집단미술치료가 부모의 부재로 인한 문제행동을 해소하는데 미치는 효과

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An Effect of Group Art Therapy on Release of Problematic
Behaviors Due to Absence of Parents - Centering on Children of One-parent families -

This study is to identify what effect a group art therapy has on the emotional characteristics and problematic behaviors of children from one parent' families, and its effect on release of their problematic behaviors.
For this purpose, this study targets three children from one-parent families who are nursed in local nursing centers in G city and whose self-esteem is very low and whose behaviors are problematic due to their parents' absence. To improve problematic behaviors and low self-esteem the subjects have, the group art therapy is provided at local nursing centers from April 19, 2007 to October 11, 2007 once a week and each session requires about 50 minutes.
This study uses the Self Esteem Inventory(SEI) developed by Coopersmith(1967), and the test tool translated and validated by Shin Cheel (1997) referring the studies by DHK Pope and Craighead et. al.
(1988). The art therapy program started to use pictures to understand people in the late 19th century. Goodenough(1926) studied the developmental process of portraits which was a normative model from childhood to adolescents and used the house-tree-person test(HTP) and the dynamic family picture (KFD) which defines the developmental
relations between pictures and intelligence.
The study obtains the following results: First, when the activities and evaluation observed from the art therapy
programs are analysed, it is suggested that the group art therapy has a positive effect on improvement of children's self-concept. In previous studies by Kang Gyeong-Rae(2005), it was reported that the group art therapy has a positive effect on all the subjects in the four sub-variables
such as physical, academic, emotional and total self-concepts. The results indicate that the program is effective in that it is developed according to the converged opinions of the subjects and attempts to improve their low self-concepts in multiple viewpoints.
Second, it is demonstrated that the group art therapy centering on the subjects is effective in decrease of their problematic behaviors.
Third, the group art therapy for the subjects shows a systemic change in the generative analysis, but there is difference in the degree of the change. In the sessional analysis of pictures, the HTP and the KFD,
subject A and B show significant change while subject C shows insignificant change. And it has a positive effect on decreased problematic behaviors of subjects A and B.
Personally, A subject shows no abnormality in his portrait and obtains stability and simplification through the therapy. Above all, as he has a confidence in facing with external world, his composition is stable and his brushing grows more powerful. Less naming, disturbing other students
and leaving from the eat are found.
Alternative Author(s)
Moon Seek-In
조선대학교 디자인대학원 미술심리치료전공
디자인대학원 미술심리치료
Awarded Date
2008. 2
Table Of Contents
목 차 ······························································································· Ⅰ
표 목 차···························································································· Ⅲ
그 림 목 차 ······················································································ Ⅳ
Abstract ··························································································· Ⅴ
제1장. 서 론
1-1. 연구의 필요성 ············································································ 1
1-2. 연구의 범위 및 목적 ································································· 4
제2장. 아동심리의 이론적 고찰
2-1. 용어정의 및 가정의 개념·························································· 6
2-1-1 용어정의 ·················································································· 6
2-1-2 가정의 개념 및 현황 ····························································· 8
2-2. 가정의 유형 및 특징 ······························································· 14
2-2-1 정상가정의 유형 ··································································· 14
2-2-2 한 부모 가정의 유형 및 특징 ········································· 14
2-3. 아동의 자아개념 ······································································ 16
제3장. 연구방법
3-1. 연구대상 ··················································································· 18
3-1-1 연구기간 및 장소 ································································· 18
3-1-2 연구대상특성 ········································································· 19
3-1-3 연구실시방법 ········································································· 20
3-2. 측정도구 ··················································································· 20
3-2-1 자아개념 검사 ····································································· 21
3-2-2 집, 나무, 사람 검사(HTP) ················································· 21
3-2-3 동적가족화(Kinetic Family Drawing : KFD) ·············· 22
3-3. 집단미술치료프로그램 ·························································· 23
제4장. 연구결과
4-1. 자아개념 검사를 통한 변화····················································· 24
4-2. 그림검사에 의한 변화 ···························································· 25
4-3. 집단미술치료 프로그램 회기별 변화 ···································· 31
4-3-1 A아동의 집단미술치료 프로그램의 회기별 진행 ········ 31
4-3-2 B아동의 집단미술치료 프로그램의 회기별 진행 ········ 38
4-3-3 C아동의 집단미술치료 프로그램의 회기별 진행 ········ 44
4-4. 집단미술치료 프로그램 회기별 문제행동 변화 ·················· 49
제5장. 결론 및 제언
5-1. 결론 ··························································································· 51
5-2. 제언 ·························································································· 53
참고문헌 ·························································································· 54
부록 ·································································································· 57
조선대학교 디자인대학원
문석인. (2007). 집단미술치료가 부모의 부재로 인한 문제행동을 해소하는데 미치는 효과
Appears in Collections:
Art, Design & Physical Education > Theses(Master)(디자인대학원)
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