Earticle

우리나라는 1990년대 이후 여러 미술치료 대학원과 학회, 협회, 교육원 등이 생겨나고 있지만 미술치료에 대한 체계적인 학문적 접근이나 임상실습여건이 미비한 상황이다. 또한 미술치료 자격이 국가 공인 자격으로 인정받지 못하고 있으며 미술치료사에 대한 자격관리와 관련 규정이 전무한 상태이며, 치료사의 자격 관련 제도가 미흡하여 미술치료 관리체계의 표준화 필요성이 높아지고 있다. 본 논문에서는 외국의 현황, 우리나라 현재 미술치료사의 현장에서의 실태 및 파악, 치료사 추진제도의 필요성 및 활용도를 넣었다. 미술치료사들의 직업적 권익 보호 및 서비스를 받는 환자들의 양질의 의료 서비스, 치료사들의 의료, 인성, 교육의 질적 관리가 필요한 시점이다. 본 연구자는 미술치료의 국가의 체계적인 관리를 통한 (임상)미술치료 표준화 제도 방안을 다음과 같이 몇 가지 방안을 제시하고자 한다. 첫째, 임상미술치료사의 자격관리는 국가가 일괄적으로 관리하는 국가자격 또는 민간자격을 국가가 공인하여 운영하는 국가공인자격이 바람직하다. 둘째, 자격취득 요건은 적어도 대학이나 대학원을 졸업한 전공자에게 자격시험에 응시할 수 있는 기회를 주도록 한다. 셋째, 미술치료 관련 대학원 졸업자에게 ‘미술치료사’ 자격을 부여하고, 별도의 교육과정을 거쳐 국가(공인)자격시험에 의해 의료기관에서 활동할 수 있는 ‘임상미술치료사’ 자격을 부여한다. 넷째, 치료사 자격을‘ 임상미술치료사’와‘ 미술상담사’로 구분한다. 치료사 양성 과정에 있어서 의료기관에서의 임상수련을 마친 후 국가(공인)자격시험을 통해 전문성이 확보된 치료사는 ‘임상미술치료사’의 자격을 가진다. 그 외는 ‘미술상담사’로 의료기관 외의 기관으로 활동 영역을 구분한다.

The field of Art Therapy in South Korea has been growing in graduate programs, institutions, academy and associations after the 1990s. Nonetheless, it is insufficient internship venues for clinical trainees, guidelines for academic approaches, and licensure approved by national government in clinical art therapy field. It is highly emphasized on taking an action for the standards ofart therapist’s licensure systems and regulations in internal. In this thesis, international and internal conditions of art therapist’s venues are researched. The necessity and application of the official licensure, and its guidelines for officially approved therapist are mentioned as well. The rights of the art therapists and qualified clinical services from them are needed nationally indeed. The professional art therapists must have been trained by proper educations, therapist’s qualification, and services for trainee in art therapy field. The researcher suggests several requirements and applications of clinical art therapy for standardizing system of its licensure and managing by government. These suggestions are below: 1) It is proper that the management of clinical art therapist licensure and official approval are under managed by government. 2) It is eligible that the examinations for obtaining govern license of clinical art therapists have been given for those whom are graduated master’s programs or higher degree. 3) It proposes that the applicants who must graduate from master’s program in art therapy or related their fields are eligible for gaining the govern license. Then, the applicants who can career at clinical settings must have specially trained in clinical facilities and can be examined for qualification in clinical art therapist. 4) It is separated that the art therapist’s govern license can be labeled ‘Clinical Art Therapist’ and ‘Art Counselor’. The requirement for obtaining license of ‘Clinical Art Therapist’ is that applicants must have trained in clinical settings in duration of trainees. Then, they can have taken the examination for gaining govern license. The rest of the applicants can be separated into ‘Art Counselor’ which is different career from the ‘Clinical Art Therapist’.

