Earticle

본 연구는 공감훈련에 기반 한 통합예술치료프로그램을 지적장애아동을 대상으로 실시 하여 공감능력과 사회성발달에 미치는 영향을 검증하는데 그 목적을 두었다. 부산광역시 S 종합 사회복지관을 이용하는 아동을 대상으로 1주일간의 홍보를 하였다. 그 중 11명이 지 원하였고 대상자 구성을 위하여 장애인복지법에 의거하여 의사나 전문가에게 지적장애로 진단받은 2, 3등급 8명의 아동을 선별하였다. 선별된 아동 4명은 실험집단에, 4명은 통제집 단으로 배정하였다. 실험집단에는 주2회 60분씩 총 16회기의 공감훈련에 기반 한 통합예술 치료프로그램을 실시하였으며 같은 기간 동안 통제 집단에는 프로그램을 제공하지 않았다. 본 프로그램의 효과를 검증하기 위하여 실험집단과 통제집단에 공감능력, 사회성발달, KHTP 그림검사를 사전-사후 실시하였고, SPSS 20.0 통계프로그램을 이용하여 집단별 사 전, 사후검사의 평균과 표준편차를 알아보고, 집단간의 각 검사들의 평균득점이 차이가 있 는지 알아보기 위하여 비모수 통계기법인 Wilcoxon 검증을 실시하였다. 그 결과 공감훈련에 기반 한 통합예술치료프로그램에 참여한 실험집단은 참여하지 않은 통제집단보다 프로그램에 참여한 후 공감능력과 사회성발달 수준이 유의하게 향상되었다. 이는 공감훈련에 기반 한 통합예술치료프로그램은 지적장애아동의 공감능력과 사회성발 달을 향상시키는 데 긍정적인 영향을 미치는 효과적인 프로그램임을 증명할 수 있으며, 공 감능력과 사회성발달의 향상을 통해 지적장애아동들이 건강하고 안정적인 상호작용을 유 지해 나가는데 도움이 될 것으로 사료된다.

The research is to verify influence of empathy ability and social development that integrated art therapy program based on empathy training has effect on intellectual disability children. To confirm this purpose, this research promoted integrated art therapy program to children who used a 'S' general Social Services Center in Busan for a week. Among these children, 11 children participated integrated art therapy program based on empathy training. and the research selected 8 children who were diagnosed with grade 2 and 3 intellectual disability by doctors and experts based Disabled Persons Welfare Act (DWA) to make subjects. The selected children were divided into a control group of 4 and an experimental group of 4. The experimental group participated in the art therapy program based on empathy training program for 16 times and 60 minutes per each time, the control group didn’t.Instruments for measuring on the effectiveness verification of the program are empathic ability test, the sociality development inventory. Using SPSS 20.0 program, we obtained an average and standard deviation from per group, and Wilcoxon verification based on non-parametric statistical methods was conducted to find a difference between individual average scours per groups. Following outcomes could result from these processes. First, the experimental group children who participated in the integrated art therapy program based on empathy training showed a significant increase in the empathy ability as compared with the control group. Second, the experimental group children who participated in the integrated art therapy program based on empathy training showed a significant increase the level of social development as compared with the control group. Based on these findings, this research is that integrated art therapy program based on empathy training is meaningful effect on the empathy ability and social development for intellectual disability children. Thus, Through empathy ability and sociality development, intellectual disability children are helpful to maintain healthy and stable interaction. Thus, the program could use effective instrument which improves intellectual disability children's empathy ability and sociality development. The research suggests that future study need to maintain intellectual disability children's empathy ability and sociality development through after program and test for empathy training.

