집단미술치료 프로그램이 초등학교 1학년의 교우관계에 미치는 영향

Abstract

국문초록

본 연구는 Sullivan의 대인관계 이론을 적용한 집단미술치료 프로그램이 초등학교 1학년의 교우관계에 미치는 영향을 알아보는데 목적이 있다. 이를 위해 다음과 같은 연구 문제를 설정하였다. 첫째, 집단미술치료가 ‘친구간의 유무 및 신뢰성’에 어떠한 영향을 미치는가? 둘째, 집단미술치료가 ‘교제의 지속성’에 어떠한 영향을 미치는가? 셋째, 집단미술치료가 ‘친구간의 적응’에 어떠한 영향을 미치는가? 넷째, 집단미술치료가 ‘친구와의 공동생활’에 어떠한 영향을 미치는가? 위와 같은 연구 문제를 검증하기 위해 경기도 분당의 A초등학교 1학년 2개 학급을 선택하여 한 학급을 실험 집단으로 다른 한 학급을 통제 집단으로 구성하였다. 실험 집단에게는 12주 동안 13회기의 집단미술치료를 실시하였으며, 통제 집단에게는 집단미술치료와 관련하여 어떠한 처치도 가하지 않았다. 본 연구의 집단미술치료 프로그램은 Sullivan의 대인관계 이론의 치료기법을 적용하여 구성하였으며, 학교에서 ‘창의적체험활동’ 시간을 이용하여 매 회기마다 80분씩 실시하였다. 집단미술치료 프로그램의 효과를 검증하기 위하여 실험 집단과 통제 집단에 교우관계 사전-사후 검사를 실시하여 t-검증을 통한 양적 분석을 실시하였다. 그리고 교우관계에 나타난 구체적인 변화 모습을 살펴보기 위하여 KSD 사전-사후 검사를 추가로 실시하였다. 또한 매 회기마다 아동들의 정서 및 행동 변화를 관찰 기록하고, 사전-사후 인터뷰를 실시하여 질적 분석을 하였다. 본 연구에 나타난 연구 결과는 다음과 같다. 교우관계 검사에 대한 t-검증을 실시한 결과 교우관계 하위 영역 모두에 통계적으로 유의미한 차이(p<.01)가 나타나 교우관계가 향상된 것으로 판단되었다. 그리고 KSD와 회기별 참여관찰 및 사전-사후 인터뷰 분석 결과에서 친구들에게 관심을 갖고 함께 활동하는 모습이 증가하고, 친구들을 이해하고, 배려하는 모습으로 변화하였다. 따라서 본 연구의 집단미술치료 프로그램은 교우관계 하위영역 중 ‘친구간의 적응’에 가장 큰 영향을 미치며, 그 밖의 영역에도 긍정적인 영향을 미치는 것으로 나타났다. 이러한 결과는 Sullivan의 대인관계 이론을 적용한 집단미술치료 프로그램이 자신의 잘못된 교우관계 패턴을 바르게 변화시켜 많은 친구들과 긍정적인 관계를 형성하는데 효과적임을 말해준다. 이상의 연구 결과에서 Sullivan의 대인관계 이론을 적용한 집단미술치료 프로그램이 초등학교 1학년의 교우관계를 향상시키는데 효과적임이 검증되었다. 따라서 학교 교육 현장에서 아이들의 교우관계를 향상시키기 위해 집단미술치료가 활용되기를 기대한다.

|Abstract

The Effects of Group Art Therapy Program on the Peer Relationships of the First Grader of Elementary School - Focused on Sullivan's Interpersonal Relations Theory -

Choi, Hyun-Jung Dept. of Art Therapy Education The Graduate School of Education Hanyang University Directed by Prof. Kim, Sunah