I implemented art therapy and administered Okada Purifying Therapy for a truant female child (8) and her mother (36) for five months. From the start, I quickly saw more mental instability in the mother than in the truant child through art therapy (drawing therapy). This suggested that the influence of the mother’s mental state was one reason for the child’s truancy. Accordingly, I implemented art therapy at regular intervals while administering Purifying Therapy at least once every other day for the mother in addition to the child. As I continued administering Purifying Therapy and implementing art therapy for the mother and child, the child began to go to school in the morning or afternoon, and reached the point of attending school all day. The child eventually began attending school every day. At the same time, the mother began to take part in social activities, which was a departure from the daily strain of personal and family matters, and participate positively in volunteer activities. I was able to see that the environment of the child and parent can be improved by implementing art therapy and administering Purifying Therapy.

Art therapies like drawing and painting, music, and dance have been used to treat patients like children and senior citizens, and afflictions like mental disorders and developmental disabilities when verbal counseling alone and psychotherapy have limited effects. Beauty elicits responses most readily and its effectiveness in stimulating brain development is supported by drawings and paintings done by patients (Kim Son Hyon, 2009). This is a case of a 20 yearold female “T” who had difficulty finding employment because of behavioral and interpersonal relationship difficulties and challenges arising from neurosis associated with developmental disabilities. For example, “T” could not converse properly face-to-face, could not carry out overlapping instructions, and her mind went blank and she froze when she was admonished. She began counseling, but did not continue after the first session. I decided to implement art therapy in “T’s” case after consulting Dr. Morioka, director of MOA Kanazawa Clinic. My initial objectives were getting “T” to practice art therapy, building up a relationship of trust, and creating surroundings in which she could converse without anxiety. Continued implementation of art therapy facilitated communication with therapists, and we were able to build up a relationship of trust with her. After that, we continued implementing art therapy with the goals of having her develop mental stability and confidence. She began to release her daily stress and strive for mental stability as she continued art therapy. As a result, she was able to find part-time employment at a convenience store and worked there for a year. “T” is presently working part-time at a Japanese-style confectionary store. Art therapy worked well for the patient in this case. Art therapies like drawing and painting, music, and dance have been used to treat patients like children and senior citizens, and afflictions like mental disorders and developmental disabilities when verbal counseling alone and psychotherapy have limited effects. Beauty elicits responses most readily and its effectiveness in stimulating brain development is supported by drawings and paintings done by patients (Kim Son Hyon, 2009). This is a case of a 20 yearold female “T” who had difficulty finding employment because of behavioral and interpersonal relationship difficulties and challenges arising from neurosis associated with developmental disabilities. For example, “T” could not converse properly face-to-face, could not carry out overlapping instructions, and her mind went blank and she froze when she was admonished. She began counseling, but did not continue after the first session. I decided to implement art therapy in “T’s” case after consulting Dr. Morioka, director of MOA Kanazawa Clinic. My initial objectives were getting “T” to practice art therapy, building up a relationship of trust, and creating surroundings in which she could converse without anxiety. Continued implementation of art therapy facilitated communication with therapists, and we were able to build up a relationship of trust with her. After that, we continued implementing art therapy with the goals of having her develop mental stability and confidence. She began to release her daily stress and strive for mental stability as she continued art therapy. As a result, she was able to find part-time employment at a convenience store and worked there for a year. “T” is presently working part-time at a Japanese-style confectionary store. Art therapy worked well for the patient in this case.

