Journal of Educational Innovation Research 2018, Vol. 28, No. 3, pp.45-72 DOI: http://dx.doi.org/10.21024/pnuedi.28.3.201809.45 * Effects of a Classwide Empathy-Based Bibliotherapy Program on Elementary Students Empathic Abilities and Verbal Violence Purpose: The purpose of this study was to investigate the effects of a classwide empathy-based bibliotherapy program on elementary students empathic abilities and verbal violence. Method: An 18-session bibliotherapy program was administered to a 5th grade class of 23 students (intervention group) for 6 weeks, while no treatment was given to a wait-list control group. Results: Mixed-design ANOVAs revealed that emotional and communicative empathic abilities of the program group were significantly higher than those of the control group at the end of program completion (post-test) and the follow-up (8 weeks following post-test), while there was no significant difference in cognitive emphatic ability. The verbal violence of the program group was also significantly lower than that of the control group at the post-test, but not at the follow-up. Conclusion: Our findings provide evidence that the empathy-based bibliotherapy is an effective classwide intervention for increasing emotional and communicative empathic abilities and decreasing verbal violence among elementary students. Key words : bibliotherapy, empathic ability, verbal violence, classwide program * 2017 () (2017S1A3A2067778). 1. Corresponding Author: Lee, Donghyung. Pusan National University, Dept. of Education, 2, Busandaehak-ro 63beon-gil, Geumjeong-gu, Busan, Korea, e-mail: leepsy@pusan.ac.kr
.. (Cameron, 1998).,, (, 2008).,,,,, (Gartrell, Herman, Olarte, Feldstein, & Localio., 1987).., (2017) 4 3 2017 1, (34%). 70.3%. (,, 2010) 5 65.5%,.. (Ketterman & Hazard, 2000), (Straus, 1991). (Vygotsky, 2012).,, (Fischer, Shaver, & Carnochan, 1990).,,, (, 1999). (, 2012), -,..,.
,, 22.1%, 58.2%, (,, 2010). (2011) 97%, 99%,. (, 2014),..,,,,, (,, 2013).,.,, (2014),., (2012), (2015). (Kaukiainen et al., 1999) (, 2003), (, 2001)..,,. (Egan, 1998),, (as if), (Rogers, 1957).., Piaget(1969),,., Hoffman(1984),,
.., Barrett-Lennard(1981),.,.,. Truax Carkhuff(1967)., Rosenberg(2003).,., (Barrett-Lennard, 1981; Davis, 1980).,.,,, (2010),,, 4. (2006) Rosenberg(2003),,,,,.. 10.,.,, (,, 2014),,
,,.,,,, (bibliotherapy)., biblion, therapeia, (Gornicki, 1981,, 2002 )., (, 2002) (, 2003), (Nickerson, 1975)., (,, ) (Hynes & Hynes-Berry, 1994).,,, (Shelley, 2001)..,, (,, 2010)..,,,,.,,. (,, 2011), (, 2002)., Sullivan(Sullivan, 1987;, 2002 )..
.,, (, 2009), (, 2009), ()(,, 2008;, 2010), (, 2009). (, 2008), (,,, 2003)., (, 2017).,..,,., (, 2010;, 2012),,. (,, 2015;,, 2007) (,,, 2014;, 2012; Kaukiainen et al., 1999).,,,,,,,,.,.
.,,. 1. () (). 2. () ().. B H 5 2 46. 23( 12, 11).,,. H 5 4.,,.,., 6 3, 40 18.., 8.
1) 독서치료프로그램의구안방향 5..,,,. (Barrett-Lennard, 1981),. 1, 2-7, 8-12, 13-17, 18..,.,,.,.,..,.,..,,.. 2) 독서치료프로그램의내용 <-1>.
