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본 연구는 정서장애를 가진 아동에게 집단미술치료 프로그램을 실시하여 낮은 자아개념을 향상시키는데 효과가 있는지 살펴보았다. 또한 그림검사에서 긍정적인 변화가 일어나는지를 알아보았다. 연구를 위해 정서적인 문제로 복지관에 의뢰되어온 초등학교 저학년 아동을 대상으로 정서장애 선별지로 아동을 선별하였으며, 자아개념검사와 그림검사(K-HTP, KFD, KSD)를 실시하였다. 각각 실험집단과 통제집단을 나누고 실험집단에 프로그램을 실시하였으며 사전, 사후 검사를 통하여 효과를 알아보았다. 그 결과 프로그램을 실시한 실험집단에서 자아개념의 하위요인 중 인지적, 정서적, 신체적 자아개념에서 유의한 차이가 나타났으며, 사회적 자아개념은 유의한 차이가 일어나지 않았다. 그림검사에서도 실험집단의 대부분의 아동들에게서 긍정적인 변화를 볼 수 있었다. 즉, 집단미술치료 프로그램이 정서장애 아동의 자아개념을 향상시키는데 효과가 있음을 알 수 있다.


The purpose of this study was to examine the effect of a group art therapy program on the improvement of the self-concept of emotionally handicapped children. Research questions were as follows : 1.How does a group art therapy program influence on the cognitive self-concept, the emotional self-concept, the social self-concept, and the physical self-concept of emotionally handicapped children? 2. How does a group art therapy program improve the drawing of emotionally handicapped children? The subjects of this study were thirty emotionally handicapped children in the institute of the social welfare located in Jeon-ju. Those children were randomly assigned to experiment(n=15), and control(n=15) groups. The group art therapy program was given 15 sessions for eight weeks, which was twice a week, each session. However, the subjects in the control group didn't receive any program. The instruments used in this study were self-concept test by Im Cheun Ken(1995), K-HTP(K-House-Tree-Person) by Burn(1987), KFD(Kinetic Family Drawing) by Burns(1970) & Kaufman(1972) and KSD(Kinetic School Drawing) by Prout & Phillips(1974), which are applied in two groups individually, using qualitative evaluation instrument. In order to see the effect of group art therapy on the self-concept of emotionally handicapped children, pre-test were compaired with the post-test in self-concept test. The results of the experiment were analyzed using K-HTP, KFD, KSD Drawing test results, which were pre and post- tested, were analyzed on the effect of the children by group art therapist through the qualitative analysis. The result of the study were as follows : The child's involvement in the group art therapy program made significant differences in the sub catagories in self-concept; cognitive self-concept, emotional self-concept, and physical self-concept. However, there were no significant differences in social self-concept. In drawing test, the child's involvement in the group art therapy program made a positive change.