본 연구는 강점기반 문학치료 프로그램이 학교폭력 피해아동의 심리적 안녕감과 내면화 문제행동에 미치는 효과를 살펴보고자 하였다. 연구대상은 대구시에 소재한 ○○초등학교 5, 6학년 재학생 346명을 대상으로 학교폭력 피해아동을 선별하여 프로그램 실시, 비실시 집단에 각각 10명으로 무선배정하였다. 본 연구의 프로그램 효과를 검증하기 위하여 연구자는 연구목적에 맞는 그림책 5권을 선정하고, 참여 아동들의 대표강점을 찾고, 긍정적 경험 글쓰기와 동화다시쓰기를 책 만들기와 접목하여 2012년 7월부터 8월까지 주 2회 80분간, 총 12회기를 실시 집단에 강점기반 문학치료 프로그램을 진행하였다. 같은 기간 동안 비실시 집단에는 프로그램을 진행하지 않았다. 프로그램 종료 시점에 사후검사를 실시하고 5주 후 추후검사를 실시하였다. 연구결과 강점기반 문학치료 프로그램이 학교폭력 피해아동의 심리적 안녕감 향상과 내면화 문제행동 감소에 효과가 있는 것으로 나타났으며 그 효과는 추후에도 지속되었다.

For the study, I performed the Bully/Victim Questionnaire of Olweus (1989) on 346 children who were 5th and 6th graders in an elementary school. As a result of the pretest, 20 children were selected. 10 children were selected as the experimental group and the others were selected as the control group for the strengths-based literatherapy program. No measures were taken for the control group. The strengths-based literatherapy program consisted of 12 sessions. Two sessions were performed every week and each session took approximately 80 minutes. The pretest was performed before the program, the posttest was done at the final session and a follow-up test was done five weeks after the program ended. After the program, significant differences between the two groups were observed and verified as follows: The psychological well-being of the experimental group increased compared to the control group and the effects of this program lasted after the program . Also, the behavior problems of the experimental group decreased compared to the control group and the effects of this program lasted.. In conclusion, we can consider that this strengths-based literatherapy program is effective to enhance the psychological well-being subjects who have been bullied, and to reduce the internalizing behavior problems of the victimized children. Also, the effects lasted after the post-test. It is significant that this study is the first attempt to apply the strengths-based literatherapy to victimized children.