the stu dy, and a total of 10 group consultations were conducted for 12 weeks from September to November 2019. In order to verify the effectiveness of group counseling, the Korean Vers ion of the Strengths and Difficulties Questionnaire (SDQ-Kr) and the Aggression Question naire (AQ) were used as measurement tools, and the paired t-test was performed using t he SPSS 21.0. As a result of the analysis, behavior problems, peer problems, total difficult ies, physical aggression, verbal aggression, anger, and hostility scales were significantly re duced, while behavior problems, peer problems, verbal aggression, and anger scales showe d great effects. These results suggest that group counseling for school sand play may be an effective way to improve mental health and peer problems of elementary school student s.
{"title":"Effect of School Sand Play Group Counseling on Emotional and\u0000 Behavioral Problems, Peer Problems, and Aggression of Elementary School\u0000 Students","authors":"Moongee Jeon, Ho-Kyung Lee, H. Kwak","doi":"10.54084/scs.2022.4.1.1","DOIUrl":"https://doi.org/10.54084/scs.2022.4.1.1","url":null,"abstract":"This study investigates the effect of school sand play group counseling in terms of emotio nal and behavioral problems, peer problems, and aggression for elementary school student s. 20 students from A Elementary School in Asan-si were selected as subjects of the stu dy, and a total of 10 group consultations were conducted for 12 weeks from September to November 2019. In order to verify the effectiveness of group counseling, the Korean Vers ion of the Strengths and Difficulties Questionnaire (SDQ-Kr) and the Aggression Question naire (AQ) were used as measurement tools, and the paired t-test was performed using t he SPSS 21.0. As a result of the analysis, behavior problems, peer problems, total difficult ies, physical aggression, verbal aggression, anger, and hostility scales were significantly re duced, while behavior problems, peer problems, verbal aggression, and anger scales showe d great effects. These results suggest that group counseling for school sand play may be an effective way to improve mental health and peer problems of elementary school student s.","PeriodicalId":244603,"journal":{"name":"School Counselling and Sandplay","volume":"4686 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126135130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.54084/scs.2021.3.2.85
Moonhee Park, U. Ahn
{"title":"A Study on the Symbolic Recognition Method of Sandplay Therapy :\u0000 Through the rock paintings of the prehistoric Bushman and the frog symbol of\u0000 individual cases of sandplay","authors":"Moonhee Park, U. Ahn","doi":"10.54084/scs.2021.3.2.85","DOIUrl":"https://doi.org/10.54084/scs.2021.3.2.85","url":null,"abstract":"","PeriodicalId":244603,"journal":{"name":"School Counselling and Sandplay","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114166402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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