현실요법 프로그램이 청각장애아동의 책임감·욕구좌절·학업성취에 미치는 추후효과 연구

The Follow-up Study of Reality Therapy Program on the Responsibility, Frustration and School Achievement of Deaf-disordered Children in Korea

본 연구에서는 초등학교 5학년 청각장애 아동을 대상으로 현실요법 프로그램 실시 6개월 후의 추후효과를 추적하여 프로그램 직후의 효과와 비교 분석하였다. 즉, 이 연구를 통하여 현실요법 프로그램이 청각장애 아동의 책임감, 욕구좌절, 그리고 학업성취에 미치는 장기 효과를 검증하고자 한다.

This study finds its purpose in understanding the follow-up effects that Reality Therapy has the influences on the responsibility, frustration and school achievement of deaf-disordered children in a primary school in Korea. For copying with the purpose, we have adopted the methodology in which the assumptions, above all, are set up and get to verify them. These assumptions(propositions) are as follows; (Prop. 1) Reality Therapy program will have the influence on the responsibility of a deaf child. (Prop. 1-1) Reality Therapy program will have the influence on the responsibility of a deaf child. (Prop. 1-2) After 6th months, also Reality Therapy program will have the influence on the responsibility of a deaf child. (Prop. 2) Reality Therapy Program will have the influence on the frustration of a deaf child (Prop. 2-1) Reality Therapy Program will have the influence on the frustration of a deaf child (Prop. 2-2) After 6th months, also Reality Therapy Program will have the influence on the frustration of a deaf child (Prop. 3) Reality Therapy Program will have the influence on the school achievement of a deaf child (Prop. 3-1) Reality Therapy Program will have the influence on the school achievement of a deaf child (Prop. 3-2) After 6th months, also Reality Therapy Program will have the influence on the school achievement of a deaf child There were sampled 20 boys and girls, who are attending to 5-grade, from the A-primary school for the deaf children in Seoul, as a object of the research. 10 of them were distributed to the experimental group and the rest to the controlled group. The group counseling of Reality Therapy had been brought to the children of experimental group by means of twice a week, for 40-60 minutes over a ten-times. It has used for the instrument of measurement, besides [Achievement Diagnosis Test] projected by A-deaf disordered school, 「Responsibility Subordinate Test」 of [Personality Diagnosis Test] for the use of upper grade students in a primary school (Sang-Ro, Lee & Chang-Jin Pean, Uee-Kyo Jin; 1989), and [Picture Frustration Test](Jae-Eyn Kim & Tae-Ryun Kim; 1969). Every test has been taken the experiment before, just after and 6months after. For the statistic analysis there were selected Mean, Standard Deviation and t-test. Conclusively, the findings of this studies are as follows; First, Reality Therapy Program has significantly influenced on the improvement of responsibility of a deaf-disordered child and also has significantly influenced until 6th months after. Secondly, Reality Therapy Program has partially effect about frustration of a deaf-disordered child. That is, Reality Therapy Program has reduced the exterior aggressions of a deaf-disordered child, but it's effect has not continued until 6 months as well as it has effected on elevating their social adaptability. thirdly, Reality Therapy Program has greatly had the influence upon the study achievement of a national language, whereas it had not been so much effective as to the achievement of a mathematics. According to the findings of studies, Reality Therapy Program proves that it has greatly effected on the improvement of responsibility, desire-sufficiency and study-achievement of a deaf-disordered child in a primary school. Therefore, it is considered that Reality Therapy Program has of great value on the education for a deaf-disordered child.