The Effects of MBTI applied Peer-to-Peer Relationship Improvement Training Programs on Self-Esteem, Depression, and Anger of Korean Female ...
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1290 Indian Journal of Public Health Research & Development, June 2020, Vol. 11, No. 6
The Effects of MBTI applied Peer-to-Peer Relationship
Improvement Training Programs on Self-Esteem, Depression,
and Anger of Korean Female Students at Nursing Vocational
High Schools
Hyun-OK Jung1, Seung-Woo Han2
1
Forensic Nurse, Sangju of Correctional Institute, Korea, 130, Mokga 2-gil, Sabeol-myeon, Sangju-si,
Gyeongsangbuk-do, 37123 Korea, 2Assistant professor, Department of Emergency Medical Technology,
KyungilUniversity. Gamasilgil Hayangeup, Gyeongbuk 38428 Korea
Abstract
Objectives: The purpose ofthis study is to verify the effects of MTBI applied peer-to-peer relationship
improvement training programs on the self-esteem, depression, and anger of female students at Nursing
Vocational High Schools.
Method: This study is a Nonequivalent control group pretest-posttest design. The participants included 21
female students attending a Nursing Vocational High School at “D” city, and a total of 8 programs were
conducted from October 20th, 2014 to December 3rd, 2014, twice a week, 50 minutes per session. The data
analyzed are based on the SPSS/WIN 20.0 Program. The Chi-square (Fisher exact probability) and t-tests
were used.
Results: After participation of the MBTI applied peer-to-peer relationship improvement training programs,
the self-esteem (t=-2.80, p=.011) of the participants, depression (t=3.61, p=.002), and anger (t=2.22, p=.039),
all expressed a statistically significant difference.
Conclusion: It was shown that the MBTI applied peer-to-peer relationship improvement training program
that was used in this research had an effect on improving self-esteem, and reducing depression and anger.
Based on this research, it will be necessary for the Ministry of Education and local community to cooperate
with each other, so that friendly relationship improvement programs with MBTI applications can be applied
to regular classes.
Keywords: MBTI, Self-esteem, Depression, Anger
Introduction students at vocational high schools are less intimate, and
the levels of conflict and confrontation are high2,3. This
Adolescence creates a desire to gain independence
is due to the fact that students at vocational high schools
from parents, and autonomy, which increases conflicts
prefer broad relationships over deep relationships to
with parents, and creates a closer relationship with
avoid frequent conflicts between peers, not because they
peers1. Unlike regular high schools, peer relationships of
have higher interpersonal or communication skills.
Female students have a stronger desire for new
Corresponding Author:
peer relationships than male students, desire deeper
Seung-Woo Han
relationships between peers3, and female students
Assistant Professor, Department of Emergency
complain of difficulties in peer relationships of
Medical Technology, KyungilUniversity. Gamasilgil
maintaining technical skills such as talking to, dating,
Hayangeup, Gyeongbuk 38428 Korea,
voicing their opinions, and working in teams, unlike
email:swhan@kiu.ac.krIndian Journal of Public Health Research & Development, June 2020, Vol. 11, No. 6 1291
male students who complain of difficulties in dealing behavioral characteristics and attitudes they see in
with issues of the opposite sex4. their interaction with peers, and acquire appropriate
countermeasures.
Students at vocational high schools often lack
self-esteem from lower grades or economic problems, Research Hypothesis
opposed to their will, from the beginning of their
admission5. The self-esteem of adolescents is influenced The level of self-esteem of the experiment
by social behaviors acquired through interaction with group participating in the MBTI applied peer-to-
peers, where they consider themselves important and peer relationship improvement training program will
by social development that keeps them in contact and be higher than those of the control group that did not
around their peers6. participate.
According to the Korea Youth Health Behavior The level of depression of the experiment group
Survey, 42.5% of high school students thought they were participating in the MBTI applied peer-to-peer
depressed, higher than 32.8% of middle school students, relationship improvement training program will be lower
44.3% of female students, higher than 19.4% of male than those of the control group that did not participate.
students, and 39.2% of students were from vocational The level of anger of the experiment group
high schools7. This is due to students at vocational high participating in the MBTI applied peer-to-peer
schools having an inherent depression in their present relationship improvement training program will be lower
or future pessimism due to lower learning skills and than those of the control group that did not participate.