본 연구는 경직형 뇌성마비 아동에게 임상미술치료 프로그램을 적용하여 시지각과 상지 기능에 어떤 변화를 가지는 지에 대해 알아보는 것이다. 서울시에 소재한 S병원에 입원중인 10명의 경직형 뇌성마비 아동을 대상으로 기존의 재활치료를 병행하는 동안 일주일에 2번, 총 8주간의 임상미술치료 프로그램을 적용하였으며 프로그램은 치료사와 대상 아동이 1:1로 각 회기 30분씩 진행되었다. 중재 프로그램의 효과를 검증하기 위해 사용한 평가도구로는 한국형 시지각 발달검사(Korean Developmental Test of Visual Perception: K -DTVP-2)와 상지 질적 평가(Quality of Upper Extremity Skills Test: QUEST), 박스 앤 블록 검사(Box and Block Test)를 사용하여 전, 후의 변화를 측정한 뒤 수집된 자료는 SPSSWIN 15.0 프로그램을 사용하여 분석하였다. 또한 도형, 색 그리기(Figure Color Copying: FCC)의 척도를 사용하여 사전, 사후의 환아 개인별 그림분석을 실시, 질적 변화를 분석하였다. 본 연구의 결과는 다음과 같다. 임상미술치료 프로그램을 시행한 후의 아동의 시지각 능력 총점과 상지 질적 기능 평균 점수는 시행 전에 비해 향상되어 통계적으로 유의미한 차이를 보였다. 또한 아동 그림의 질적 평가점수 역시 임상미술치료 프로그램 후에 평균적으로 향상됨을 보였다. 본 연구의 결과들을 종합하여 볼 때 임상미술치료 프로그램이 경직형 뇌성마비 아동의 시지각과 상지기능에 긍정적인 영향을 미치는 것으로 나타났다.

The purpose of this study is to verify the effects of clinical art therapy on visual perception development and upper extremity skills of children with spastic cerebral palsy. The subjects of this study were selected from children hospitalized in S hospital in Seoul. While they took rehabilitation treatments, 10 children with spastic cerebral palsy were given individual clinical art therapy for 30 minutes, twice a week over 2 months. To estimate the effectiveness of clinical art therapy, each children were evaluated by Korean Developmental Test of Visual Perception(K-DTVP-2), Quality of Upper Extremity Skills Test(QUEST) and Box and Block Test. Measured data were analyzed by verifying statistical hypothesis with SPSSWIN 15.0. Also, to verify how clinical art therapy affects to quality of individual artwork, the subjects took Figure Color Copying(FCC) before and after receiving clinical art therapy program. The results of this study are as follows. There were significant differences in children’s visual perception development, children’s upper extremity skills before and after the clinical art therapy program. And Positive and qualitative change occurred in the individual artwork through the clinical art therapy. In consequence, this study revealed that the clinical art therapy was effective on visual perception development as well as upper extremity skills in children with spastic cerebral palsy.

본 연구는 단기-인지 행동 접근적 미술치료가 인터넷/게임 중독 초등학생의 인터넷/게임 완화에 효과가 있지 알아보는데 목적을 둔다. 서울시 종로구 C 초등학교 4, 5, 6학년 학생들을 대상으로 한국형 인터넷 중독 자가 진단 검사 (K-척도)에 실시한 후, 고위험 및 잠재적 위험 사용자군들이 6 혹은 7명이 한 그룹이 되어 인터넷 예방 미술치료 프로그램에 참여하였다. 자료 분석은 미술치료 프로그램의 참여 전후의 차이에 대해 알아보기 위하여 t-test를 실시하여 비교 분석하였으며, 매 회기별 프로그램의 진행과정과 사고 및 행동의 변화를 분석하였다. 연구 결과 인지행동 미술치표 프로그램을 통해 아동들의 인터넷 사용의 장점과 단점을 구분하여 객관화하려는 ‘문제 직면’을 할 기회를 갖고 이를 통해 자신의 인터넷 사용에 대해 객관적인 시각을 갖을 수 있게 되었다. 또한 구체적인 대처 놀이를 모색과 실행을 통해 미술치료가 인터넷/게임 중독 학생들의 인터넷 사용에 긍정적인 효과가 있음을 알 수 있었다.

This study investigated effects of short-term art therapy on primary school who were at risk of Internet addiction. Nineteen students included in a high-risk and potential risk user group of a primary school in Seoul were selected and participated in six week short-term group art therapy program. As the result of quantitative analysis, most of the participants showed the positive change in the K-scale. As the result of qualitative analysis, they were inactivated and had no motivation to reduce Internet usage in at the beginning. However, they were able to find out positive and negative effects of Internet usage and to have objective perspective of it, as time went. As well as, they were able to seek other plays which could be an alternative to Internet usage. Therefore, it could be clarified that art therapy is an effective way to positively solve the problems cased by students' excessive Internet usage.