Barrett-Lennard(1981) (2009), (2012), (2014), (2012),, (2010), (2011),,, (2010) 5. (2009), (2010),,,,, (2010), (, 2013;, 2015;, 2007;,,, 2015;, 2009). 18 40. 2. 1 2 3 4 5 6 7 / [],. [ ],. [],. [?]. [ : 1]. [ : 2]. [ ]. / [ ] -, -, [ ] - - [ ] - - [! ] - - MBTI [ ] - vs - [, ] - -vs [ ] -
( ) 8 9 10 11 12 13 14 15 16 17 18 / [,?],. [,?]. [ ]. []. []. [ NO! YES!]. [ ]. []. [ ]. [ ]. [ ]. / [ -, ], [ ] -, 8 : - - - [ ] - - [ ] - - [! ] -, - - [] - - -, [ ] - - - [ ] - - vs [] - - [ ] - - - [ ] - - [?],[] - - -
2) 회기별지도단계 Hynes Hynes-Berry(1994),,, 4. (2010). < -2>. () 5 32 3..,,.,.,,,??.,....
1) 공감능력 Davis(1980) (Interpersonal Reactivity Index: IRI) Bryant(1982) (1997). ( 10) (5), (5), ( 20) (15), (5). Likert 5 (1: ~ 5: ). Cronbach s α.91,.96, 30.98., Carkhuff(1969) (2001), (2011) 5. 5,. 1 5., 5., 2. (2001) Cronbach s α.81.97. 2) 언어폭력 (2007),, (2010). 11 2( 6, 5), (:, ) 5 Likert (1: ~ 5:). Cronbach s α.97.. - - (, ) (,, ).
.05,. paired t-test., Cohen(1988) d. Cohen, (d).20,.20.50,.50.80,.80.,.. 1) 인지적공감능력에미치는효과 36.17(SD=6.64), 35.69(SD=5.94), t (t=1.37, p>.05),., (F=1.87, p=.16), (F=1.89, p=.18), (F=2.75, p=.07). (M=35.26, SD=6.39; M=34.6, SD=6.36), (M=39.3, SD=6.46) (M=37.47, SD=8.6),.. 2) 정서적공감능력에미치는효과 (< -3> ), (t=0.93, p>.05).,, < -1>.
SS df MS F p 2574.03 1 2574.03 6.67 *.013 16991.62 44 386.17 - - 312.06 2 156.03 5.41 **.006 592.06 2 296.03 10.27 **.000 2536.55 88 28.82 - - * p<.05, ** p<.01 < -1>, (p<.05), (p<.01). (p<.01)., < -2>. SS df MS F p @ 89.04 1 89.04 0.87.356 4510.26 44 102.51 - - @ 1584.78 1 1,584.78 10.22 **.003 6820.96 44 155.02 - - @ 1492.26 1 1,492.26 8.01 **.007 8196.96 44 186.29 - - @ 620.96 2 310.48 10.18 **.000 1341.71 44 30.49 - - @ 283.16 2 141.58 5.21 **.009 1194.84 44 27.16 - - ** p<.01 < -2>, (F=.87, p>.05), (F=10.223, p<.01), (F=8.01, p<.01).,.,, -, -, - paired t-test, - (t=-5.01, p<.01), -(t=2.51, p<.05),, -(t=3.02, p<.01), -(t=2.63, p<.05).
(Cohen s d),.96,.85. < -3>,,, < -1>. / () () Cohen s d 76.82(11.1) a 84.17(12.26) b 80.56(14.34) a 74.04(9.03) a 72.43(12.63) a 69.17(12.91) c - 0.96 0.85 * ( a, b, c ).05.01.,, 6,. 8,. 3) 의사소통적공감능력에미치는효과, (< -6> ) t (t=0.00, p>.05),.
