The development and effects of the logotherapy-based ego-identity improvement program with the application of group art activities in late school-aged children

Abstract

The purpose of this study was to develop the logotherapy-based ego-identity improvement program through group art activities and to examine its effects. This program used concept synthesis. This program was exploited in accordance with the consultation and psychological education program development stages. Out of seven local children’s centers in 3 Cities, 37 children in the experimental group and 33 children in the control group agreed to participate. The data collection and the program adaptation were conducted between April 1, 2019, and September 30, 2019. The effect of the program was evaluated by t-test and repeated measures ANOVA. The researches show that the ego-identity of the experimental group (F=23.42, p<.001), the meaning of life (F=27.82, p<.001), the academic stress (F=14.14, p<.001), the stress symptoms (F=15.52, p<.001) had a significant difference between the measurement period and the group interaction. Resultingly, the logotherapy-based ego-identity improvement program was indicated to be effective in improving academic stress and stress symptoms and for enhancing ego-identity formation and the meaning of life among late school-aged children. Therefore, it is expected that this program will be applied as an efficient program for the betterment of ego-identity among late school-aged children in the community.

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