집단미술치료가 ADHD 경향이 있는 아동의 문제행동과 학교생활적응에 미치는 영향

서지정보

ㆍ발행기관 : 한국방과후아동지도학회 ㆍ수록지정보 : 방과후아동지도연구 / 8권 / 2호
ㆍ저자명 : 손정인, 신지현

목차

Ⅰ. 서 론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 논의 및 결론
참고문헌

한국어 초록

본 연구는 집단미술치료가 ADHD 경향이 있는 아동의 문제행동 감소와 학교생활적응 향상에 미치는
영향을 살펴보는 것이다. 대상아동은 11-12세 10명의 ADHD 경향이 있는 남자아동으로 실험집단 5명,
통제집단 5명으로 하였다. 진단도구로는 K-ADHDDS 평가를 사용하였고 연구도구로는 단축형 Conners
교사용평정척도, BBRS, 학교생활적응척도, CFD, KSD를 사용하였다. 연구기간은 2009년 9월-12월까지 주
1회에 걸쳐 매 회당 90분씩 총 12회기로 실시하였다. 집단미술치료 프로그램은 도입-활동(느끼기․생각
하기․그리기․만들기․말하기)-마무리로 진행되었으며, 연구결과는 실험집단과 통제집단의 아동의 문
제행동과 학교생활적응에 미치는 변화를 양적 질적으로 비교분석하였다. 연구결과, 첫째, 집단미술치료
가 ADHD 경향이 있는 아동의 문제행동에 미치는 양적 효과를 알아보기 위해 단축형 코너스 교사용평
정척도의 사전․사후 점수 변화를 살펴 본 결과 통계적으로 유의미한 결과가 나타났다. 둘째, BBRS의
사전․사후 점수 변화를 살펴 본 결과 문제행동에서 통계적으로 유의미한 결과가 나타났다. 셋째, 학교
생활적응척도의 사전․사후 점수 변화를 살펴본 결과 학교생활적응에서 통계적으로 유의미한 결과가
나타났다. 넷째, 행동관찰에 의한 아동의 행동변화 양상에서 질적 효과를 알아보기 위해 사전․사후를
비교한 결과 문제행동의 경향이 대체로 줄어들고 긍정적인 행동이 보였다. 다섯째, CFD 검사의 사전․
사후 비교 결과 문제행동에 긍정적인 변화가 있었음을 알 수 있었다. 여섯째, KSD 검사의 사전․사후
비교 결과 학교생활적응에 긍정적인 변화가 있었음을 알 수 있었다. 따라서, 그 결과 집단 미술치료가
ADHD 경향이 있는 아동의 문제행동을 감소시키고 학교생활적응을 향상시키는데 긍정적인 영향이 있
음을 알 수 있었다.

영어 초록

This study is for applying group art therapy to children who have difficulties in adjustment to school life due to
their ADHD prone in order for the children to be declined of problematic behaviors and to experience positive
adjustment to school life. The purpose of this study is to investigate effects of group art therapy on declination in
problematic behaviors and enhancement of adjustment to school life of ADHD prone children. The subjects of this
study were ten male ADHD prone children between 11 and 12 years old, and they were divided into the
experiment group(five) and the control group (the rest five). The K-ADHDDS was used as a tool of diagnose, and
the Abbreviated Conners Teacher Rating Scale, the BBRS, the School Adjustment Scale, the CFD, and the KSD were
used as the research tools. The research was conducted between September 11 and November 27, 2009, and
10-session program was presented once a week, each session with 90 minutes. The group art therapy program was
progressed with Introduction, Activity(feeling, thinking, drawing, making, and speaking), and Completion. The changes
affecting the problematic behaviors and adjustment to school life of the subjects both in the experiment group and in
the control group were compared quantitatively and qualitatively. The results of this study are as follows. First,
statistically significant results were shown in the changes in pre- and post-test scores of the Abbreviated Conners
Teacher Rating Scale, in order to investigate the quantitative effects of the group art therapy on the problematic
behaviors of ADHD prone children. Second, statistically significant results were shown in the problematic behaviors
from the changes in pre- and post-test scores of the BBRS, in order to investigate the quantitative effects of the
group art therapy on the problematic behaviors of ADHD prone children. Third, statistically significant results were
shown in the adjustment to school life from the changes in pre- and post-test scores of the School Adjustment Scale,
in order to investigate the quantitative effects of the group art therapy on the adjustment to school life of ADHD
prone children. Fourth, the comparison between pre- and post- mode of changes in behaviors of the children by
behavioral observation for identifying the qualitative effects of the group art therapy showed that tendencies of
problematic behaviors were generally declined and positive behaviors appeared. Fifth, the comparison between the preand
post- CFD of each child for identifying the qualitative effects of the group art therapy on the problematic
behaviors of ADHD prone children showed that there were positive changes in the problematic behaviors. Sixth, the
comparison between the pre- and post- KSD of each child for identifying the qualitative effects of the group art
therapy on the adjustment to school life of ADHD prone children showed that there were positive changes in the
adjustment to school life. Conclusively, the group art therapy had positive effects on declination in problematic
behaviors and enhancement of adjustment to school life of ADHD prone children.

참고 자료

없음