학교기반 집단놀이치료 프로그램이 초1 돌봄교실 아동의 자기조절능력과 학교적응에 미치는 영향

Abstract

ABSTRACT

The Effect of Group Play Therapy program on Self-Regulation Ability and School Adjustment of Elementary First Grade Childcare Class Children.

Choi Da Sol Advisor: Prof. Oh, Ji Hyun Ph. D. Department of Counseling Psychology, Graduate School of Chosun University

The purpose of this study is to help reduce school stress for first grade students and assist them in adjusting to a new school environment and life by using group play therapy as a preventive approach. The study sample consists of 8 students from caring class who were in their first grade at S elementary school. After Self-Regulation ability, school adjustment tests were administered and evaluated, these students were divided into two similar groups: an experimental group with 4 children and a control group with 4 children. The experimental group participated in ten sessions of group play therapy, which took place once a week for 40 minutes. Both groups were given pre-test before the art therapy sessions began. This study used a quantitative research approach. The pre-test and post-test used to determine the effect of the group play therapy were Sung Ae Chi & Dae Hyun Jung ’s school adjustment measurement (2006) and Lee Yanghee and Shin Hyewon’s Self-Regulation ability measurement (2005). An IBM SPSS Statistics 22(SPSS) program was used to conduct statistical analysis of the collected data to determine the effect of the program. A t-test was carried out to analyze each group’s pre-test and post-test scores. Researchers also analyzed the contents of the session progress and reports from teachers in order to make up for possible limits in the data analysis. The results of the this study were as follows: First, the experimental group had significantly more Self-Regulation ability than the control group. There was a statistically significant improvement in the sub-factors, such as self-questioning, Interpersonal Emotionality. Group play therapy as a preventive approach failed to cause statistically significant changes on the sub-factors observance of rules, behavioral Inhibition, individual Emotionality. However, there was an increase in the mean scores from pre-test to post-test. Second, the experimental group had significantly more School Adjustment than the control group. There was a statistically significant improvement in the sub-factors, such as school life adjustment, academic performances adjustment, relationships adjustment. Group play therapy as a preventive approach failed to cause statistically significant changes on the sub-factors teacher relationship adjustment. However, there was an increase in the mean scores from pre-test to post-test. The most significant finding of this study is that group play therapy as a preventive approach had a favorable effect the school adjustment of the first grade elementary school students. According to these findings, group play therapy as a preventive approach allowed for better school adjustment ability than seen in the control group. The children's understanding and continuous guidance throughout the therapy imply that a cooperative relationship with their homeroom teacher is also necessary for in many changes that occurred.