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집단미술치료를 경험한 유아의 정서지능 변화와 KHTP 변화의 상관성 연구

Title
집단미술치료를 경험한 유아의 정서지능 변화와 KHTP 변화의 상관성 연구
Other Titles
The study on the relationship between changes in emotional intelligence and KHTP for Preschool Children who have underwent group art therapy
Author
이연미
Alternative Author(s)
Lee, Yeon Mi
Advisor(s)
박경진
Issue Date
2013-08
Publisher
한양대학교
Degree
Master
Abstract
국 문 요 지 본 연구는 집단미술치료를 경험한 유아의 정서지능 변화와 KHTP 변화의 상관성에 대해 알아보고자 하는데 그 목적이 있다. 본 연구의 구체적인 연구문제는 다음과 같다. 첫째, 집단미술치료를 경험한 유아의 정서지능에 어떠한 변화를 보였는가? 둘째, 정서지능 점수와 KHTP 평가 점수 간의 상관관계가 있는가? 셋째, 집단미술치료의 과정에서 유아의 변화모습은 어떠한가? 연구 대상은 대구광역시에 위치한 H유치원에 7세 유아들로 실험집단 6명, 통제집단 6명으로 구성하였다. 연구 목적을 검증하기 위하여 2012년 12월 18일부터 2013년 2월 14일까지 실험집단에게 집단미술치료 프로그램을 주 2회 16회기를 실시하였고 매회 50~60분 소요되었다. 본 연구에 사용된 검사도구로는 양적 도구로 ‘교사용 유아정서지능 평정척도(김경희, 1998)’, 질적 도구로 KHTP 검사를 사용하였다. 프로그램 효과 검증을 위해 양적 분석은 SPSS 18.0 Program을 사용하여 실험집단과 통제 집단의 사전 · 사후의 변화를 알아보기 위하여 대응표본 t검증을 실시하였으며 정서지능 변화량과 점수화 한 KHTP 변화량의 상관관계(Kendall의 tau-b)를 알아보기 위하여 상관분석을 실시하였다. 질적 분석은 KHTP검사의 사전 · 사후 그림의 차이를 정서지능과 관련된 4가지 요인을 가지고 해석 기준을 삼았다(김말숙,2007). 또, 유아의 미술치료 과정의 정서적인 행동 변화를 보았다. 본 연구의 결과는 다음과 같다. 통제집단과 실험집단의 사전 · 사후를 비교에서 통제집단은 2.22 상승하여 유의한 차이가 나타나지 않았지만, 실험집단은 26.16 상승하여, 통계적으로 유의미한 차이가 나타났다. 또한, 정서지능 하위요인 가운데 통제집단은 6가지 하위영역 모두 차이를 파악할 수 없었으며, 실험집단은 6가지 모두 유의미한 차이가 나타났다. 타인정서의 인식 및 배려요인에서 5.83 상승하여 많은 변화를 보였으며, 교사와의 관계 요인은 2.66 상승하였으나 상대적으로 변화가 적을 것을 알 수 있었다. 정서지능의 변화량과 KHTP의 변화량의 상관관계를 알아본 결과, 정서지능 향상에 변화가 없는 통제집단에서는 상관성이 나타나지 않았지만, 정서지능이 향상된 실험집단에서 자기정서의 이용의 변화량과 나무 면적의 변화량 간의 상관계수가 0.69로 유의미한 차이가 나타났고, 자기정서의 인식 및 표현의 변화량과 나무 면적의 변화량 간의 상관계수가 -0.73으로 유의미한 차이가 나타났다. 즉, 자기정서의 이용 점수가 높아짐에 따라 나무그림의 면적이 커진다는 상관성을 찾을 수 있었고, 자기정서의 인식 및 표현의 점수가 높아짐에 따라 나무그림의 면적이 줄어든다는 것을 알 수 있었다. 그리고 실험집단의 KHTP그림검사의 사전 · 사후 비교하여 분석한 결과, 정서지능의 구성요소에 있어서 유아별 차이가 보였으며 불안과 소심함이 줄고 과장된 자기 확대에 대한 욕구가 줄었고, 에너지 수준과 자신감이 향상되었으며, 자신의 감정을 해결하고, 환경 조절하고 활용하는 부분이 향상되었음을 확인 할 수 있었다. 또한, 유아의 정서적인 행동이 회기가 진행될수록 미술표현이 다양해지고, 치료활동에 적극적으로 참여하는 모습이 관찰되었다. 이상의 연구결과 통해 집단미술치료를 경험한 유아는 자발적 표현으로 긍정적 자기인식과 표현 및 조절을 통해 긍정적인 변화를 보였고, 또래와 치료사와의 상호작용을 통해 타인의 정서를 이해하고 배려하는 긍정적 변화가 나타났다. 이상의 연구결과 및 논의를 통해 얻은 결론적으로 집단미술치료가 유아의 정서지능에 긍정적 영향을 주었고, 정서지능 변화와 KHTP 변화 간의 어느 정도 상관성 있다는 것을 알 수 있었다. 본 연구의 의의는 다음과 같다. 첫째, 통제집단에서 정서지능 향상에 유의미한 결과가 나타나지 않지만 실험집단에서 정서지능 향상에 유의미한 결과가 나타났으며, 집단미술치료 진행과정에 유아는 자발적 표현으로 긍정적 자기인식과 표현 및 조절을 통해 긍정적인 변화를 보이고, 또래와 치료사와의 상호작용을 통해 타인의 정서를 이해하고 배려하는 긍정적 변화가 나타났다. 이를 볼 때, 유아의 정서지능을 높이는데 유치원의 기존 정서교육을 확장하여 다양한 매체를 활용한 집단미술치료 프로그램이 효과가 있다는 것을 볼 수 있다. 둘째, 정서지능 하위 영역 가운데, 자기정서의 이용 점수가 높아짐에 따라 나무그림의 면적이 커진다는 상관성을 찾을 수 있었고, 자기정서의 인식 및 표현의 점수가 높아짐에 따라 나무그림의 면적이 줄어든다는 것을 알 수 있었다. 이를 볼 때, KHTP 나무그림이 자기 정서의 이용과 자기정서의 인식 및 표현에 영향을 주었다고 볼 수 있다.|ABSTRACT The study on the relationship between changes in emotional intelligence and KHTP for Preschool Children who have underwent group art therapy Lee, Yeon Mi Dept, of Art Therapy The Graduate School of Innovation Hanyang University The purpose of this study is to examine the relationship between changes in emotional intelligence and KHTP for Preschool Children who have underwent group art therapy. The focus of the study is to determine what kind of changes take place in emotional intelligence of preschool children who underwent group art therapy, if there is any correlation between emotional intelligence and KHTP scores, and what kind of changes preschool children show during group art therapy sessions. The study involved 7-year-old preschool children from H kindergarten in Daegu, a total of 12 children, 6 in an experimental group and 6 in a control group respectively. To ensure the validity of the study, from December 18, 2012 to February 14, 2013, 16 group art therapy sessions were given to the experimental group twice a week, with each session lasting 50 to 60 minutes. Teacher-assessed Emotional Intelligence Rating Scale for Preschool Children (Kim