Earticle

본 연구는 활동중심 집단미술치료 프로그램이 종일반 유아들의 일상생활에서 오는 스 트레스 해소에 도움을 주고자 하는데 그 목적이 있다. 연구대상은 경기도 A시의 B유치원 에 재원중이며, 반일반 일과 후 귀가하지 않고 종일반 프로그램에 참여하는 종일반 유아 들 중 일상적 스트레스가 높은 유아 16명을 최종 선정하였다. 실험집단과 통제집단은 각 각 8명씩 임의배치 하였으며, 실험집단을 대상으로 B유치원 특별활동 교실에서 매주 2회, 회기 당 60분씩 총 12회기를 실시하였다. 본 연구 프로그램의 효과를 도출하기 위하여 사 전·사후로 유아의 일상적 스트레스 설문지검사를 실시하여 측정한 값을 통계 분석하여 순위도 검증인 Wilcoxon 검증을 실시하였다. 또한, 종일반 유아들의 스트레스 행동의 변 화를 알아보기 위하여 유아 스트레스 행동 관찰 유목을 만들어 관찰자 1명과 함께 변화 를 관찰하였다. 본 연구 결과를 요약하면 다음과 같다. 첫째, 활동중심 집단미술치료 프로 그램이 종일반 유아들의 일상적 스트레스에 유의미한 영향을 미친다. 둘째, 활동중심 집 단미술치료 프로그램은 종일반 유아들의 스트레스 행동에 유의미한 영향을 미쳤다. 결론 적으로, 활동중심 집단미술치료 프로그램은 종일반 유아들의 일상적 스트레스 감소와 스 트레스 행동 감소에 긍정적으로 작용되는 것을 확인하였다.

The purpose of this study is to provide an activity-oriented group art therapy program to help relieve stress from the daily life of children in general. The study subjects were in the B kindergarten in A city, Gyeonggi-do, and 16 infants with high daily stress among the general infants who participated in the full-day program without returning home after the semi-regular day were finally selected. The experimental group and the control group were randomly assigned to 8 people, and 12 experiments were conducted twice a week, 60 minutes per session, in the special activity classroom of Kindergarten for the experimental group. In order to derive the effect of this study program, the routine stress questionnaire test of infants was conducted before and after the statistical analysis of the measured values, and Wilcoxon verification, a ranking test, was performed. In addition, in order to find out the changes in stress behavior of infants in general, we made a nomadic tree for observing infant stress behavior and observed changes with one observer. The results of this study are as follows. First, an activity-based group art therapy program has a significant effect on the daily stress of children in general. Second, the activity-based group art therapy program had a significant effect on the stress behavior of children in general. In conclusion, it was confirmed that the activity-based group art therapy program positively affects daily stress reduction and stress behavior reduction in general infants.

Objective To explore the amount of practice and progression during task-oriented circuit training (TOCT) in chronic stroke survivors; to test the use of pedometers and observation-based measures in detecting step activity; to verify the possible correlation between step activity and locomotor function improvements.Methods Six community-dwelling chronic stroke survivors underwent 10 TOCT sessions (2 hours/each) over 2 weeks in which they were trained both on a treadmill and on six task-oriented workstations (W1?W6). During the sessions, they wore a piezoelectric pedometer and step activities were recorded. Outcome measures were as follows: % of activities during which pedometers worked properly; pedometer-based measures (total step counts, treadmill steps, workstation steps? total and W2,W3,W5,W6); observation-based measures (number of repetitions in task W1 and W4); walking speed changes measured by the 10-m walking test (10MWT) and walking endurance changes (6-minute walking test) after TOCT.Results During TOCT sessions (n=57), activities were recorded through pedometer-based measures in 4 out of the 6 patients. The total amount of step activity was 5,980.05±1,968.39 steps (54.29% in task-oriented workstations, 37.67% on treadmill, and 8.03% during breaks). Exercise progression was highlighted significantly by observational measures (W1, W4). A positive correlation was observed between increased gait speed and observational stair step repetitions progression (W1) (r=0.91, p=0.01) or pedometer-based tandem exercise step progression (W3) (r=0.98, p=0.01).Conclusion TOCT can be considered a high-intensity, progressive intervention to restore locomotor function in chronic stroke survivors. Pedometer-based measures might help in quantifying TOCT’s volume of practice; however, further investigations are required.