본 연구는 학령전 단순언어장애아동과 일반아동의 조사사용 빈도, 조사오류 빈도, 오 류 유형별 오류빈도, 조사 하위종류별 오류빈도 정도를 살펴봄으로써 한국어를 사용하는 단순언어 장애아동이 조사사용에서 일반아동과 차이를 보이는지 알아보고자 하는데 목 적이 있다. 본 연구는 2014년 10월 1개월간 진행되었으며, 대상아동들은 부산, 경남 양 산, 경북 영천, 경산에 거주하는 아동들로써 단순언어장애아동군 20명, 생활연령으로 일 치시킨 정상아동군 20명, 언어연령으로 일치시킨 정상아동군 20명으로 총 60명이었다. 아동들에게 취학전 아동의 수용언어 및 표현언어 발달척도 (PRES)와 카우프만 지능검 사 (K-ABC)를 아동들에게 실시하였으며 이야기평가의 그림인 ‘공 이야기’, ‘그네 이야 기’를 이용하여 아동들에게 회상자료로 제시하고 세군의 아동들의 발화속에서 나타나는 조사사용빈도 및 오류빈도의 차이를 비교하였다. 또한 조사오류의 오류유형을 분류하고 오류유형별 오류빈도의 차이를 비교하여 단순언어장애 아동군과 생활연령일치아동군, 언 어연령일치아동군의 차이를 분산분석(ANOVA)을 통하여 사용빈도와 오류빈도에 대한 그룹간 차이를 검정하였다. 그룹 간 평균차이는 t 검정으로, 오류유형에 대한 그룹 간 차이는 일요일분산분석으로 검증하였다. 조사의 오류빈도는 각 군간 조사오류 빈도를 조사한 결과, 단순언어장애 군이 동일생활연 령군과 동일언어연령군보다 유의하게 오류빈도가 높았다. 오류유형별 오류빈도는 공이야 기와 그네이야기에서 다르게 나타났다. 공이야기에서 생략은 단순언어장애군에만 나타났 고, 대치는 세 군에서 모두 나타났다. 오류유형별 오류빈도의 군간 비교 결과를 살펴보면 다음과 같다. 먼저 단순언어장애 군의 경우 공이야기에서 대치오류는 목적격이 주격으로 대치되는 오류빈도가 가장 높게 나타났고, 생활연령 일치군에서는 목적격이 부사격으로 대치되는 오류빈도가 높게 나타났다. 공이야기의 기타 오류로는 주격이 주격과 이중으로 사용되는 오류가 가장 높게 나타났고, 정상아동의 언어연령일치 군은 주격과 주격의 이중 사용과 기타를 첨가하는 오류유형이 나타났으나, 생활연령일치군에서는 기타오류가 나타 나지 않았다.

Evaluation on the use of particles, which comprises a critical part of Korean language development, is very important in language diagnosis for children with Specific Language Impairment(SLI). The purpose of this study is to examine the frequencies of correct use and errors of particles, and particle errors by error types and sub-categorized types of particles in pre-school, Korean speaking children with and without SLI, in order to figure out differences between them. This study proceeded for a month in October, 2014. The subjects were 20 children with SLI, 20 age-equivalent children, and another 20 language-equivalent children, 60 in all, living in Busan, Yangsan in Gyeongnam, Yeongcheon and Geyongsan in Gyeongbuk. Children were evaluated by the PRES and K-ABC, provided by the pictures of a ‘ball story’ and a ‘swing story’ as recollective materials, in order to compare the frequencies of correct use and errors of particles presented in the utterance of children. The particle errors were categorized by types and the frequencies of particle errors were analyzed according to the types. Differences in the frequencies of correct use and errors of particles by the SLI group, the age-equivalent group, and the language-equivalent group were tested by ANOVA. Mean differences between the groups were tested by t-test and differences in the error types between the groups were tested by one-way ANOVA. The frequency of particle errors in the SLI group was significantly higher than the age-equivalent group and the language-equivalent group. The frequencies of errors by error types were different in the ball story and the swing story. With the ball story, ommission was only noticed in the SLI group while substitution was found in all three groups. The comparison between the groups according to the frequency of errors by error types was as follows. In the SLI group, nominative case particles were most highly substituted for objective case particles. In the age-equivalent group, objective case particles were most highly substituted for adverbial case particles. Among other error types in the ball story, nominative case particles were most highly duplicated. In children without SLI, duplication of nominative case particles and addition of other items were noticed in the language-equivalent group, while none of such addition was found in the age-equivalent group. In the SLI group, substitution errors in the swing story were more frequent than in the ball story. Particularly, objective case particles were highly substituted for nominative case particles and adverbial case particles were most highly substituted for objective case particles. Among other types of errors in the swing story, in the SLI group, ommission of objective case particles was most frequent, while ommission of adverbial case particles was noticed in the age-equivalent group and the language-equivalent group.

