스크립트 문맥을 이용한 역할놀이가 초등학교 학교부적응 아동의 문제행동 감소에 미치는 효과

Effects of Script Role Play on Reducing Problematic Behaviors by Children with School Maladaptation

본 연구는 일반학급에 재학 중인 초등학교 고학년 학교부적응 아동 중에서 문제행동을 많이 보이는 아동들에게 스크립트 문맥을 이용한 역할놀이가 그들의 문제행동 감소와 사회성 향상에 미치는 효과를 알아보는 것을 목적으로 하였다. 연구결과는 다음과 같다. 첫째, 문제행동 검사를 통해서 실험집단과 통제집단의 사전․사후 점수를 비교한 결과 실험집단의 점수차가 통계적으로 유의미하게 높았다. 이것은 스크립트 문맥을 이용한 역할놀이가 학교부적응아의 문제행동을 감소시키는 데에 효과가 있음을 보여주는 결과이다. 둘째, 사회성숙도를 사전․사후 실시하여 비교한 결과 실험집단과 통제집단 간에 점수차이가 통계적으로 유의하지 않았다. 이 결과는 스크립트 문맥을 이용한 역할놀이 프로그램이 학교부적응아의 사회성 향상에는 큰 효과가 있는 것은 아님을 나타내는 결과이다.

he purpose of this study is to investigate effects of Script Role Play on reducing problematic behaviors of elemental school children with school maladaptation. For the purpose, this researcher made the following hypotheses. First, the experimental group who participates in Script Role Play will show a statistically significant decrease in problematic behaviors than the control group who does not. Second, the experimental group who participates in Script Role Play will show a statistically significant increase in sociality quotient(SQ) than the control group who does not. To verify these hypotheses, the researcher surveyed 275 students in their 4th, 5th and 6th grades from H elementary school located in Busan. Out of the children, 38 whose score from School Maladaptation Test was 70% of full score or over(157 or over) were first selected. Out of the 38, then, 20 whose score from Problematic Behavior Test was 70% of full score or over(56 or over) were finally selected to be experimented here. The finally selected children were divided into experimental and control groups, each consisting of 10 members. The experimental group was asked to participate in total 14 sessions of Script Role Play. But the other group didn’t receive any treatment. Regarding measurement devices, School Maladaptation Test and Problematic Behavior Test were used to select children to be subjects. And Problematic Behavior Test and Social Maturity Test were used in the pre- and post-tests. Data were statistically processed using SPSS Program. The hypotheses made here were tested in the following ways. Homogenity between the experimental and control groups was analyzed through an independent-sample t-test of results of the pre-test(Problematic Behavior Test, Social Maturity Test). After the experiment, another independent-sample t-test of score difference between the pre- and post-tests was made to determine whether Script Role Play was effective in reducing problematic behaviors and improving sociality. Results of the study can be summarized as follows. First, the experimental and control groups were homogeneous to each other since there was no statistically significant difference between them. Second, in both the experimental and control groups, difference between scores from the pre- and post-tests was analyzed using t-test at the significance level of 0% to know how effective Script Role Play was in reducing problematic behaviors. As a result, it was found that in the experimental group, there was a significant difference between scores from the pre- and post-tests. Thus the program of Script Role Play had positive effects on reducing problematic behaviors by children with school maladaptation. Third, in both the experimental and control groups, difference between scores from athe pre- and post-tests was evaluated through t-test at the significance level of 5% to determine effects of Script Role Play on enhancing sociality. As a result, it was found that in both of the groups, score from the post-test was higher than that from the pre-test, but with no statistically significant difference. Thus the program of Script Role Play had no effect on the sociality quotient of children with school maladaptation. To make Script Role Play positively affect reduction in problematic behaviors by children with school maladaptation, it should be supported by school instruction that help those children’s better emotional development and behavioral formation. In addition, subsequent studies should be systematically made from the long-term view to make the play more helpful to improving those children’s sociality.