한국화매체와자연물을 이용한집단미술치료가 학령기 아동의 자아존중감과 자기표현에 미치는 영향

Abstract

Purpose: The purpose of this study was to investigate the effects of Korean media and natural objects on children's self-esteem and self -expression. Methods: The subjects were S elementary school in G city in the first, second, and third grade were 20 students in the experimental group and 20 students in the comparative group. The program performed group art therapy using Korean media and natural materials for 12 sessions for 60 minutes twice a week. To investigate the effect of the experiment, the pre-test was conducted by Coopersmith(1987)'s Self-Esteem Inventory(SEI) Using the original version of Shin, Chul(1997), Self-directed assertiveness training by Rakos and Schroder(1980) was used as a modified self-report scale for our cultural background. As a statistical analysis method for data processing, t-test was performed using SPS S 20.0 program. The results are as follows. First, group art therapy using Korean media and natural objects was able to identify the four sub-factors of elementary school children self-esteem: total, social, domestic, and school self-esteem. Second, group art therapy using Korean media and natural objects influenced negative self-expression and non-verbal self-expression of school children. As a result of this study, there was a significant difference between experimental group and comparison group in group art therapy using Korean media and natural materials. School-aged children in the experimental group showed improved self-esteem and self-expression. Art work using Korean media and natural materials has the advantage of being easily accessible in everyday environment Familiarity has reduced the resistance to art media Through creative thinking, school-aged children could naturally use Korean media and natural objects to express themselves. In addition, by using natural materials to convey their feelings and feelings, to learn to look at themselves positively, Looking for emotional and psychological stability. It was found that the students felt happiness and happiness in daily life and improved social self-esteem, family self -esteem, school self-esteem, and overall self-esteem.