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Jeong and Kim: Effects of Group Counseling Program Based on Goal Attainment Theory for Middle School Students with Emotional and Behavioral Problems
Original Article

Journal of Korean Academy of Nursing 2017; 47(2): 199-210.

Published online: 28 April 2017

DOI: https://doi.org/10.4040/jkan.2017.47.2.199

Effects of Group Counseling Program Based on Goal Attainment Theory for Middle School Students with Emotional and Behavioral Problems

In Ju Jeong1, Soo Jin Kim2

1Department of Nursing, Dongkang University, Gwangju, Korea.

2College of Nursing · Chonnam Research Institute of Nursing Science, Chonnam National University, Gwangju, Korea.

Address reprint requests to: Kim, Soo Jin. College of Nursing · Chonnam Research Institute of Nursing Science, Chonnam National University, 160 Back-seo-ro, Dong-gu, Gwangju 61469, Korea. Tel: +82-62-530-4951 Fax: +82-62-227-4009, pinehillkim@naver.com

Received 20 July 2016       Revised 10 December 2016       Accepted 11 December 2016

© 2017 Korean Society of Nursing Science

(open-access):

This is an Open Access article distributed under the terms of the Creative Commons Attribution NoDerivs License. (http://creativecommons.org/licenses/by-nd/4.0/) If the original work is properly cited and retained without any modification or reproduction, it can be used and re-distributed in any format and medium.

Abstract

Purpose

The purpose of this study was to examine the effects of a group counseling program based on goal attainment theory on self-esteem, interpersonal relationships, and school adjustment of middle school students with emotional and behavioral problems.

Methods

Forty-four middle school students with emotional and behavioral problems (22 in the experimental group and 22 in the control group) from G city participated in this study. Data were collected from July 30 to September 24, 2015. The experimental group received the 8-session program, scheduled once a week, with each session lasting 45 minutes. Outcome variables included self-esteem, interpersonal relationship, and school adjustment.

Results

There were significant increases for self-esteem (t=3.69, p=.001), interpersonal relationship (t=8.88, p<.001), and school adjustment (t=4.92, p<.001) in the experimental group compared to the control group.

Conclusion

These results indicate that the group counseling program based on goal attainment theory is very effective in increasing self-esteem, interpersonal relationship, and school adjustment for middle school students with emotional and behavioral problems. Therefore, it is recommended that the group counseling program based on goal attainment theory be used as an effective psychiatric nursing intervention for mental health promotion and the prevention of mental illness in adolescents.

Keywords: Adolescent, Emotion, Behavior, Counseling, Goal

Figures and Tables

Figure 1

Conceptual framework of group counseling program based on goal attainment theory.

jkan-47-199-g001
Table 1

Group Counseling Program Based on Goal Attainment Theory

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Session Theme Transaction Contents
1 Introduction and mutual goal setting Group Introduce the group counseling program based on goal attainment theory and schedule
Make group rules and agreements
Confirm an emotional and behavioral problem
Share self-esteem, interpersonal relationship and school adjustment Set mutual goals to increase self-esteem, interpersonal relationship and school adjustment
Explore and agree on means to achieve goal
Comment and evaluate the session
Individual Encourage continued participation in group counseling program
Encouragement to improve task performance
Consult on emotional and behavioral problems
2 Understanding of the personality Group Explain personality theory
Conduct the personality test
Confirm the degree of achievement of the goal
Comment and evaluate the session
Individual Encourage continued participation in group counseling program
Encouragement to improve task performance
Consult on emotional and behavioral problems
3 Self understanding through exploring personality Group Explain the various personality types
Conduct group activities of similar personality types
Confirm the degree of achievement of the goal
Comment and evaluate the session
Individual Encourage continued participation in group counseling program
Encouragement to improve task performance
Consult on emotional and behavioral problems
4 Finding self-worth Group Find my disadvantages & advantages
Confirm the degree of achievement of the goal
Comment and evaluate the session
Individual Encourage continued participation in group counseling program
Encouragement to improve task performance
Consult on emotional and behavioral problems
5 Understanding of how to deal with conflict situation Group Explain the dialog type according to personality type
Conduct group activities on interpersonal conflicts and coping methods
Find the necessary elements to live with people
Confirm the degree of achievement of the goal
Comment and evaluate the session
Individual Encourage continued participation in group counseling program
Encouragement to improve task performance
Consult on emotional and behavioral problems
6 Improving communication skills Group Divide good communication and bad communication
Learn effective communication skills
Confirm the degree of achievement of the goal
Comment and evaluate the session
Individual Encourage continued participation in group counseling program
Encouragement to improve task performance
Consult on emotional and behavioral problems
7 Career design through career exploration Group Explore careers and find the dreams
Establish specific goals to achieve the dreams
Confirm the degree of achievement of the goal
Comment and evaluate the session
Individual Encourage continued participation in group counseling program
Encouragement to improve task performance
Consult on emotional and behavioral problems
8 Understanding of the school rules Group Write about the happy looking school
Give the ox quiz about school rules
Confirm school rules to keeping well and in violation of school rules
Confirm gains and losses related to school rules
Confirm the degree of achievement of the goal
Comment and evaluate the session
Individual Encourage continued participation in group counseling program
Encouragement to improve task performance
Consult on emotional and behavioral problems
Table 2

