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KMID : 1022520080120030039
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Journal of Play Therapy
2008 Volume.12 No. 3 p.39 ~ p.60
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The effects of a play-based peer supportive program on isolated children’s friendship relations
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Lee Ju-Young
Kang Ji-Yea
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Abstract
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This study aimed at examining whether a play-based peer supportive program improves isolated children’s friendship relations. The subjects of this study were fourth year isolated elementary school students. Out of 18 students who, the teacher said, showed the characteristics of isolated students, six children whose social and emotional isolation scores were above 100.96 point (M+1SD) or within the highest 33% were selected as the subjects. The following research questions were addressed: First, is the play-based peer supportive program effective in improving isolated children’s friendship relations? Second, is the play-based peer supportive program effective in enhancing isolated children’s friendship relations behaviors in the class? The program focused on leading children to receive positive supports from peers through helping and talking with peers based on understanding of themselves and others. Besides, the program focused on some of the therapeutic factors of play, which were the expression of suppressed emotions, the purification of emotions, and the positive perception of emotions. The results of this study were as follows. First, the play-based peer supportive program improved isolated children’s friendship relations. Second, the play-based peer supportive program enhanced isolated children’s friendship relations behaviors in the class. In conclusion, this study showed that the play-based peer supportive program is effective in improving isolated students’ friendship relations in the class.
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KEYWORD
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friendship relation, isolated children, peer supportive, play
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