학술논문
집단미술치료가 초등학교 고학년 아동의 정서안정에 미치는 효과 / The Effect of Group Art Therapy on the Emotion Stability of an Upper Grade Elementary School Child
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
Korean
Abstract
본 연구는 집단미술치료가 초등학교 고학년 아동의 정서안정에 미치는 효과를 알아보고자 하였다. 연구 대상은 P시 Y구에 위치한 복지관내 지역아동센터를 이용하는 초등학교 4∼6학년 가운데 센터장이 정서적 안정이 필요하다고 의뢰한 아동 중 본 연구 목적에 동의하여 참여 동의서를 제출한 아동 20명 중 10명은 실험집단에, 그 외 아동 10명은 대기통제집단에 배치하였다. 본 연구기간은 2016년 9월부터 2017년 6월까지이며 실험집단의 미술치료 프로그램은 2017년 2월 14일부터 2017년 3월 23일까지 매회기 90분씩 주 2회로 총 12회기로 실시되었다. 연구도구는 한태영(1998)이 개발한 Big 5 성격검사 가운데서 정서안정성 영역만을 추출하여서 민정하(2012)가 초등학교 고학년 아동을 대상으로 사용한 정서안정성 검사를 사용하였다. 집단미술치료 프로그램은 아동의 정서안정과 관련된 집단미술치료에 관한 선행연구들을 토대로 본 연구 목적에 맞도록 수정, 보완하여 재구성하였다. 프로그램은 크게 3단계로 나눴으며 초기단계는 관계형성과 라포형성, 중기단계에는 공격성표출, 긴장조절, 열등감극복, 종결단계는 정서안정 다지기로 구성하였다. 자료 처리는 SPSS 22.0 프로그램을 활용하여 실험집단과 대기통제집단의 사전 동질성 검증을 위해 독립표본 t검증을 실시하였고 프로그램의 효과성을 검증하기 위해 실험집단과 대기통제집단의 정서안정과 각 하위요인에 대해 사전·사후검사 점수를 이용한 반복측정 분산분석(Repeated Measure ANOVA)을 실시하였다. 본 연구결과는 다음과 같다. 첫째, 집단미술치료가 초등학교 고학년 아동의 전체 정서안정에 긍정적인 효과를 보였다. 둘째, 정서안정의 하위영역별(공격성, 긴장조절, 열등감)에 긍정적인 효과를 보였다. 따라서 본 연구는 집단 미술치료가 초등학교 고학년 아동의 정서안정에 긍정적인 효과를 미치는 것을 입증하였다.
The purpose of this study is to investigate the effect of group art therapy on the emotion stability of an upper grade elementary school child. We had placed two experimental groups, among the children in the 4th to 6th grades of the elementary school attending the local children's center located in Y, P, the first group(10 of 20) was only controlled. For reference, the 20 children who are asked to have emotional stability by center chief agreed to the purpose of this study and submitted the consent agreement.The study period was from September, 2016 to June, 2017, and the art therapy program of the experimental group was conducted from February 14, 2017 to March 23, 2017, with a total of 12 sessions for twice of 90 minutes, each sessionThe emotion stability test which was extracted at “Big 5 Personality test” developed by Han Tae Young(1998) and used for the upper grades of elementary school children by Min Jung ha(2012) was employed as the research tool.The group art therapy program frame was reconfigured by revising and supplementing the group art therapy related to the emotional stability of the child based on the previous studies of the group art therapy.The program consisted of three stages.The initial stage consisted of relationship and rapport, In the middle stage consisted of aggression expression, tension control, overcome of complex.The last stage consisted of emotion stability.The independent sample test was conducted using the SPSS 22.0 program, in order to obtain the homogeneity verification for both of experimental groupsTo verify the effectiveness of the program, “Repeated Measure ANOVA” was conducted for the emotional stability of experimental groups according to each sub-factor using pre-and post-test scoresThe following results were obtained.First, The group art therapy was shown in positive effects on emotional stability of upper grades of elementary school childrenSecond, The results was shown in positive effects on sub-domains of emotional stability, such as aggression, tension control and inferiorityThese results lead us to the conclusion that the group art therapy would be a good influence on emotional stability of upper grades of elementary school children.
The purpose of this study is to investigate the effect of group art therapy on the emotion stability of an upper grade elementary school child. We had placed two experimental groups, among the children in the 4th to 6th grades of the elementary school attending the local children's center located in Y, P, the first group(10 of 20) was only controlled. For reference, the 20 children who are asked to have emotional stability by center chief agreed to the purpose of this study and submitted the consent agreement.The study period was from September, 2016 to June, 2017, and the art therapy program of the experimental group was conducted from February 14, 2017 to March 23, 2017, with a total of 12 sessions for twice of 90 minutes, each sessionThe emotion stability test which was extracted at “Big 5 Personality test” developed by Han Tae Young(1998) and used for the upper grades of elementary school children by Min Jung ha(2012) was employed as the research tool.The group art therapy program frame was reconfigured by revising and supplementing the group art therapy related to the emotional stability of the child based on the previous studies of the group art therapy.The program consisted of three stages.The initial stage consisted of relationship and rapport, In the middle stage consisted of aggression expression, tension control, overcome of complex.The last stage consisted of emotion stability.The independent sample test was conducted using the SPSS 22.0 program, in order to obtain the homogeneity verification for both of experimental groupsTo verify the effectiveness of the program, “Repeated Measure ANOVA” was conducted for the emotional stability of experimental groups according to each sub-factor using pre-and post-test scoresThe following results were obtained.First, The group art therapy was shown in positive effects on emotional stability of upper grades of elementary school childrenSecond, The results was shown in positive effects on sub-domains of emotional stability, such as aggression, tension control and inferiorityThese results lead us to the conclusion that the group art therapy would be a good influence on emotional stability of upper grades of elementary school children.