dissatisfaction with their school lives, and a sense of
defeat8. Female students’ attachment to their peers are Method
more correlated with depression than male students
due to their expressive roles and relationship-oriented Design and Sample
tendencies acquired when socializing1. This research is a similar experimental study with
Anger that appears in adolescence is difficult to an experimental group participating in the program and
control, and is often expressed in aggressive and violent a control group not participating in the program, which
actions9.Students at vocational high schools have already is a Nonequivalent control group pretest-posttest design.
experienced frustration compared to regular high school This research is consisted of 1st and 2nd grade female
students and have a higher level of anger amid conflicts, students at “G” Nursing Vocational High School at
due to relatively lower self-esteem, socioeconomic “D” city in Korea, and was conducted by researchers
background, and low expectations from their parents 10. who completed MBTI courses. Based on the Cohen’s
Therefore, negative peer relationships such as formula13, the program was initiated for 22 experimental
bullying, neglect, and rejection between female students and control groups who agreed to participate in this
at vocational high schools can further reduce not only study, considering a 20% elimination rate, based on a
one’s education or career path4, but also lower self- minimum of 17 people in each group with a significance
esteem6, depression1, and anger and negative sentiments level (α) of .05, effect size (d) of .50, test power (1- β)
as well11. of .80. Overall, 21 experimental groups and 18 control
groups participated in the study, with an exception of 1,
Background who gave up the study in the middle due of experiments
due to personal reasons.
The group counseling program that applies the
MBTI (Myers Briggs Type Indicator) focuses on Instruments
positive dynamic formation by providing information on
the characteristics, attitudes, and function of a person’s This study of self-esteem employed a self-esteem
personality type, and by allowing them to experience scale for high school students, which was developed
other people’s experiences through interaction with by Rosenberg14 and was adopted by Lee and Won15.
group members12. In order for adolescents to achieve This scale comprises of 10 items that are answered on a
independence and autonomy as a person, peers of 4-point Likert Scale (1 = strongly disagree, 4 = strongly
different personality types need to understand the agree) and higher scores indicate higher levels of self-1292 Indian Journal of Public Health Research & Development, June 2020, Vol. 11, No. 6
esteem. This tool contains 2 subscales: positive and subjects, one research assistant facilitator was trained
negative self-evaluations. Cronbach’s alpha at the time for 1 hour a week before the experiment by developing
of development Rosenberg,14 was .84, Cronbach’s alpha a protocol on data collection methods, procedures, and
for our sample was .85. tools. The experimental group conducted a preliminary
survey in the 1st session of the program and a follow-
Depression was measured by the Korean version up survey after the mediation was completed. From
of the Center for Epidemiological Studies Depression October 20th, 2014 to December 3rd, 2014, 8 programs
Scale (CES-D), which was developed by Chon and were provided twice a week with 50-minute sessions,
Lee16 to readily measure depression symptoms in using the discretionary activity time, and conducted by
healthy individual. This scale comprises of 20 items the collective counseling program room at the school.
that are answered on a 4-point Likert Scale (1 = strongly The control group was conducted a pre-post survey
unlike me, 4 = strongly like me) and higher scores on the same day as the experimental group, and the
indicate higher levels of depression. The main factors pre-trained research assistant conducted the survey to
of the tool are composed of melancholy moods, guilt, prevent measurement errors due to the halo effect of this
helplessness, anorexia, disturbed sleep and mental study.
exercise retardation, etc. Cronbach’s alpha at the time of
development (Chon and Lee16) was .89, and Cronbach’s 50 minutes of sessions were conducted from the first
alpha for our sample was .89. to the last session using the consultation room during
after-school hours during the week. The program was
Anger was measured by a development by Moon composed of one session of “orientation”, “2-3 sessions
and Kim17. This scale comprises of 26 items that of “This is me!”, 4-6 sessions of “Opening the window
are answered on a 5-point Likert Scale (1 = strongly between you and me,” and 7-8 sessions” of “Looking
disagree, 5 = strongly agree) and higher scores indicate outside the window together.” The training program
higher levels of anger. This tool contains 3 subscales: for friendship improvement using specific MBTI is as
cognitive (8 items), emotional (8 items) and behavioral shown in Table 1.
(8 items). Cronbach’s alpha at the time of development
(Moon and Kim17) was .90, and Cronbach’s alpha for Data Analysis
our sample was .73.
