자폐스펙트럼장애(ASD)아동과 어머니간의 놀이경험과 그 의미에 관한 내러티브탐구

Abstract

This study qualitatively explored the play experiences and their implications between children with autism spectrum disorder and their mothers. Through narrative inquiry , we sought to identify and broaden our understanding of narratives between children with autism spectrum disorder and mothers by exploring the process of play experiences of study participants and discovering the meaning of the story. From participants' childhood play experiences to play experiences with children with autism spectrum disorders, we looked at the meaning of the experience. Participants in this study conducted in-depth interviews with three mothers raising children with autism spectrum disorder in childhood who came to the N region psychological counseling center who voluntarily agreed to participate in the study. In addition, structured questions in deep interviews are not mandatory (No Eun-sun, 2020), but in this study, interview questionnaires were prepared to understand the narratives of study participants at various angles, including three-dimensional narrative inquiry spaces. The discussion of this study is as follows. First, this study focused on narratives of participants, looking specifically at what play experiences are like in various contexts, from childhood play experiences of participants' mothers to pre-birth and play experiences with children with autism spectrum disorders. The experience of playing between children with autism spectrum disorder and their mothers showed that they were playing games that they had to try and lead, not to play. Participants' childhood play experiences consisted of stories related to "what was fun and fun". Since then, there has been a change in the perception of "leading and trying" in the play experience with children with autism spectrum disorder. Second, participating mothers talked about experiences of frustration and isolation due to difficult and vague play interactions with their children. I could see that they were interacting with mothers' emotional assistants in terms of social interaction, and that there was an interaction in terms of helping and assisting their children to improve their playfulness. In addition, interpersonal relationships, as well as relationships with children, were difficult for children to interact in peer relationships, and participants tried to improve children's playfulness in the hope that children would interact through play and expand qualitative interactions and relationships. Third, the experience of playing with children with autism spectrum disorder and children in real life was shown through the vivid narratives of this study. In particular, in this study, mothers, who spend the longest time with real children, heard stories about experiences and feelings in their mothers' voices, and heard about actual experiences and blocked and difficult parts through vivid voices of experience. Throughout this study, based on these meanings, the lack of self-esteem in children with autism spectrum disorder led to difficulties in symbolic thinking and abstract thinking, and low quality play, or symbolic play. Playing with children lacking self-confidence forced participants to have a hard time. Participants felt limited in their play experiences with children and felt frustrated, vague, burdened, and guilty, frustrated, and isolated. In addition, this study learned about the actual experiences and various emotions felt by participants' mothers through in-depth stories of play experiences with children with autism spectrum disorder. Through this study, various approaches will be needed to understand more deeply about children with autism spectrum disorder and their mother's play through vivid stories of play experiences with children of children with autism spectrum disorder.