This study was to psychological effects of insect healing programs in Insect ecological garden. A sample of participated 9 families and non-participated 9 families in the survey from near study area in Sangju and Mungyeong, Gyeongbuk. The nine families in the experimental group participated in an insect experience activity healing programs using emotional insects(butterfly, beetle and endangered insect) and edible insect. All the participants were examined to psychological effect with major family strength, PANAS, POMS-B, PSS, CES-D and GAD-7 in before and after the program. The results of this study showed that the healing program of insect experience activities had a positive effect on the participated families of Family strength, PANAS, POMS-B, PSS, CES-D and GAD-7. The participated families preferred insects more than before healing program of insect experience activities. And participated families in the insect healing program showed high satisfaction. As a result, we were going to investigate the effect of the family type insect healing program in this study. In the future, the insect ecological healing program will be able to be applied to various subjects. These result reveals that the insect healing program performed in insect ecological healing program may improve stress, depressive and anxiety disorders symptoms of people.

This study investigates beginning EFL teachers’ emotional labor from the perspective of the Activity Theory. Emotional labor is defined as the process of controlling one's emotions and emotional expressions in accordance with the occupational standards for proper emotional expression. Two beginning EFL teachers at Korean junior high schools were recruited by means of a qualitative research method. Semi-structured interviews were conducted and analyzed based on Activity Theory. The findings indicate that participants’ emotional labor in relation to their students was represented as conflicts in their activity system. Additionally, the resolution of the conflicts could be possible if a teacher can join a new teacher learning community and use new instruments. The results suggest that beginning EFL teachers should be encouraged to be empowered with new instruments such as classroom management skills and teaching practices for handling mixed-level students. These new instruments are expected to prevent students’ problem behavior and ease the burden of teachers experiencing emotional labor.