Gyeonghee, 1988) was used as a quantitative test tool, and KHTP test as a qualitative tool in the study. In a quantitative analysis, to test the effects of the program, Paired T-Test was conducted using SPSS 18.0 Program to compare differences in the two groups before and after the sessions. Also, a correlation analysis (tau-b, Kendall) was used to determine the relationship between changes in Emotional Intelligence and KHTP. In a qualitative analysis, 4 factors related to emotional intelligence were used to interpret the differences in drawings before and after the KHPT test. Also, changes in emotional behaviors of the children during the art therapy sessions were observed. The results of the study are as follows. No significant difference was found in the control group, but statistically significant difference was found in the experimental group before and after the sessions. While the control group did not show any significant change in any of the 6 sub-factors of emotional intelligence, the experimental group displayed significant difference in all of the 6 factors. The findings on the relationship between the changes in emotional intelligence and KHTP revealed that there was no correlation between them in the control group with emotional intelligence improved. However, in the experimental group with emotional intelligence improved, a higher score in utilization of self-emotion resulted in increasing the area allocated to the tree in the drawing, and a higher score in awareness and expression of self-emotion led to decreasing the area allocated to the tree in the drawing. The comparison and analysis of the KHTP drawings by the experimental group children before and after the sessions showed reduced anxiety and timidity, improved self-confidence, and enhanced ability to resolve emotional conflicts and adjust and use the environment, although differences existed in the factors of emotional intelligence by children. In addition, it was observed that artistic expressions of the children became more and more diverse and their active engagement in the therapeutic activities increased as the therapy sessions progressed. These findings indicate the effectiveness of group art therapy programs that use diverse media in improving emotional intelligence of preschool children. The implications of the study are as follows. First, although the control group showed no significant improvement in emotional intelligence, the experimental group showed significant improvement. This can be interpreted that group art therapy that expands the existing emotional education through using various media has effects on the improvement of emotional intelligence of preschool children. Second, the correlation was found among the sub-factors of emotional intelligence. The area allocated to the tree in drawings increased with the level of self-emotion utilization getting higher, but it decreased with the level of awareness and expression of self-emotion getting higher. This can be interpreted that KHTP’s tree drawing has effects on utilization of self-emotion, and awareness and expression of self-emotion.; ABSTRACT The study on the relationship between changes in emotional intelligence and KHTP for Preschool Children who have underwent group art therapy Lee, Yeon Mi Dept, of Art Therapy The Graduate School of Innovation Hanyang University The purpose of this study is to examine the relationship between changes in emotional intelligence and KHTP for Preschool Children who have underwent group art therapy. The focus of the study is to determine what kind of changes take place in emotional intelligence of preschool children who underwent group art therapy, if there is any correlation between emotional intelligence and KHTP scores, and what kind of changes preschool children show during group art therapy sessions. The study involved 