< -4>. ** p<.01 SS df MS F p 292.76 1 292.76 42.35 **.000 304.15 44 6.91 - - 104.36 2 52.18 23.15 **.000 179.26 2 89.63 39.76 **.000 198.38 88 2.25 - - < -4>, (p<.01), (p<.01). < -5>. SS df MS F p @ 0.000 1 0.00 0.00 1.000 77.91 44 1.77 - - @ 356.17 1 356.17 56.57 **.000 277.04 44 6.29 - - @ 115.85 1 115.85 34.54 **.000 147.57 44 3.35 - - @ 277.59 2 138.79 43.70 **.000 139.74 44 3.18 - - @ 6.03 2 3.01 2.26.116 58.64 44 1.33 - - ** p<.01 < -5>, (F=.000, p>.05), (F=56.567, p<.01) (F=34.543, p<.01)., paired t-test, -(t=-8.19, p<.01), -(t=3.55, p<.01), -(t=-6.75, p<.01),. (Cohen s d), 2.27,
1.78. < -6>,,, < -2>.,,, 6,. 8. / () 10.04(1.39) a 14.91(3.16) b 13.04(2.28) c () 10.04(1.26) a 9.34(1.61) a 9.86(1.21) a Cohen s d - 2.27 1.78 * ( a, b, c).05.01. (< -9> ), (t=1.59, p>.05)., < -7>.
SS df MS F p 1074.09 1 1074.09 6.24 *.016 7574.61 44 172.15 - - 203.32 2 101.66 5.63 **.005 135.41 2 67.70 3.75 *.027 1588.61 88 18.05 - - * p<.05, ** p<.01 < -7>,, (p<.05) (p<.05)., < -8>. SS df MS F p @ 153.39 1 153.39 2.52.120 2678.44 44 60.87 - - @ 793.07 1 793.07 10.46 **.002 3335.39 44 75.80 - - @ 263.04 1 263.04 3.68.062 3149.39 44 71.58 - - @ 248.89 2 124.45 6.55 **.003 836.44 44 19.01 - - @ 89.83 2 44.91 2.62.084 752.17 44 17.09 - - ** p<.01 < -8>, (, F=2.52, p>.05; F=3.68, p>.05), (F=10.46, p<.01),., (paired t-test). -(t=3.17, p<.01), -(t=2.16, p<.05). (Cohen s d), d=.98. < -9>,
, < -3>.,, 6 1. 8,. / () () Cohen s d 21.39(8.76) a 16.95(7.78) b 17.95(9.75) b 25.04(6.7) a 25.26(9.54) a 22.73(6.92) b - 0.98 - * ( a, b ).05.01.,.,,,,..,
,,,,..,,.,,.,, -,,,.,.,,,.., 5 ( 12, 11) 6(18), () (8),,. (),..,, (
),. 1. (d=0.852.27), 8., 6,,,,,,,., -,,,,. (, 2009;, 2009;, 2009;,, 2008;, 2010;, 2011),,.,.,, (p<.07).,, (2012).,. (Elkind, 1967), (Lapsley & Murphy, 1985). (Davis, 1980), (2012) (48).,
, 6 1 ( ).,. 2 ( ). (, 2017), (, 2008 ;,,, 2003).,,,,,.,,,,. 8,,,,.., (booster session).. 5,.,., 8 (:, ).,,,,.
,.,,,,,., (double-blind).,,,.,,,.,,. (2017).. (2006). :. (1), 11-26. (2007).,, :.. (1999). :. (1), 35-39. (2001).. (1), 67-76. (2011)...
(2017)...,, (2010).. (5). 1-26. (2009)... (2013)...,, (2014).. (10), 529-553. (2009)...,,,,, (2012).. 43-93., (2014). :. 141-182. (2002). :. 1-27.,,,,,,, (2010). :.,,,, (2010). :. (2008)... (2010).. (3), 89-105. (1997). :. (2012)... (2001). :,.., (2010). :., (2011).. (2), 119-136., (2013). :.
(2014)... (2009).,.. (2003)..., (2010).. :. (2008)... (2015)...,, (2010).. (4), 199-214. (2007)..., (2008).. (2), 223-230.,, (2003).. (3), 443-455. (2014). :. (1), 25-42.,,,,,,,,,,,, (2011). :. (2009). :., (2011). :. (2012)... (2003)...,, (2015).. (3), 443-462., (2015).. (1), 31-50. (2010)..