본 연구는 만다라를 활용한 집단미술치료 프로그램이 전문계고 위기청소년의 심리적 안 녕감과 학교적응에 미치는 효과를 검증하는 데 그 목적이 있다. 이러한 목적을 위하여 U 시 소재한 전문계고에서 1학년(남학생) 360명을 대상으로 위기평정척도를 실시하였고, 그 결과 위기점수가 높은 상위 16.7%를 대상으로 만다라를 활용한 집단미술치료 프로그램에 참여를 희망하는 학생 30명을 대상으로 프로그램에 3회 이상을 참여하지 않았거나, 검사 에 불성실하게 임한 참가자를 제외하고, 확정된 인원 24명을 선발하여 실험집단 12명과 통제집단 12명을 무선 배정하였다. 프로그램의 효과를 검증하기 위한 측정 도구에는 심리 적 안녕감, 학교적응 척도를 사용하였다. 실험집단을 대상으로 2012년 5월 1일부터 7월 29일까지 총 13회로 주 1회 90분씩 만다라를 활용한 집단미술치료 프로그램이 실시되었 으며, 같은 기간 동안 통제집단에 대해서는 아무런 조치를 가하지 않았다. 본 프로그램의 효과를 검증하기 위하여 Spss/Win+19.0을 사용하여 각 척도별로 평균과 표준편차를 구하였으며, 실험·통제 집단 간의 사전 동질성검사를 위해서 독립표본 t-분석 을 실시하였다. 집단구분과 측정시기의 상호작용에 따른 변인에 대한 집단별 사전·사후·추 후 검증을 위한 반복측정 분산분석을 실시하였다. 또한 연구의 가설을 좀 더 면밀하게 검 증하기 위한 통계적 방법으로 혼합변량(mixed ANOVA)을 실시하였다. 이러한 절차를 통 해 얻어진 연구결과는 다음과 같다. 첫째, 만다라를 활용한 집단미술치료 프로그램에 참여한 전문계고 위기청소년은 참여하 지 않은 전문계고 위기청소년들보다 심리적인 안녕감이 유의미하게 향상되었다. 둘째, 만다라를 활용한 집단미술치료 프로그램에 참여한 전문계고 위기청소년은 참여하 지 않은 전문계고 위기청소년들보다 학교적응이 유의미하게 향상되었다.

The purpose of this study is to verify the effects of the Mandala Group Art Therapy on the psychological wellness and adaptation of crisis adolescent who has been taken an integrated curriculum at vocational education high schools. The research subjects consisted of the crisis adolescent at the I vocational high school located in a U region. They were included in 16.7 % of high level on the Risk Management Rate by evaluation criterion for psychological wellness and school adaptation. The final 24 objects were selected who desired to join in the Group Art Therapy Program by the Mandala. Performed Mandala Art Therapy Program totaled 13 sessions, once a week by each 90 minutes from May 01, 2012 to Jul. 29 ,2012. Crisis Adolescent, Psychological Wellness, School Adaptation Evaluation Criterion were used as a tool of study and conducted 3 times including the preliminary therapy, the post therapy and later therapy (one-month later). The data analysis was based on the score changes in the progress of the art therapy and for the significant degree, Spss Win + 19.0 was used. Mixed Analysis of Variance (mixed ANOVA) was used for a statistical method to examine a study hypothesis and in the case of a significant analysis result statistically Simple Main Effect and LSD were used for the post examination of that. Dialogues in the program progress course were recorded every times and their opinion reports about experience in a group were referred to observe and record their psychological wellness and school adaptation in phases. The results of this study analysis were as follows. First, the Mandala Group Art Therapy Program significantly more effected on the participating crisis adolescent's psychological wellness at vocational education high schools compared with non-participants. In other words, the decrease of negative anger and the good changes in their school life through the Mandala Group Art Therapy were observed with psychological wellness. Second, the Mandala Group Art Therapy Program had more significant effects on school adaptation of participating crisis adolescent at vocational education high schools. All of 12 research subjects graded up from a low variable at school adaptation degree compared with non-participants, showed a good change of behavior in school life and then adapted to the school well. Consequently, the results of this study are as below. The Mandala Group Art Therapy Program is verified an effective program to improve the crisis adolescent for psychological wellness and school adaptation at vocational education high schools. Therefore this program can make crisis adolescents express their inside pent-up feelings and be stable psychologically, so develop and display the power latent within them. It can be also helpful to improve the quality of life, adapt to school life well and live in a sound life with a strong desire for their own life. Furthermore it can be based on exercising their influence for the community, the nation and the human society. Finally, the implications and limitations of this study and suggestions for future research are discussed.

