Earticle

초록

영어

This study aims to examine the effects of art therapy on challenging behavior of schoolchildren.
For this purpose, I selected one class of 4th year student of S primary school, located at Jeongeup city, Jeonlabukdo, and selected 4 study subjects through examination of K-CBCL childrenㆍjuvenile behavior evaluation scale, characters, school life and K-HTP test.
With regard to procedure of this study, I carried out art therapy program at the art class for 60 minutes one time a week for 4 months, a total of 17 sessions from Apr. 3, 2007 to July 24, 2007.
I made this program with some modification in reference to Arts Therapy Technique (Counpia Remote Training Center, 2005), Group Art Therapy (Choi Seon NamㆍKim Gap SookㆍJeon Jong Kuk, 2007) and the Effects of Peer Group Art Activity on Sociality Skill of Offensive Children (Park Ju Yeonㆍ Lee Byeon In, 2005).
For each child, I compared and analyzed the changes in score of K-CBCL childrenㆍjuvenile behavior evaluation scale, behavior by K-HTP (dynamic house-wood-human figure test) analysis and by school life(KSD) image analysis before and after treatment. I also carried out qualitative analysis on behavioral feature of each child for each session.
This study obtained the following conclusions.
First, child A showed positive change in comparison before and after art treatment program of score K-CBCL childrenㆍjuvenile behavior evaluation, K-HTP image test and school life. Since he was so active and wanted to obtain good evaluation from anyone that he frequently had quarrel with friends, spoke against others well and beaten others much but was changed and did not speak against others or beat.
Second, child B showed clear difference in comparison before and after art treatment program of score K-CBCL childrenㆍjuvenile behavior evaluation, but no significant difference in K-HTP image test and school life. However, I observed substantial changes. While he could not speak frankly to others, felt empty in mind and was offensive in personal relations, he was changed, did not have quarrel with others or speak against others that much and improved his relationship with friends or teachers.
Third, child C showed positive change in score of K-CBCL childrenㆍjuvenile behavior evaluation after art therapy program. In comparison of K-HTP image test and school life treatment before and after treatment, he still longed for mothers in mind but found rather stable after treatment.
Fourth, child D showed positive chance in score of K-CBCL childrenㆍjuvenile behavior evaluation scale after art therapy program, but almost no changes in K-HTP image test. But he depicted good relationship and socializing with other friends in school life. While he could not carry his point due to social immaturity and felt depressed, he got more confident.
This result of study showed that art therapy had positive effects on correction of schoolchildren.

목차

Ⅰ. 서론
  1. 연구의 필요성과 목적
  2. 연구문제
  3. 이론적 배경
 Ⅱ. 연구방법
  1. 연구대상
  2. 연구절차
  3. 측정도구
  4. 미술치료 프로그램
 Ⅲ. 연구 결과
  1. 사례 A의 문제행동 변화
  2. 사례 B의 문제행동 변화
  3. 사례 C의 문제행동 변화
  4. 사례 D의 문제행동 변화
 Ⅳ. 결론 및 제언
  1. 결론
  2. 제언
 참고문헌
 Abstract

저자

• 신화정 [ Shin Hwa Jeong | 전주교육대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  초등상담연구 [Korean Journal of Elementary Counseling]

• 간기

  격월간

• pISSN

  2005-3231

• 수록기간

  2002~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 375 DDC 372