초등학교 도움반 학생지도를 위한 미술치료 연구­ 표현력 향상 중심으로 - (Art Therapy for Students: Guidance for Help Class at an Elementary School: Focus on Improving Expression Skills)

서지정보

· 발행기관 : 한국아동교육학회
· 수록지 정보 : 아동교육 / 25권 / 1호 / 207 ~ 225페이지
· 저자명 : 이지영

초록

본 연구는 상호관계가 원활하지 못하거나 공격성, 자기중심적인 행동의 패턴 등 사회‧정서적 문제를 가지고 있는 초등학교 도움반1) 특수아동을 대상으로 집단미술치료 프로그램을 실시하여 집단미술치료가 특수아동의 자기 표현력 향상에 어떠한 영향을 미치는지 효과를 검증하는데 있다. 연구대상자는 초등학교 6곳의 도움반 장애아동으로 통합교육2) 대상이며 활동그룹은 3명∼6명으로 제한하였고 미술치료활동 시간은 40분∼1시간 20분으로 주2회씩 9개월 동안 실시하였다. 연구방법은 장애아동의 특성을 고려한‘미술치료프로그램'을 설계하여 미술치료활동을 진행하였으며 장애아동의 자기표현력 변화를 관찰하기 위해 미술자기표현능력평가(Art Self-Expression Ability Assessment), 한국판 아동·청소년 행동 평가척도(Korean Child Behavior Checklist), 인물화(Draw-A-Person)검사, 빗속의 사람그림(Person In The Rain)검사를 활용하여 사전·사후를 비교분석하였다. 이에 본 연구를 통해 미술매체가 도움반 장애아동에게 자기표현을 할 수 있는 매개자 역할을 해줌으로써 언어적으로 표현하기 힘들거나 방어적 기질을 보이는 대상자들에게 정서적, 인지적, 사회적으로 긍정적 변화를 가져오는 치료적 요소가 있음을 관찰하였다. 또한 집단미술치료를 통해 도움반 장애아동의 집중력, 사물·인물의 관찰, 과잉행동의 수정, 사람과의 긍정적 교류에 변화를 가져옴에 따라 행동적, 인지적, 정서적, 사회성의 자기 표현력이 향상됨을 검증하였다. 이상의 결과 본 연구는‘집단미술치료’가 도움반 장애아동에게 필수적인 요소로써 활성화 되고자 하는데 의의가 있다.

영어초록

This research is a case study for verifying how group art therapy affects the improvement of self-expression skills of children with disability. A help class at an elementary school was selected as the case, where a group art therapy program was executed for children who have non-smooth interrelation or social‧emotional problems such as aggression. The research participants were the children with disabilities of the help-classes of 6 elementary schools who were the subjects of integrated education, and the members of each activity group were limited to 3 ∼ 6 children, and the art therapy activities were conducted twice a week for 40 minutes ∼ 1 hour and 20 minutes at a time for 9 months. This research designed an 'art therapy program' that takes in to account the characteristics of children with disability and also performed art therapy activities. Changes in the self-expression skills of children with disability were also analyzed and compared before and after art therapy. For objective verification of changes before and after art therapy, the Art Self-Expression Ability Assessment, K-CBCL Child Behavior Checklist, Draw-A-Person test and Person In The Rain test were utilized. Accordingly, results of the group art therapy were verified through the present research as follows. First, art media play a role as a mediator that can make children with disability in a help class do self-expression, so it has a therapeutic element that allows the recipients, who have difficulties linguistically expressing or showing defensive temper, to bring about a positive change emotionally, cognitively and socially. Second, it could be understood that as group art therapy brings about a change in concentration, observation of object·person, correction of excessive behaviors and positive exchange with people, the children’s behavioral, cognitive, emotional and social self-expression skills were improved. Based on the above-mentioned results, this research has significance in that it established that the ‘group art therapy’ should be vitalized as an essential factor for the help-class children with disabilities.

참고자료

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