Date were analyzed using SPSS. Chi-square(Fisher
Data collection and Procedures exact probability) and t-tests were used to compare
demographics and self-esteem, depression and anger
Approval was obtained from the research ethics scores between the experimental and the control groups.
committee of xxxHospital in South Korea. Prior to
the start of the experiment, the students to be studied Results
received explanations from the researchers about the
purpose and the method of the study, anonymity, and Socio-Demographic Characteristics of
confidentiality, etc., and informing them that they would Respondents
not be required to participate if they did not wish, and Grades included 64.1% 1st graders, 35.9% 2nd
received written consent from students whom voluntarily graders, 56.4% did not have a religion, those with 3-5
agreed to participate. close friends was 53.8%. In terms of satisfaction with
The subjects of this study were assigned to the first, school life, 46.2% said average, 43.6% said they had
third, fifth, seventh, and ninth selected classes to the bad grades, 22.3% said average, and 23.1% said their
experimental group separated into 10 classes using a table grades were good. The family atmosphere for 43.6%
of random sampling numbers, and the rest were assigned were average. Birth ranking for 61.5% were second or
to the control group. The pre-survey was conducted for younger, the largest of 33.3% had fathers working blue
those who agreed to participate in the study after fully collar jobs, and the largest of 76.9% were middle class in
explaining the purpose of the study before the program their socioeconomic status. Insert Table 2.
began. In order to unify the information given to theIndian Journal of Public Health Research & Development, June 2020, Vol. 11, No. 6 1293
Table 1. Peer-relation improvement program utilizing the MBTI.
Session Title Peer-Relation Improvement Program utilizing the MBTI Time
-Pre-survey
-Introduction of the program and the coordinator
-Setting rules before the program: “We promise to ~”
1 Orientation 50
-Greeting each other through putting stickers
-Realizing differences between individuals through watching a video
-MBTI test
-Understanding my personality type and the difference between the 16 personality
2 50
types through looking at various situations
This is me!
-Understanding my personality type and the difference between 16 personality
3 50
types through looking at various situations
-Understanding the difference in communication ways between opposite
4 50
personality types through role playing
Opening the window -Learning effective communications skills for improving relationships with friends
5 50
between you and me through a game of Bingo
-Finding the way of growing up in my personality type and showing it through
6 50
role playing
-Showing others my best
7 50
-Finding win-win strategies with friends and showing it through role-playing
Looking outside the
window together -Confirming my strengths and my friends’ strengths with the “apple basket of
compliments”
8 50
-Sharing impressions
-Post survey
Table 2. Baseline comparisons of socio-demographics characteristics in the experimental (N=21) and the
control (N=18) groups.
Characteristic Exp. Cont. Total χ2/
p
n % n % n % Fisher*
1st 11 52.4 14 77.8 25 64.1 3.75* .086
Year
2nd 10 47.6 4 22.2 14 35.9
Yes 8 38.1 9 50.0 17 43.6 .84 .360
Religion
No 13 61.9 9 50.0 22 56.41294 Indian Journal of Public Health Research & Development, June 2020, Vol. 11, No. 6
Cont... Table 2. Baseline comparisons of socio-demographics characteristics in the experimental (N=21)
and the control (N=18) groups.
None 0 0.0 1 5.6 1 2.6 1.31* .718
Cloth
1-2 10 47.6 7 38.9 17 43.6
friends
3-5 11 52.4 10 55.5 21 53.8
Satisfied 9 42.9 6 33.3 15 38.5 2.72* .288
School
Normal 11 52.4 7 38.9 18 46.2
life satisfaction
Not satisfied 1 4.8 5 27.8 6 15.3
Good 6 28.6 3 16.7 9 23.1 2.23* .383
School grades Normal 5 23.8 8 44.4 13 33.3
Bad 10 47.6 7 38.9 17 43.6
Peaceful 9 42.9 8 44.4 17 43.6 .34* 1.000
Atmosphere
Normal 10 47.6 7 38.9 17 43.6
at home
Not peaceful 2 9.5 3 16.7 5 12.8
First 8 38.1 7 38.9 15 38.5 .04 .847
Birth order Second
13 61.9 11 61.1 24 61.5
or younger
Manufacturing 6 28.6 7 38.9 13 33.3 4.12* .284
Occupation of Office job 4 19.0 3 16.7 7 17.9
father Service industry 5 23.8 2 11.1 7 17.9
Others 6 28.6 6 33.3 12 30.9
Middle 16 76.2 14 77.8 30 76.9 .22* .709
Socioeconomic status
Low 5 23.8 4 22.2 9 23.1
Exp.=Experimental group, Cont.=Control group, * Fisher exact test
Differences in Variables for Experimental Group
The self-esteem and depression of the subjects were improved efficiently after participating in a MBTI applied
peer-to-peer relationship improvement training program(Table 3).