This study aims to understand the effects of the group art therapy using Sullivan’s interpersonal relations theory on the peer relationships of the first grader of elementary school. To do so, I established the following study questions. First, what effect does group art therapy has on 'making a friend and creditability among friends'? Second, what impact does group art therapy has on ‘duration of friendship'? Third, what impact does group art therapy has on ‘adaptation to friends’? Forth, what impact does group art therapy has on ‘community life with friends'? To test these research questions, I selected 2 classes (one for experimental group and another for control group) from the first grader of a elementary school in Bungdang, Kyunggi Province. The experiment group had received a group art therapy for 12 weeks and 13 times while the control groups hadn’t received any treatment related to the therapy. The group art therapy program employed Sullivan’s interpersonal relations theory and was conducted in the class of ‘Creative Experience Activity’ for 80 minutes per time. To verify the effectiveness of the therapy program, I conducted t-test for the experimental and control group to know the difference in peer relationships before and after the program (no treatment for the control group). And I carried out an additional KSD pre-test / post-test to figure out the specific aspects of change. In addition, every time when the group art therapy program was offered, the students were observed and recorded for their change in emotion and behavior and interviewed before and after for qualitative analysis. Through the experiment, we found the following findings. T-test for peer relationship found that all of sub-factors of friendly relationship had a statically significant difference ((p<.01), so that we could know that the program actually improved peer relationships. KSD, participatory observation in every session, before-and after interview allowed us to know that group art therapy program helped students have interest in and more co-work with, understand and care for friends. Therefore, the group art therapy program of the study has the greatest effect on ‘adaptation to friends’ among the sub-factors of peer relationships and it also has positive effect on all of the rest. This result shows that the group art therapy using Sullivan’s interpersonal relations theory is effective on the students with undesirable pattern of friendship in building up a positive relationship with friends. According to the findings of the study, it has been verified that the group art therapy using Sullivan’s interpersonal relations theory is effective in improving the friendly intercourse of the first graders in elementary school. Therefore, elementary schools are expected to use this program to improve peer relationships in their educational arena.; Abstract

The Effects of Group Art Therapy Program on the Peer Relationships of the First Grader of Elementary School - Focused on Sullivan's Interpersonal Relations Theory -

Choi, Hyun-Jung Dept. of Art Therapy Education The Graduate School of Education Hanyang University Directed by Prof. Kim, Sunah

This study aims to understand the effects of the group art therapy using Sullivan’s interpersonal relations theory on the peer relationships of the first grader of elementary school. To do so, I established the following study questions. First, what effect does group art therapy has on 'making a friend and creditability among friends'? Second, what impact does group art therapy has on ‘duration of friendship'? Third, what impact does group art therapy has on ‘adaptation to friends’? Forth, what impact does group art therapy has on ‘community life with friends'? To test these research questions, I selected 2 classes (one for experimental group and another for control group) from the first grader of a elementary school in Bungdang, Kyunggi Province. The experiment group had received a group art therapy for 12 weeks and 13 times while the control groups hadn’t received any treatment related to the therapy. The group art therapy program employed Sullivan’s interpersonal relations theory and was conducted in the class of ‘Creative Experience Activity’ for 80 minutes per time. To verify the effectiveness of the therapy program, I conducted t-test for the experimental and control group to know the difference in peer relationships before and after the program (no treatment for the control group). And I carried out an additional KSD pre-test / post-test to figure out the specific aspects of change. In addition, every time when the group art therapy program was offered, the students were observed and recorded for their change in emotion and behavior and interviewed before and after for qualitative analysis. Through the experiment, we found the following findings. T-test for peer relationship found that all of sub-factors of friendly relationship had a statically significant difference ((p<.01), so that we could know that the program actually improved peer relationships. KSD, participatory observation in every session, before-and after interview allowed us to know that group art therapy program helped students have interest in and more co-work with, understand and care for friends. Therefore, the group art therapy program of the study has the greatest effect on ‘adaptation to friends’ among the sub-factors of peer relationships and it also has positive effect on all of the rest. This result shows that the group art therapy using Sullivan’s interpersonal relations theory is effective on the students with undesirable pattern of friendship in building up a positive relationship with friends. According to the findings of the study, it has been verified that the group art therapy using Sullivan’s interpersonal relations theory is effective in improving the friendly intercourse of the first graders in elementary school. Therefore, elementary schools are expected to use this program to improve peer relationships in their educational arena.