The purpose of this study was to analyze the research literature on play therapy intervention for children with ADHD. Thirty-nine studies, conducted from 1995 to 2010, were analyzed. The results of the literature review are as follows: The most commonly studied subjects were elementary school children in grades 1-3. The most common subject selection method was to select ADHD tendency children. The most typical intervention setting used was a counseling center. The most frequent intervention was 11-15 sessions of group counseling. Pre-post experimentalcontrol research designs were the most commonly used. In the analyzed studies, play therapy-game play therapy, CBPT, CCPT, sand play therapy, and theraplay-was used for ADHD children. The studies found that game play therapy and cognitive-behavior play therapy are effective for improving ADHD children's attention, impulsiveness, and self-control. The major game play therapy activities used were dart games, "Simon says" games, fishing games, dominoes, Jenga, Beat the Clock, the board game "Stop," and "Ice, break., ice, break." Based on these findings, this article presents implications and discussion for play therapy intervention for ADHD children.(ADHD), (play therapy), (game play therapy), (cognitive-behavioral play therapy)
This study was conducted in order to model the relationship between children's ego strength and their school adjustment and life satisfaction levels. For this purpose, 4,765 4th-6th grade elementary school children were surveyed by means of a questionnaire. The collected data were analyzed by means of structural equation modeling. The results of this study may be summarized as follows. First, in all the grades, a significant and positive correlation was observed between the children's ego strength and their school adjustment and life satisfaction levels. Second, ego strength was found to be a variable that had a significant effect on life satisfaction indirectly through the medium of school adjustment. Third, the relation model between the variables differed according to grade. That is, the direct effect of ego strength on life satisfaction was stronger in the high grades, and the level of school relationship adjustment was found to have a significant effect on family relationship satisfaction as a factor of life satisfaction in 4th graders, whereas it did not in the case of 5th and 6th graders.Keywords:자아강도(ego strength), 학교 적응(school adjustment), 생활만족도(life satisfaction).
The purpose of this study was to design a technology-based extra-curricular program in order to improve creativity and convergence of university students. To this end, we first analyzed a literature review concerning an extra-curricular program that dealt with creativity and convergence competence. Through these analyses, we selected the DMM model, design thinking as instructional models, and the jigsaw and process-folio were selected as instructional strategies. Second, based on previous studies, we developed first draft both of an edcation model and an extra-curricular program. Moreover, a group of three experts was formed to examine the validity of the educational model and the draft of the program. Third, the final blueprint of the program was derived by reflecting upon the results of the expert’s review. Fourth, the program designed in this study was operated for 32 students of A University located in Seoul, and the changes in creativity, convergence, and entrepreneurship competence of the participating students were measured to analyze the effectiveness. The program used in this study, can be expressed as one that moves from individual creativity to team creativity. Furthermore, it consists of three stages. The first stage is the ‘Learning by Experiencing’ program that allows the students to express creativity while utilizing technology. The second stage is the ‘Learning by Doing’ program, wherein students learn the mindset and methodology of design thinking. The third stage is the ‘Learning by Making’ program, which allows students to express team creativity with their peers from various other majors, with the aim of creating convergent values. As a result of measuring the pre-post changes of the students' creativity, convergence, and entrepreneurship competence by applying the third stage of the program, We confirmed that all of students experienced a statically significant increase in their creative, convergent and entrepreneurship competency.
The purpose of this study was to examine the effect of play-based reality therapy program on children's self-control, mother-child relationship, and the risk of smartphone addiction. Methods: The subjects of this study were 18 mother-child pairs who complained of difficulty in their relationship. Subjects were sampled from children found to have a potential risk of smartphone addiction, as assessed by the smartphone addiction proneness scale, and were divided into an experimental group (N = 8) and a control group (N = 8). The play-based reality therapy program was applied to the children for a total of 16 sessions, twice a week, 50 minutes per session, and parent education was applied to the mothers for a total of 8 sessions, once a week, 90 minutes per session. Results: First, play-based reality therapy program with parent education had a positive effect on the children's self-control. Second, play-based reality therapy program with parent education caused positive changes in the subjects' mother-child relationship. Finally, play-based reality therapy program with parent education positively improved the use of smartphone in the children with a risk of smartphone addiction. Conclusion: This study designed a play-based reality therapy program with parent education and proved that the program had positive effects for children with a risk of smartphone addiction and their mothers. Further, by executing parent education for the mothers of children with a risk of smartphone addiction, this study is meaningful in sustaining the therapeutic effect observed in children and in preventing smartphone addiction.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.