A case study of conflict resolution program for student-athletes due to violence in sport: Self-assertiveness training based on solution-focused Yun-Kyung Yang 1 & Tae-Hee Lim 2 * 1 Kangnam University & 2 Yongin University [Purpose] [Methods] [Results] [Discussions and Suggestions] Key words:
α Table 1. Participants Participant Sex Grade Careers Offender A Female 4 National and international competition prize, Former national player Offender B Female 4 National and international competition prize, Former national player Offender C Male 4 National competition prize Accuser D Male 3 National competition prize Victim E Male 2 National competition prize
Table 2. Program of self-assertiveness training based on solution-focused Session Subject Writing a pledge 1 O.T & partnership Form partnership Pre-survey Solution-focused counseling skills 2 Goal-setting Compare me with others 3 4 Leading to resolution Ⅰ Solution-focused intervention Ⅰ 5 Reset goal 6 7 Leading to resolution Ⅱ Confirming change Miracle question, Exception question (individual) Confirming change Confirming change Finding Want Confirming change Program (content / activity) Program guide Self-assertiveness training skills Delivery and distinction of self-assertiveness Drawing self-assertion life curve Setting goal of self-assertion Share characteristics Coping question (individual) Intermediate check and reset of assertive goals Role play Recognize strengths and abandon weak point References Kim(2017), Kang(2016), Kim & Therese(2009) Kim(2017), Lim & Jang(2016), Flowers & Schwartz(1985) Kang(2016), Karl(1995) Kim & Therese(2009) Kang(2016), Karl(1995) Kim & Therese(2009) Kim & Therese(2009) Lim & Jang(2016) Flowers & Schwartz(1985) Kim(2017), Kang(2016), Kim & Therese(2009) Solution-focused intervention Ⅱ Confirming change Coping question (group) Kang(2016), Kim & Therese(2009) 8 Maintaining goals & closing Confirming change (confirming goal) Post-survey Letter to me Sharing feedback Kang(2016), Kim & Therese(2009)
Table 3. Score of goal setting (second session) Present, score of assertiveness Goal, score of assertiveness A B C D E 5 5 6 4 6 7 7 10 8 10
Table 4. Score of goal setting (fifth session) Present, score of assertiveness Goal, score of assertiveness A B C D E 5 7 5 7 6 7 4 8 6 8 7 7 7 8 10 10 8 8 10 8
Table 5. Confirmation of goal setting (eighth session) Post self-assertiveness score A B C D E 7 8 10 8 10
Fig. 1. Change of self-assertiveness Table 6. Pre-post score of self-assertiveness A B C D E M Positive Self-assertiveness Negative Self-assertiveness Total Pre 2.50 2.00 3.57 2.50 2.21 2.56 Post 2.57 2.71 3.50 1.57 2.86 2.64 Change 0.07 0.71-0.07-0.93 0.65 0.09 Pre 2.88 2.69 2.69 2.81 2.31 2.68 Post 2.56 3.13 3.00 3.13 2.56 2.88 Change -.032 0.44 0.31 0.32 0.30 0.20 Pre 2.69 2.35 3.13 2.66 2.26 2.62 Post 2.57 2.92 3.25 2.35 2.71 2.76 Change -0.13 0.58 0.12-0.31 0.45 0.14 Table 7. Pre-post score of school violence attitude A B C D E M Bystander Attitude Tolerance Total Pre 3.33 3.17 3.33 3.08 3.75 3.33 Post 3.25 3.50 4.33 2.92 3.75 3.55 Change -0.08 0.33 1.00-0.16 0.00 0.22 Pre 3.00 4.20 2.00 3.20 2.60 3.00 Post 3.00 4.40 2.60 3.60 3.00 3.32 Change 0.00 0.20 0.60 0.40 0.40 0.32 Pre 3.17 3.69 2.67 3.14 3.18 3.17 Post 3.13 3.95 3.47 3.26 3.38 3.44 Change -0.04 0.27 0.80 0.12 0.20 0.27 ž
Fig. 2. Change of school violence attitude Table 8. Result of satisfaction Satisfaction Degree of help Helpful parts Neutral Satisfied Self-understanding Understanding others Interpersonal Relationship Intent to recommend the program Satisfied 20% 80% 25% 50% 25% 100%
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