Earticle

초록

한국어

본 연구의 목적은 한국 청소년상담원에서 개발한 또래상담훈련 프로그램을 토대로 또래집단미술치료(PGAT) 프로그램을 구성하고, 고등학생의 의사소통기술과 대인관계에 미치는 효과를 알아보고자 하는데 있다. 연구 대상은 I시에 소재한 K대안고등학교 2학년 학생들 중 교사의 권유 또는 자발적으로 참여를 원하는 7명으로 실험집단을 구성하고 동학년에서 무선적으로 배정한 통제집단 7명에게는 별도의 처치를 하지 않았다. 실험처치 프로그램은 2008년 5월부터 2008년 7월까지 주 1회 120분씩 총 10회기를 실시하였다. 측정도구는 의사소통기술과 대인관계 변화척도를 사전, 사후에 실시하고, 그 결과에 대한 통계분석 자료는 SPSS12.0을 이용하여 공변량분석(ANCOVA)으로 효과성을 검증하였다. 본 연구에서 나타난 결과를 살펴보면, 첫째, 의사소통기술 하위 영역인 표현의 명확성과 자아개념에서 실험집단이 통제집단에 비해 점수가 높게 나타나 PGAT 프로그램은 의사소통기술에 긍정적인 효과가 있었다. 둘째, 대인관계 향상에 효과가 있었으며, 특히 대인관계의 하위요인 중 의사소통 항목에서 유의한 차이가
있었다. 셋째, 질적 변화를 종합해볼 때, 집단원간의 친밀감 형성, 적절한 의사표현, 수용적 태도, 자기 개방 등으로 적극적인 상호작용과 타인을 돕는 태도를 보여주었다. 이상의 결과를 종합해 볼 때, 본 PGAT 프로그램은 청소년의 대인관계 및 의사소통 증진에 효과적임을 알 수 있었으며, 학교현장에서 청소년들의 대인관계로 인한 문제 예방과 적응적 발달을 위한 상담 및 교육 프로그램으로 유용하게 활용될 수 있을 것으로 사료된다.

영어

This thesis is to examine out the effects of PGAT(Peer Group Art Therapy) program on the communication skill and interpersonal relation of high school students. The PGAT program of this study is a group art therapy program which this writer makes out on the basis of the Peer Counseling Training Program by Steps which Korea Youth Counseling Institute develops. The study object is 14 high school students selected among the second graders of K High School located in I city who hope to participate in the program and who decide to participate in the program with the homeroom teacher’s advise. Among them, 7 students are arranged as the experimental group, and the rest of them are arranged as the control group. The PGAT program of this study is carried out during 10 sessions for 120 minutes per a session once a week from May 2008 to June 2008. For analyzing the study results, RCS(Relationship Change Scale) and Interpersonal Communication Skill are carried out through the pretest and the posttest. The data analysis adopts ANCOVA of SPSS(ver. 12.0) to verify the effectiveness of the program. The observation materials out of the program and the brief reports, questionnaires, statements by the participants in each sessions are analyzed for the qualitative analysis to supplement the statical results. The results of the study are as follows. Firstly, the average score between the experimental group and the control group shows a difference by Interpersonal Communication Skill. In the subcategory of Interpersonal Communication Skill, that is, in Concept of Self and Definitude of Expression, the score of the experimental group is higher than that of the control group. It means that the PGAT program is effective on the communication skill of the adolescents. Secondly, the average score between the experimental group and the control group shows a difference by RCS. In the subcategory of Interpersonal Relation, that is, in Communication and the whole Interpersonal Relation, the score of the experimental group is higher than that of the control group. It means that the PGAT program is effective on the improvement of interpersonal relation. Thirdly, the every qualitative changes of the participants are taken into consideration. They show active interactions such as a forming of familarity, an adequate expression of their mind, acceptability, openness, freeing of mselves frw athe early defensive and inactive attitude. And they show an attitude of helping and understanding each other. In conclusion, it is proved out the PGAT program of this study contributes to the betterment of the adolescents’ sentimental problems, of the interpersonal relation due to the positive influence on the improvement of definite selfexpression and concept of self through the structured procedures. Therefore, it is anticipated that this PGAT program will be a helpful educationalㆍ counselling program for the prevention of interpersonal relation problems and for the adaptative development in high schools. This study has a significant meaning in that it tries to enlarge the object of Peer Counselor training to the general adolescents, stepping forward from the aspect of the work force training which was consistent in the established Peer Counselor training, and in that it is first attempt to combine the peer counselling program with the art therapy which enables the participants to improve an interpersonal relation ability, to acquire communication skill by way of practical, specific, and systemic methods under the free atmosphere of supplementing the training contents which apt to be the rigid discipline like a course attendance with the spontaneous, creative, therapeutic strength of art therapy. Afterwards, various and continual studies for the adolescents’ social adaption and their growth are supposed to follow.

목차

요약
 Ⅰ. 서론
 1. 연구의 필요성 및 목적
 2. 연구문제
 3. 용어의 정의
 Ⅱ. 연구방법
  1. 연구 대상
  2. 연구설계
  3. 연구절차
  4. 측정 도구
  5. PGAT (Peer Group Art Therapy)프로그램의 구성
  6. 자료 분석
 Ⅲ. 연구결과
  1. PGAT 프로그램이 의사소통기술에 미치는 영향
  2. PGAT 프로그램이 대인관계에 미치는 영향
  3. PGAT프로그램의 진행과정에서 의사소통기술 및 대인관계의 변화
 Ⅴ. 논의
  1. PGAT프로그램이 고등학생의 의사소통 기술에 미치는 효과
  2. PGAT프로그램이 고등학생의 대인관계에 미치는 효과
  3. PGAT프로그램 과정에서의 대인관계 및 의사소통 관련 변화양상
 Ⅵ. 결론 및 제언
  1. 결론
  2. 제언
 참고문헌
 Abstract

저자

• 이황은 [ Lee, Hwang-Eun | 성산효대학원대학교 가족상담학과 겸임교수, 미술치료학 박사, 미술치료 전문가 ]

참고문헌