Homogeneity Test of General Characteristics between Two Groups (N=44)

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Characteristics Categories Exp. (n=22) Cont. (n=22) Total (N=44) χ2 p
n (%) n (%) n (%)
Gender Male 15 (68.2) 15 (68.2) 30 (68.2) 0.00 1.000
Female 7 (31.8) 7 (31.8) 14 (31.8)
Religion Yes 10 (45.5) 13 (59.1) 23 (52.3) 0.82 .365
No 12 (54.5) 9 (40.9) 21 (47.7)
Living with Parents 19 (86.4) 18 (81.8) 37 (84.1) 1.38* .698
Grand parents 1 (4.5) 3 (13.6) 4 (9.1)
Others 2 (9.1) 1 (4.6) 3 (6.8)
Academic performance High 0 (0.0) 1 (4.6) 1 (2.3) 3.76* .129
Medium 9 (40.9) 14 (63.6) 23 (52.3)
Low 13 (59.1) 7 (31.8) 20 (45.5)
Economic level High 0 (0.0) 1 (4.5) 1 (2.3) 3.00* .185
Medium 21 (95.5) 17 (77.3) 38 (86.4)
Low 1 (4.5) 4 (18.2) 5 (11.4)

*Fisher's exact test; Exp.=Experimental group; Cont.=Control group.

Table 3

Homogeneity Test of Dependent Variables between Two Groups (N=44)

jkan-47-199-i003
Variables Exp. (n=22) Cont. (n=22) t p
M±SD M±SD
Self-esteem 25.18 (3.71) 26.59 (4.04) −1.20 .235
Interpersonal relationship 79.95 (12.52) 83.59 (10.09) −1.06 .295
School adjustment 123.41 (14.08) 112.32 (27.78) 1.67 .102

Exp.=Experimental group; Cont.=Control group.

Table 4

Effect of Group Counseling Program between Two Groups (N=44)

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Variable Groups Pretest Posttest Difference t p
M±SD M±SD M±SD
Self-esteem Exp. (n=22) 25.18 (3.71) 26.86 (4.60) 1.68 (3.15) 3.69 .001
Cont. (n=22) 26.59 (4.04) 25.14 (3.64) −1.45 (2.44)
Interpersonal relationship Exp. (n=22) 79.95 (12.51) 94.55 (15.48) 14.59 (9.94) 8.88 <.001
Cont. (n=22) 83.59 (10.09) 78.36 (11.04) −5.23 (3.28)
School adjustment Exp. (n=22) 123.41 (14.08) 147.82 (22.90) 24.41 (20.22) 4.92 <.001
Cont. (n=22) 112.32 (27.78) 97.86 (12.57) −14.45 (31.09)

Exp.=Experimental group; Cont.=Control group.

Notes

This manuscript is a condensed form of the first author's doctoral dissertation from Chonnam National University.

CONFLICTS OF INTEREST The authors declared no conflict of interest.

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