인지행동 집단미술치료가 학교부적응 아동의 문제행동에 미치는 영향
The Effects of Cognitive-behavioral Group Art Therapy on the Problem Behaviors of Maladjusted Children in School
The purpose of this study is to provide basic data for school adaptation by analyzing the effects of cognitive-behavioral group art therapy on problem behaviors of maladjusted children. The subjects of this study were B elementary school in A city, screened by Child Problems Screening Questionnaire (CPSQ). In consideration of children's willingness to participate in the therapy, 5 children were selected. The therapy was conducted with 14 sessions for 70 minutes twice a week. To verify the effects of the therapy, Teacher's Report Form (TRF) scores were obtained and compared before and after the therapy, to be used paired t-test. Also, Kinetic School Drawing (KSD) was applied to analyze the qualitative change. During sessions, clients behavior was observed. Results were as follows; First, internalizing problems such as the anxiety/depression, withdrawal/depression were decreased after the therapy. and externalizing problem was decreased such as aggression significantly. Second, aspects of KSD changed self, schoolmate, teacher-image were more appropriate expressions and lessened the scribble lines. In the qualitative analysis, the frequency of offensive language, aggressive expression decreased as the session progressed and children expressed their thoughts more frequently in conflict situation. Accordingly, it was verified that cognitive- behavioral group art therapy was effective in reducing internal and externalizing problems of maladjusted children in school. Therefore, it implicates that it can be used as a valuable tool for maladjusted children at school.
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