발달적 독서치료가 초등학생의 자아개념 형성에 미치는 프로그램 사례 연구 : 방과후 초등보육교실 저학년 아동을 중심으로

서지정보

· 발행기관 : 한국독서치료학회
· 수록지 정보 : 독서치료연구 / 3권 / 1호
· 저자명 : 김명자

목차

Ⅰ. 서 론
Ⅱ. 이론적 배경
Ⅲ. 연구의 방법 및 절차
Ⅳ. 독서치료 프로그램 적용결과 분석
Ⅴ. 결론 및 제언
참고문헌

초록

본 연구는 초등학교 방과후 초등보육교실 2학년을 대상으로 발달적 독서치료를 실시하여 자아개념에 미치는 영향을 실험한 사례연구이다. 실험대상 아동은 광주시에 소재한 O초등학교의 방과후 초등보육교실 2학년 아동 9명이다. 실험집단은 방과후 초등보육교실 아동 9명 중에서 자아개념검사를 실시하여 가장 점수가 낮은 아동 4명을 선정하였으며 매주 1회 60분 총 12주 동안 실시하였다. 그 결과 실험집단은 사전검사에 비하여 사후 검사에서 정의적 자아개념, 신체적 자아개념 이외에 친구관계 자아개념, 읽기 자아개념에도 긍정적인 영향을 끼쳤다. 그리고 5주 후의 지속성 검사에 있어서도 그 효과는 나타났다. 그러므로 발달적 독서치료는 초등학교 방과후 초등보육교실 아동의 자아에 긍정적인 영향을 주어서 앞으로도 학교생활 및 친구관계에서도 바람직한 효과를 나타내리라 판단한다.

영어초록

The purpose of this study was to examine whether the developmental bibliotherapy program has an influence on the enrichment on the self-concept of elementary edu-care program students. Four 2-year grade students who attended O Elementary School located at Gwangju city, Korea participated in the bibliotherapy program for 60 minutes per week for 12 weeks. 10 books were selected to help the children to enrich their self-concept. As a result, the following conclusions have been derived. First, the developmental bibliotherapy program for the enrichment on the self-concept of elementary edu-care program students had an effect on improving definitive self-concept and physical self-concept in the whole self-concepts and their sub-categories. Second, this program had a positive effect on the self-concept in friend-friend relationship and reading self-concept in addition to definitive self-concept and physical self-concept. Third, it was found that the participating children spent less time with their parents than common children after school. With the participation in the bibliotherapy program using identification, catharsis and insight, the children could express their various needs which were not met at home or school as well as enrich their positive self-concept through their participations. Fourth, it was also shown that this program had an effect on keeping their self-concept positive even after 6 weeks from the experiment. The above results yield several suggestions for further research. First, given the differences in individuals and psychological environment, it is difficult to generalize about the effects of bibliotherapy program on children. Therefore, succeeding studies are needed to provide consistent evidence for verification of the effect of bibliotherapy program. Second, our results cannot be generalized because this program has been executed for the short period of 12 weeks. Therefore, it is necessary to have a long-term study of one year to compare the results with aforesaid study. Third, the important factor required for the bibliotherapy program is to select the proper materials. Therefore, those materials should be developed for each year grade and circumstance. Fourth, the consistent further programs should be made by the school for the long-term effect of bibliotherapy program. Finally, this developmental bibliotherapy program will yield great results and effects if it is developed to meet the characteristics and needs of children.

참고자료

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