. (2011)... (2009)..., (2015).. (1), 337-364., (2007).,. (2), 61-82. Barrett-Lennard, G. F. (1981). The empathy cycle: Refinement of a nuclear concept. Journal of Counseling Psychology, 28(2), 91. Bryant, B. K. (1982). An index of empathy for children and adolescents. Child Development, 53(2), 413-425. Cameron, L. (1998). Verbal abuse: A protective approach. Nursing Management, 29(8), 34-36. Carkhuff, R. R. (1969). Helping and human relations: A primer for lay and professional helpers: I. Selection and training. New York: Holt, Reinhart and Winston. Cohen, J. (1988). Statistical power analysis for the behavioral sciences(2nd ed.). Hillsdale, NJ: Lawrence Eribaum Associates. Davis, M. H. (1980). A multidimensional approach to individual differences in empathy. JSAS Catalog of Selected Documents in Psychology, 10(85), 1-18. Egan, G. (1998). The skilled helper: A problem-management approach to helping. Pacific Grove, CA: Brooks. Elkind, D. (1967). Egocentrism in adolescence. Child Development, 38(4), 1025-1034. Fischer, K. W., Shaver, P. R., & Carnochan, P. (1990). How emotions develop and how they organize development. Cognition and emotion, 4(2), 81-127. Gartrell, N., Herman, J., Olarte, S., Feldstein, M., & Localio, R. (1987). Reporting practices of psychiatrists who knew of sexual misconduct by colleagues. American Journal of Orthopsychiatry, 57(2), 287-295. Hynes, A. M., & Hynes-Berry, M. (1994). Biblio/poetry therapy. St. Cloud, MN: North Star Press of St. Cloud. Hoffman, M. L. (1984). Interaction of affect and cognition in empathy. In Carroll E. Izard, Jerome Kagan, Robert B. Zajong (Eds.), Emotions, cognition, and behavior (pp.103-131). NY: Cambridge University Press. Kaukiainen, A., Bjorkqvist, K., Lagerspets, K., Osterman, K., Salmiballi, C., Rothberg, S., & Ahlbom, A.
(1999). The relationships between social intelligence, empathy, and three types of aggression. Aggressive Behavior, 25(2), 81-89. Ketterman, G. H., & Hazard, D. (2000). When you can't say "I forgive you": Breaking the bonds of anger and hurt. Navpress Publishing Group. Lapsley, D. K., & Murphy, M. N. (1985). Another look at the theoretical assumptions of adolescent egocentrism. Developmental Review, 5(3), 201-217. Nickerson, E. T. (1975). Bibliotherapy: A therapeutic medium for helping children. Psychotherapy: Theory, Research & Practice, 12(3), 258-261. Piaget, J. (1969). The intellectual development of the adolescent. New York, NY: Basic Books. Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Counseling Psychology, 21(2), 95-153. Rosenberg, M. B. (2003). Nonviolent communication: A language of life. Encinitas, CA: A Puddle Dancer Press Book. Shelley A. J. (2001). Using bibliotherapy with clients. The Journal of Individual Psychology, 57(3), 289-297. Straus, M. A. (1991). Physical violence in American families: Incidence rates, causes, and trends. In Dean Knudsen (Ed.), Abused and battered: Social and legal responses to family violence (pp.17-34). NY: Routledge. Truax, C. B., & Carkhuff, R. R. (1967). Modern applications in psychology. Toward effective counseling and psychotherapy: Training and practice. Hawthorne, NY: Aldine Publishing Co.. Vygotsky, L. S. (2012). Thought and language. Cambridge, Mass.: MIT Press. : 2018.07.31. / : 2018.08.03. / : 2018.09.20.
:. : B H 5 4 (23), (23). 6 40 18,. () ( 8 ),,,. :, 6 (),., 8.,.,,. :,.