본 연구는 집단미술치료 프로그램이 고립아동의 우울 성향, 또래관계 및 학교적응에 미치는 효과를 검증하기 위하여 집단미술치료 프로그램을 적용하여 그 효과를 분석하였다. 이러한 연구목적을 달성하기 위하여 본 연구에서는 4학년 520명 중에서 고립도가 높은 아동 48명을 실험대상으로 선정하여 실험집단에 16명, 비교집단 16명, 통제집단 16명씩 무선 배정하였다. 실험집단은 집단미술치료 프로그램을, 비교집단은 인간관계 집단상담 프로그램을 주 1회씩, 매회 60분씩 12회기에 걸쳐 프로그램 계획에 따라 실시하였고, 통제집단은 아무런 처치를 하지 않았다. 측정도구는 우울, 또래관계, 학교적응검사를 사용하였다. 자료 분석은 각 검사의 하위요인별로 사전-사후검사에서 얻은 점수로 평균과 표준편차를 산출하고, 평균의 차이가 있는지 알아보기 위해 공변량분석(ANCOVA)을 한 후, Tukey 검증을 하였다. 연구결과는 첫째, 집단미술치료 프로그램은 고립아동의 우울 성향감소에 효과를 보여주었다. 둘째, 집단미술치료 프로그램은 고립아동의 또래관계를 향상시키는데 유효한 것으로 나타났다. 셋째, 집단미술치료 프로그램은 고립아동의 학교 적응력을 향상시키는데 기여하는 것으로 나타났다. 따라서 본 연구의 집단미술치료 프로그램은 고립아동의 우울성향 감소와 또래관계, 학교적응력 향상에 효과적인 것으로 볼 수 있다.
The purposes of this study were to apply to a group art therapy program in an effort to explore the effect of it on isolated children\'s depressive traits, peer relationships and school adjustment. The subjects in this study were the 48 children of high isolated rate who were selected from among 520 fourth graders. Three groups were randomly assigned to 16 children each: an experimental, comparative, and control groups. The experimental group participated in the group art therapy program, and the comparative group took part in a group counseling program for interpersonal relationships. Both programs were conducted as planned in 12 sessions, once a week, 60 minutes each, and no treatments were taken to thecontrol group. The instruments used in this study to make a quantitative analysis were depression, peer relationship and school adjustment inventories. As for data analysis, statistical data on mean and standard deviation were obtained by calculating their scores in the pre and posttest, and ANCOVA was used to analyze if there were any differences in mean scores. And then Tukey test was carried out. The findings of the study were first, the group art therapy program was effective at decreasing the depressive traits of the isolated children. Second, the group art therapy program showed a significant effect on bolstering the peer relationship of the isolated children. Third, the group art therapy program indicated a significant effect on boosting the school adjustability of the isolated children. Therefore, the group art therapy program could be effective at alleviating the depressive traits of the isolated children and bolstering their peer relationship and school adjustment. Key Words : group art therapy program, isolated children, depressive disposition, peer relationship, school adjustment
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