Table 3. Differences in Variables for Experimental Group
Pre test Post test
Variables t p
M SD M SD
Self-esteem 32.0 4.69 34.1 5.04 -2.80 .011
Depression 36.2 9.97 30.8 8.69 3.61 .002
Anger 76.7 7.05 72.5 10.42 2.22 .039Indian Journal of Public Health Research & Development, June 2020, Vol. 11, No. 6 1295
Discussion during the 8 sessions is believed to have a positive
effect on the development and formation of a healthy
As a result of this research, the self-esteem of the
personality and identity in individuals, thereby reducing
subjects was improved efficiently after participating in
depression.
a MBTI applied peer-to-peer relationship improvement
training program. This is research was similar to After participating in the MBTI applied peer-to-
researches conducted to regular high school students that peer relationship improvement program, the anger of the
resulted in an improvement in self-esteem through a MBTI subjects was significantly reduced. This is different from
applied friend relationship improvement program18 and the results of a research18 conducted on regular high
a research that resulted in improvements to self-esteem school students which displayed that the MBTI applied
for workers through a MBTI applied adult relationship friend improvement relationship program decreased the
improvement program12. These results display that anger from 76.7 points before the test to 73.5 points
not only does the MBTI applied collective counseling after the test, but did not show a significant difference
program discover the advantages of each category, statistically. While the search by Han and Kim18 did
but it also objectively presents an individual’s innate not provide an opportunity to practice actual relaxation
preference and develops the undifferentiated attitudes techniques and behavioral adjustments to control anger,
and functions that had been latent in the individual12, so the study was subdivided so that people could learn to
that self-esteem is improved. The subjects participated listen to their peers well through a game of bingo and
actively in this program because they were curious about experience anger control through role playing. Youth
their personality types, careers, and academic work that anger is influenced by important people’s reactions to
fit their personality types. As a result, the subjects of the anger expression20. Understanding the strengths and
research are considered to have a positive impact on their weaknesses of their peers through the 8-session peer-to-
self-esteem18, by correctly understanding personality peer relationship training program, and understanding of
patterns of their peers and by reducing distorted self- their behavior characteristics and attitudes is thought to
defense mechanisms in the process of accepting each have had a positive effect on reducing anger.
other’s strengths and weaknesses.
Conclusions and Suggestion
After participating in the MBTI applied peer-
to-peer relationship improvement training program, After participating in the MBTI applied friend
the subjects’ depression was significantly reduced. relationship improvement training program in this
This was in line with a research conducted18, which research, self-esteem increased, depression and anger
displayed that MBTI applied friendship relationship decreased, and statistically significant differences were
improvement training programs for regular high school noted.
students have reduced depression. However, the results
Based on this research, it is believed that MBTI
of the research19 displayed that there were no significant
applied friend relationship improvement training
differences in depression after applying a MBTI applied
programs can be useful for providing nursing
peer-to-peer help training program to female students of
interventions in promoting effective peer relations at
vocational high schools. A research by Han and Kim18
community health promotion centers or counseling
on regular high school students resulted in an average
centers in schools.
depression score of 36 points before participated in
the program, but a research conducted by Jung et al19 However, since this research was conducted mainly
resulted in a score of 19 points before participation in on students who wanted to participate in the program, it
the program. Through MBTI, the program reduced suggests that students who were selected for emotional
misunderstandings and conflicts with each other by screening should be conducted at a later date.
letting them know the personality types of themselves
and others, and by acknowledging differences due to Conflict of Interest: The author(s) declared no
their own uniqueness12. Also, self-esteem has improved potential conflicts of interest with respect to the research,
and negative self-assessment has been reduced by authorship, and/or publication of this article.
discovering and encouraging other people’s unknown
Source of Funding and Ethical Clearance
strengths through a compliment basket18. In addition,
satisfactory and effective peer-to-peer experiences The researchers received no financial support for this1296 Indian Journal of Public Health Research & Development, June 2020, Vol. 11, No. 6
paper. This study was a literature study using secondary Violence Potentiality of a Specialized High School
data, and did not harm the subject ethically. Students. Korea Journal of Counseling. 2014;15
(1):459-477.
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