The purpose of this study was to examine the effect and prolonged impacts of peer-counseling training on the self-esteem and sociability of peer-counseling trainees, as a peer-counseling program enabled elementary schoolers for whom peer relationship ...
The purpose of this study was to examine the effect and prolonged impacts of peer-counseling training on the self-esteem and sociability of peer-counseling trainees, as a peer-counseling program enabled elementary schoolers for whom peer relationship was very important to improve their self-esteem and sociability, the fundamental qualities of peer counselor.
After earlier studies were reviewed, two hypotheses were formulated on that theoretical base:
1. An experimental group that undergoes training in peer counseling might show a better improvement in self-esteem than a control group that doesn't, and that effect might remain the same six weeks later.
2. An experimental group that undergoes training in peer counseling might show a better improvement in sociability than a control group that doesn't, and that effect might remain the same six weeks later.
The subjects in this study were 24 students who were selected from two six-year classes in an elementary school in Inje-gun, Gangweon province. The selected students wanted to become a peer counselor, and they were divided by lot into an experimental group and a control group with 12 each.
The peer-counseling program used in this study was based on Korea Youth Counseling Institute's Peer-Counseling Program for School Children(Lee Sang-hee, et. al., 2003) that was utilized by schools. The sequential program was conducted in 11 sessions.
A control group pretest-posttest design was adopted in this study, which made a comparison of the pretest and posttest scores of an experimental group and control group. The instrument used to assess self-esteem was Jeon Seung-bae(2000)'s Self-Esteem Inventory with 35 items, which modified Choi Bo-ga and Jeon Gui-yeon(1993)'s adapted inventory based on studies by Coopersmith(1967), et. al. As for sociability evaluation, Yang Chang-ho(1993)'s Sociability Inventory was employed, which included 40 items about five different areas to assess school children's sociability. The collected data were analyzed with SPSS (Statistical Package for the Social Science) WIN 12.0 program, and ANCOVA was utilized.
As a result of checking the effect of the peer-counseling training, the following findings were given:
First, concerning the impact of the peer-counseling training on self- esteem, the program had a significant effect on boosting the overall self- esteem of the students, and that was significantly effective at improving their general, social, school and home self-esteem as well, which were the subareas of self-esteem. Therefore that turned out to be an effective program.
Second, as to the influence of the peer-counseling training on sociability, that had a significant effect on the overall sociability of the school children, and that was significantly effective at bolstering their diligence, independence, responsibility, law-abiding and cooperativeness as well, which were the subareas of sociability. Therefore the training turned out to be an effective program.
Third, regarding the lasting impacts of the peer-counseling program on self-esteem, the school children scored a little less in the retention test than in the posttest when the retention test was implemented six weeks later, but the training effects turned out to last.
Fourth, as for the prolonged influence on the peer-counseling program on sociability, they got a little lower scores in the retention test than in the posttest when the retention test was carried out six weeks later, but the training effects remained the same.
The findings of this study suggested that the purpose of the study was attained by enhancing the self-esteem and sociability of the students and enabling them to fit into their peer group and establish a friendly interpersonal relationship.
Thus, the peer-counseling program was effective at bolstering self- esteem and sociability, and every school should try to provide a peer- counseling program for students to become peer counselors who are able to share the feelings of their friends who are at psychological crisis and to offer a helping hand to them. That should be conducted on a long- term basis so that many students could participate in it and learn to have successful interpersonal experiences in their elementary school days that are crucial for future peer relationship.