본 연구는 집단독서치료활동이 유아의 다중지능 향상에 효과를 살펴보고자 실시하였다. 연구대상 은 G시에 소재하고 있는 Y와 H유아교육기관에 재원중인 만 5세 유아 40명을 실험집단과 통제집단 으로 나누어 실시하였으며 집단독서치료활동의 각 회기는 주 1회 12주 동안 실험집단에게 실시되었 다. 본 연구에서 사용한 검사 도구는 Gardner(1983)의 다중지능을 측정하기 위해 유아 간편 다 중지능 척도 구성은 이채호, 최인수(2011)가 개발한(Multiple Intelligence Scales for Young Korean Children; MIS-YKC)의 문항 49문항을 사용하였다. 다중지능을 측정하기위 해 타당화한 척도를 사용하였다. 검사 도구는 집단독서치료활동 실시 전과 후 대상유아 교사평정 척도로 의뢰하였다. 자료처리는 SPSS 18.0 프로그램을 이용하여 실험집단과 통제집단의 비교를 위해 t-검증으로 분석 하였으며, 연구결과를 요약하면 첫째, 집단독서치료 활동을 실시한 실험집단에서 다중지능의 하위영 역인 ‘신체 운동적 지능’, ‘논리 수학적 지능’, ‘공간적 지능’, ‘언어적 지능’, ‘대인관계 지능’, ‘개인이해 지능’의 영역에서는 실험집단과 통제집단 간에 유의한 차이를 보였으며, 긍정적인 효과를 나타냈다. 그러나 ‘음악적 지능’영역에서는 두 집단 간에 유의한 차이가 나타나지 않았다. 결론적으로, 유아의 다중지능 향상을 나타낸 본 연구의 결과는 집단독서치료 활동의 중요성을 입 증하였으며, 본 연구 결과를 통해 유아교육기관에서 집단독서치료활동을 실시한다면 다중지능 향상 에 긍정적인 효과가 있다는 결론을 얻을 수 있었다.

The purpose of this study is to observe mediation effect of the social support to the relationship between the meaning of life and psychological burnout for youth companions, to find out the impact of their meaning of life on psychological burnout, and to know if the social support performs as mediation variables on the meaning of life and psychological burnout. The subjects of this research was full-time and part-time youth companions who has been working for 17 youth counseling welfare centers that has been practicing youth companion programs. They were asked to answer to about 202 questionnaires and Descriptives, Correlation Analysis, and Multiple Regressions were conducted based on the gathered data. The findings are the following: First, after observing the relationship of the meaning of life, social support, and psychological burnout of youth companions, the higher the level of the meaning of life is, the lower that of psychological burnout. There is significant correlation between social support and psychological burnout. In other words, the higher the level of social support is, the lower that of psychological burnout. On the other hand, there is a positive correlation between the meaning of life and social support of youth companions. Second, social support partly mediates on the meaning of life and psychological burnout because the meaning of life has statistical significance while it has a decreased effect on psychological burnout when social support is controled as a mediation variable by assigned the meaning of life and psychological burnout as predictors and social support as subjective variables in the multiple regression to find out the mediation effect of social support on the relationship between the meaning of life and psychological burnout. It is necessary to prepare regular supplement education considering the meaning of individual life for youth companions, efficient education such as academic conferences, the expansion of social relationship in job activities, and the improvement of supportive attitudes in the organization so as to relieve psychological exhaustion experienced in youth companion activities. On the other hand, this study suggests for the follow-ups that qualitative research with a subjective study of the meaning of life and the relationship between a variety of age and successive working with respect to the actual experience and emotion should be needed.

