The aims of this research were to examine whether horticultural activity is appropriate for personality education to prevent reformatory students from redelinquency, to make use of it for developing educational programs and to take advantage of the research as based information. In order to accomplish the purposes, the researches and surveys were taken in four parts targeting 262 reformatory students from five different Youth Detention Centers out of ten centers in the country: simple mental health diagnostic inventory, general characteristics, preferences of personality programs that are currently underway to juvenile delinquents in juvenile protection education institution, and awareness and preference of the plants and horticultural activities. First of all, as a result of simple mental health diagnostic inventory, ‘depression’ appeared to be the highest while ‘hostility’, ‘somatization’, ‘obsessional thinking’, ‘interpersonal sensitivity’, ‘anxiety’ and ‘psychosis’ emerged in the order. Secondly, as a result of preferences of personality programs, ‘social work’ appeared relatively the highest, while ‘Do-dream program’, ‘art therapy’, ‘career exploration’, and ‘sex education’ showed in the order. Thirdly, 53.3% students responded that personality programs through horticultural activities is desirable and 84% appeared that they prefer it. The most preferred plant species were fruit trees (strawberries, apples), flowers (roses, herbs) and vegetables (Scatter cucumbers, tomatoes). The most interesting garden activities were ‘growing (cultivation)’, ‘decorating (decoration and craft)’ and ‘feeling plants (appreciating).’ Therefore, it is well ascertained that juvenile delinquents in juvenile protection education institution consider introducing horticultural programs into personality education positive. Based on these results, it is identified that more various and specialized horticulture programs to prevent reformatory students from redelinquency should be developed for practical use.

The purpose of this study was to investigate the effects of creative horticultural activities on low-income class children’s self-esteem and stress coping behavior. For this purpose, 10 children were sampled from low-income class children using H Community Child Center in K City, and creative horticultural activities were applied to them two sessions a week and a total of 12 sessions from July 4 to August 22, 2014. Based on the factors of creativity in horticultural activities, creative horticultural activities were designed to induce fluency through learning the importance and use of plants, flexibility through observing the growth of plants, originality through breeding plants, elaborateness through decorating with plants, and sensitivity through classifying plants. Ultimately, the activities were designed to induce positive changes in low-income class children’s emotional development. For understanding the effectiveness of the creative horticultural activity program, this study assessed the children before and after the creative horticultural activities using a self-esteem scale and a stress coping scale. The results of assessment were as follows. First, the children’s self-esteem level was enhanced significantly from 27.9±3.9 before the activities to 30.7±2.3 after on the average. Their stress coping behavior was improved significantly from 49.0±5.6 before the horticultural activities to 54.3±5.2 after. In particular, significant changes were observed in active coping behavior and socialsupport- seeking coping behavior. These results suggest that creative horticultural activities for low-income class children have positive effects on their emotional development.

This study was conducted to investigate of horticultural activity programs (HAPS) on self-esteem and school life adaption of juvenile. As one group pre-post designed trial, ten participants (5 males, 5 females) were recruited to participate in 16 HAPS within 4 months. The programs were performed 1 time per week from September 3 to December 17. The HAPS were composed of making vegetable garden, making herb candle, planting a floricultural crops, and pressed flower. The self-esteem and school life adaption were evaluated to examine the effects of HAPS between before and after. In the self-esteem, mean value of juvenile showed high score 52.10 after HAPS compared to 42.60 before. And, self-esteem of all subjects were significantly improved regardless of juvenile. In school life adaption, mean value of juvenile was higer score of 71.00 after HAPS than that of 46.60 before HAPS. And, school life adaption of all subjects were significantly improved regardless of students.

The purpose of this study was to investigate the effect of horticultural therapy program focused on indoor activities for cancer patients on post-traumatic growth and self-integrity. Seven cancer patients were participated. Experimental group of 7 members received a horticultural therapy program. And this study was performed from May 12 to June 30 in 2014. As the results, the sub-category of self integrity was not statistically significant, but total self-integrity level of the experimental group increased significantly after horticulture therapy (p=0.042). Post-traumatic growth level of the experimental group increased after horticulture therapy, but it was not statistically significant. Therefore horticultural therapy program focused on indoor activities could be utilized as an appropriate program for increase of self-integrity in cancer patients in future.

The study of horticultural activity program was conducted to community child center children to analyze the effects of the program on children’s emotional regulation ability and self-expression. The subjects of this study were 10 children (5 boys and 5 girls) sampled from H Community Child Center in K City. The horticultural activity program was executed twice a week and a total of 12 sessions during the period from July 4 to August 22, 2014. The results of this study were as follows. In the results of the emotional regulation ability test the mean score increased significantly from 57.0 before the horticultural activity to 63.0 after (P=0.005). In the results of the self-expression test the mean score increased significantly from 67.2 before the horticultural activity to 71.1 after (P=0.008), and among its sub-factors, the content element was changed significantly. The results of this study confirmed that horticultural activities for community child center children have a significantly positive effect on their emotional regulation ability and self-expression.

본 연구는 원예활동 프로그램이 초등교사의 직무스트레스와 대처능력, 그리고 직무만족도에 미치는 효과에 대해 알아보고자 실시되었다. P시에 소재한 D초등학교에서 정규수업을 담당하고 있는 여성 초등교사를 16명을 대상으로 대조군 8명(연령 53.6±5.7세, 근무 연수 29.8±5.5년), 실험군 8명(연령 57.4±1.4세, 근무 연수 26.3±8.5년) 으로 나누고 이중 실험군을 대상으로 2013년 11월 5일부터 2013년 12월 24일까지 매주 1회씩 총 8회의 원예활동 프로그램을 실시하였다. 그 결과, 실험군의 경우 원예활동 실시 전 평균 66.8점에서 실시 후 평균 40.1점으로 직무스트레스에서 유의한 감소가 있었고 4주 뒤에도 지속적으로 스트레스가 감소되는 것을 볼 수 있었다. 직무만족도 또한 원예활동 실시 전 평균 122.0점에서 실시 후 144.5점으로 유의하게 향상되었다. 이러한 변화는 원예활동 이후에도 지속적인 결과물을 관리하면서 자연의 변화에 순응하며 자연과 교류하며 긴장을 이완하여 심신을 안정시킬 수 있었던 결과라고 판단된다.