7-year-old preschool children from H kindergarten in Daegu, a total of 12 children, 6 in an experimental group and 6 in a control group respectively. To ensure the validity of the study, from December 18, 2012 to February 14, 2013, 16 group art therapy sessions were given to the experimental group twice a week, with each session lasting 50 to 60 minutes. Teacher-assessed Emotional Intelligence Rating Scale for Preschool Children (Kim Gyeonghee, 1988) was used as a quantitative test tool, and KHTP test as a qualitative tool in the study. In a quantitative analysis, to test the effects of the program, Paired T-Test was conducted using SPSS 18.0 Program to compare differences in the two groups before and after the sessions. Also, a correlation analysis (tau-b, Kendall) was used to determine the relationship between changes in Emotional Intelligence and KHTP. In a qualitative analysis, 4 factors related to emotional intelligence were used to interpret the differences in drawings before and after the KHPT test. Also, changes in emotional behaviors of the children during the art therapy sessions were observed. The results of the study are as follows. No significant difference was found in the control group, but statistically significant difference was found in the experimental group before and after the sessions. While the control group did not show any significant change in any of the 6 sub-factors of emotional intelligence, the experimental group displayed significant difference in all of the 6 factors. The findings on the relationship between the changes in emotional intelligence and KHTP revealed that there was no correlation between them in the control group with emotional intelligence improved. However, in the experimental group with emotional intelligence improved, a higher score in utilization of self-emotion resulted in increasing the area allocated to the tree in the drawing, and a higher score in awareness and expression of self-emotion led to decreasing the area allocated to the tree in the drawing. The comparison and analysis of the KHTP drawings by the experimental group children before and after the sessions showed reduced anxiety and timidity, improved self-confidence, and enhanced ability to resolve emotional conflicts and adjust and use the environment, although differences existed in the factors of emotional intelligence by children. In addition, it was observed that artistic expressions of the children became more and more diverse and their active engagement in the therapeutic activities increased as the therapy sessions progressed. These findings indicate the effectiveness of group art therapy programs that use diverse media in improving emotional intelligence of preschool children. The implications of the study are as follows. First, although the control group showed no significant improvement in emotional intelligence, the experimental group showed significant improvement. This can be interpreted that group art therapy that expands the existing emotional education through using various media has effects on the improvement of emotional intelligence of preschool children. Second, the correlation was found among the sub-factors of emotional intelligence. The area allocated to the tree in drawings increased with the level of self-emotion utilization getting higher, but it decreased with the level of awareness and expression of self-emotion getting higher. This can be interpreted that KHTP’s tree drawing has effects on utilization of self-emotion, and awareness and expression of self-emotion.
URI
https://repository.hanyang.ac.kr/handle/20.500.11754/133280http://hanyang.dcollection.net/common/orgView/200000422903
Appears in Collections:
GRADUATE SCHOOL OF INNOVATION[E](이노베이션대학원) > DEPARTMENT OF ART THERAPY(미술치료학과) > Theses (Master)
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