인지행동 문학치료 프로그램이 아동의 행복감과 자아존중감 향상에 미치는 효과

The Effect of Cognitive-Behavior Literatherapy on the development of Children's Happiness and Improvement of Children's Self-Esteem

본 연구는 행복감이 상대적으로 낮은 초등학교 6학년 아동들을 대상으로 인지행동 문학치료를 실시하여, 인지행동 문학치료 프로그램이 아동의 행복감과 자아존중감 향상에 미치는 영향을 알아보는 것이다. 이를 위해 00시에 위치한 D초등학교 6학년 학생들을 대상으로 행복감 척도 검사를 실시한 결과 행복감이 낮은 학생 24명을 선발하여 문학치료 실시 집단과 비실시 집단에 각각 12명 씩 무선 배치하였다. 문학치료 실시 집단에는 본 연구의 인지행동 문학치료 프로그램을 실시하였고 비실시 집단에는 아무런 처치도 하지 않았다. 본 프로그램은 인지행동 치료와 문학치료의 원리를 종합하여 구성하였고, 주 2회, 1 회기 당 60분씩 총 12회기 실시되었다. 프로그램의 효과를 측정하기 위해서 프로그램 시작 전에 사전 검사, 프로그램 마지막 회기에 사후 검사를 실시하였으며 프로그램 종료 4주 후에 추후 검사를 실시하였다. 연구결과, 인지행동 문학치료 프로그램 실시 후 아동의 행복감과 자아존중감은 증진되었고 추후 검사에서 행복감의 증진은 유지되었으나, 자아존중감의 증진은 그 효과가 유지되지 않은 것으로 나타났다.

The purpose of this study is to examine the effects of cognitive behavior literatherapy on the development of happiness and the improvement of self-esteem in children in a high risk group using the happiness measurement test . The subject group of the study consisted of 30 students who were considered at high risk for unhappiness based on the results of the happiness measurement test. The sample group was taken from 6th grade students of 00 Elementary School located in Dong-gu of Daegu City. Among the 30 students there were only 24 who expressed their willingness to participate. Then, the students were randomly divided into 2 groups, 12 in the experimental group and 12 in the control group. The experimental group consisted of 9 boys and 3 girls. The experimental group was given a cognitive behavior literatherapy program and the control group was given nothing. This program consisted of 12 sessions altogether, two times a week, for one hour each time. A pre-test was conducted before the program, a post-test during the final session, and the follow-up test 4 weeks after the program ended. The following are the results of this study. Firstly, after the cognitive behavior literatherapy program, there was a significant improvement in children's self-esteem. However, its effect was not maintained in the follow-up test which was held 4 weeks after the program ended. The reason why its effect was not maintained is that cognitive behavior literatherapy program is focused on the development of happiness. In conclusion, cognitive behavior literatherapy was found to have positive effects on the development of children's happiness and the improvement of children's self-esteem. but, in the improvement of children's self-esteem, its effect was found to be not maintained.