본 연구의 목적은 ADHD 아동에게 놀이중심 인지행동프로그램을 적용하였을 때 자기 통제력 에 미치는 효과를 알아보는 데 있으며, 놀이중심 인지행동프로그램이 ADHD 아동의 자기 통제 력 향상에 미치는 효과와 놀이중심 인지행동프로그램을 적용하였을 때 ADHD 아동의 회기별 자기 통제력 변화는 어떠한지 살펴보았다. 연구 결과 놀이중심 인지행동프로그램은 ADHD 아동의 주의집중과 자기 통제력을 향상시키는 것으로 나타났다. 이를 종합해 볼 때 놀이 중심 인지행동프로그램은 ADHD 아동의 주의집중력 및 자기 통제력을 향상시키는 데에 효과가 있음을 알 수 있다.

This study was to find a effect of play-based cognitive behavior program on self-control of children with ADHD. The researcher would like to study the causes of tendencies toward Attention Deficit Hyperactivity that are displayed due to disorders in general developmental process of elementary school students and seek positive changes. As a solution, total of 12 sessions of play-based cognitive behavior program have been developed and applied to two fourth-grade elementary school students in two 40-minute sessions in order to prove the influences on behavioral changes of ADHD children's self-control. In this study, the data have been treated as follows to study the impacts of play-based cognitive behavior programs have on children's self-control. To study changes in the subject children's self-control, children's behavior have been observed during abbreviated Conner's rating scale, Korean ADHD diagnostic test, parent's checklist, sentence completion test (for children) and program. To observe what changes there are in behavioral aspects as self-control improved, play situations have been observed during the program. In result, six weeks of play-based cognitive behavior program have brought behavioral changes by improving attention, reducing impulsiveness, and showing partially positive effects in self-control. Therefore, play-oriented cognitive behavior program from this study is expected to be useful as a program that changes ADHD children's behavior. The conclusions obtained based on the results and discussions of this study are as follows. Play-oriented cognitive behavior program improves ADHD children's self-control. Putting these conclusions together, play-based cognitive behavior program is effective in improving ADHD children's self-control, by the improvement in subject children's positive response in self-control.

청소년기는 성인기의 삶에 영향을 주는 발달과 성장을 하는 중요한 시기이다. 청소년 약물중독의 복잡한 문제들에 대하여 이미 많은 연구들이 행해졌으나, 적절한 개입, 예방, 그리고 치료를 위하여 청소년 약물 중독에 대한 깊은 이해가 필요하다. 본 연구는 간단한 문헌 연구를 통하여 청소년 약물 사용과 중독에 관한 연구들을 알아보았다. 청소년 약물 중독에 관한 많은 연구들이 청소년의 약물 중독에 영향을 미치는 가장 큰 요인은 가족이며, 그중에서도 부모라고 결론 내리고 있다. 따라서 본 연구는 청소년의 약물 중독이 가족의 영향이 큼을 인지하고, 약물 중독 청소년을 치료함에 있어 적 극적인 가족치료의 도입을 제안하고자 한다. 또한, 청소년의 약물 중독 치료를 위하여 가족의 개입을 적극 활용한 개입법 중 최근 널리 사용되고 있는 모델 중 하나인 다차원적 가족치료를 소개하였다. 다차원적 가족치료를 소개함으로서, 가족의 영향력에 대하여 중요시 다뤘던 연구들이 임상 연구를 통하여 어떻게 실제 프로그램으로서 활용되고 있는가에 대하여 제시하였다.

The age of adolescence is a critical time of development and growth that impacts on life in adult. Even though there have been numerous research related to complex problems of substance abuse in adolescent, it is needed to understand substance abuse in adolescent for appropriate intervention, prevention, and treatment. This study examined substance abuse in adolescent through brief literature review. Lots of study about substance abuse in adolescent concluded that family especially parents is the most influential factor on substance abuse in adolescent. Thus, this study is aware of impact of family on substance abuse in adolescent, and suggests aggressive use of family therapy for substance abuse in adolescent. In addition, Multidimensional family therapy was introduced that is one of the most popular model for substance abuse in adolescent by using aggressive intervention of family. The study illustrated how studies that emphasized influence of family were utilized as clinical intervention by introducing Multidimensional family therapy.