정서중심 문학치료 프로그램이 아동의 우울, 정서지능, 자기존중감에 미치는 효과

서지정보

ㆍ발행기관 : 대한문학치료학회 ㆍ수록지정보 : 대한문학치료연구 / 2권 / 1호
ㆍ저자명 : 진현숙, 박찬부

목차

Ⅰ. 서 론
Ⅱ. 연구 방법
Ⅲ. 연구 결과
Ⅳ. 논의 및 결론
참고문헌
(Abstract)

한국어 초록

본 연구는 아동의 우울 증상 감소와 정서지능 및 자기존중감을 높이기 위하여 정서중심 문학치료
프로그램을 개발하고, 이 프로그램이 아동의 우울 감소와 정서지능 및 자기존중감 향상에 미치는 효
과를 검증하는데 목적이 있다.
연구대상은 대구광역시 소재의 한 초등학교 4학년 216명 아동에게 우울 검사를 실시하여 우울정도
가 심한 고위험군 33명을 선정하였다. 그 중 참여의사를 밝힌 아동과 교사의 추천을 받은 20명을 다
시 각 10명씩 무선 배치하여 치료실시 집단과 비실시 집단으로 나누었고, 각 집단의 남녀 비율은 남
학생 5명, 여학생 5명으로 성비가 유사하였다. 치료실시 집단에는 본 연구자가 개발한 정서중심 문학
치료 프로그램을 실시하였고, 비실시 집단에는 아무런 처치도 하지 않았다.
본 프로그램은 2010년 5월 17일∼6월 24일까지 주 2회, 매회기 60분씩 12회기를 실시하였다. 프로
그램의 효과를 분석하기 위해서 각 집단별로 사전, 사후, 추후 검사를 실시하여 얻은 결과로 평균과
표준편차를 살펴보았다. 자료분석은 사회과학통계꾸러미 18.0 프로그램을 사용하였고, 사전검사 점수
를 공변수로, 치료집단과 통제집단의 사후검사 점수, 추후검사 점수를 종속변수로 하는 공분산분석을
실시하였다. 본 연구에는 아동우울, 정서지능, 자기존중감 척도를 활용하였다.
이 연구는 아동의 우울을 감소시키는데 문학치료의 역할을 밝혔고 또한 정서지능과 자기존중감을 향
상시키는데도 긍정적인 영향을 미치고 있음을 시사한다. 제한점 및 후속연구를 위한 제언이 논의되
었다.

영어 초록

This study is conducted to develop emotion-focused literatherapy program for the
purpose of raising EQ and self-esteem and examine the effects that this program has
on the ease of children's depression and the improvement of EQ and self-esteem.
The subject group of study was 33 students who were put under the category of a
high risk group of depression as a result of the depression test having 4th grade 216
students of 00 Elementary School located in Dong-gu of Daegu city as a sample
group. Among the 33 students were 20 students who expressed their willingness to
participate and were recommended to participate by their teachers. Then, the 20
students mentioned above were equally divided into 2 groups, 10 and 10 each, in the
way of random placement with the division of treatment group and control group. The
gender ratio of each group is fifty-fifty with 5 male students and 5 female students
for each group. Emotion-oriented child literature therapy program developed by the
research in question was done to the treatment group while nothing was done to the
control group.
This program was carried out twice a week from May 17 to June 24 in 2010 with
a total of 12 sessions, 60 minute long for each session. In order to analyze the
effects of the program, the mean and standard deviation were looked into on the basis
of the result drawn from the pre-, post-, and follow-up examination administered to
each group. SPSS 18.0 program was used for data analysis while ANCOVA, which
takes pre-examination scores as covariance, post and follow-up examination scores as
dependant variable, was used for the scale of child depression, EQ, self-esteem was
used for this study. The outcomes of the study are cited as followings.
First, the hypothesis was supported that emotion-focused literatherapy program
would help ease and bring down the depression level of children. The depression of
children was found to decrease significantly after the program was applied, and the
effects were found to be maintained.
Second, the hypothesis was supported that emotion-focused literatherapy program
would help improve EQ of children. After the program, students' EQ was found to
improve and its effects to be maintained.
Third, the hypothesis was supported that emotion-focused literatherapy program
would help improve self-esteem of children. After the program, there was a
meaningful improvement in self-esteem of children. In addition, its effect was found to
be maintained.
Therefore, emotion-focused literatherapy program was found to have positive
effects on the ease of children's depression and the improvement of children's EQ and
self-esteem.

참고 자료

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