In this paper, an activity-oriented usability model is proposed. The usability model contains two types of characteristics: special-type characteristics of usability and sub-characteristics of usability. Workability, study-ability, and playability are, but do not exhaust, examples of special-type characteristic of usability. They correspond to working, studying, and playing using the software product, respectively. They represent the goal of using and can overlap each other. They are usability too by themselves. Navigate-ability, data-prepare-ability, data-input-ability, response-wait-ability, output-examine-ability, and output-utilize-ability are typical examples of sub-characteristics of usability. They correspond to navigating, preparing data, inputting data, waiting response, examining output, and utilizing the output data, respectively. They are not usability by themselves. They constitute usability together as a group. Assessing is the fundamental and indispensable aspect of quality. Without assessing, the concept of quality has little practical value. Satisfaction, effectiveness, and efficiency are the most typical subcharacteristics of usability in existing quality models, which correspond to the evaluation criteria of usability. In the activity-oriented usability model, however, only the user’s satisfaction is included: Satisfaction is regarded as the operational definition of usability in the user’s view. As the result, usability can be interpreted as the ‘goodness for using, which is evaluated by the user.’ Three fundamental principles regarding software quality models are proposed too in this paper: Principles of Parsimony, Cohesiveness, and Inheritance. Discussions illustrate well that typical existing usability models violate these basic principles. Many authors have tried to define general usability models which can be applied to most kinds of software. The dream of the general and universal usability model, however, may be an illusion. The activity-oriented usability model is expected to serve as a prototype from which specialized usability models can be derived.

This research presents a non-structured, empowered, and activity-oriented English immersion program developed and implemented at a college in an EFL setting. Since its inception in 1995, this program has gone through several changes in its curriculum and format. The participants in this program acquire the target language through being involved in several activities led by native speaking group leaders whose age are about the same as that of the program participants. The pre- and post-program interviews and the program evaluation made by the students and group leaders show that the program has significantly contributed to an increase in the speaking skills of the program participants, irrespective of the short program period. The program deserves the attention of English teaching professionals and researchers working in an EFL environment.

본 연구는 한부모 다문화가정 아동을 대상으로 활동중심 미술치료를 적용하여 시설 적응행동 변화를 살펴보는데 그 목적이 있다. 연구대상은 초등학교 2학년 9세 남자 아동 1명이다. 연구대상에게 활동중심 미술치료를 주 1회, 회기당 50분, 총 24회기를 진행하였다. 그리고 연구방법은 행동관찰법에 의해 미술치료 회기별 언어･행동변화를 질적분석 하였다. 활동중심 미술치료에 따른 시설 적응행동 변화를 측정하기 위해 CBCL을 사전과 사후에 실시하여 T점수를 비교하였다. 프로그램 실시 매 주 시설 부적응행동 체크리스트를 어머니와 시설 생활지도 교사에게 실시하여 회기별 총점의 변화와 하위영역의 사전과 사후의 변화를 살펴보았다. 연구결과는 다음과 같다. 활동중심 미술치료를 실시한 결과 회기별 언어･행동변화에서 초기에 집중하지 못하고 불안정한 모습에서 후기로 갈수록 집중시간이 길어지고 언어적 상호작용이 향상되는 모습을 보였다. 척도에 의한 변화에서는 총 문제행동수준과 외현화 문제행동 수준이 준임상수준으로 감소하였으며, 내재화 문제행동은 정상수준으로 감소하였다. 시설 부적응행동 체크리스트 에서도 각 영역의 부적응행동이 감소한 것으로 나타나 활동중심 미술치료가 한부모 다문화가정 아동의 시설적응에 효과적인 것으로 말할 수 있다.

The purpose of this study is to examine behavior changes when adapting to the facility by applying activity-oriented art therapy for a child from single-parent multicultural families. The subject of the study is one 9-year-old male child in the second grade of elementary school. Activity-oriented art therapy was conducted once a week, 50 minutes per session, a total of 24 sessions. And as a research method, the behavioral observation method was used to qualitatively analyze language and behavioral changes for each art therapy session. In order to measure the behavior changes when adapting to the facility according to activity-oriented art therapy, CBCL was performed before and after, and the T scores were compared. In addition, the facility maladaptive behavior checklist of the child was given to mother and facility guidance teacher every week to examine the changes in the total score and the changes of sub-domain before and after. The research results are as follows. The child was unstable and unable to concentrate in the early stages in language and behavioral changes, but as a result of activity-oriented art therapy, the concentration time became longer and verbal interaction improved in the later stages. In the change by scale, the total problem behavior level and the externalization problem behavior level decreased to a subclinical level, and the internalization problem behavior decreased to a normal level. In the facility maladaptive behavior checklist, maladaptive behaviors in each area were also reduced, suggesting that activity-oriented art therapy is effective for single-parent multicultural children's facility adaptation.

이 연구는 우울노인을 대상으로 활동중심 집단미술치료를 실시하여 우울감소의 변화를 살펴보는데, 그 목적이 있다. 연구대상은 정신과 병원에서 우울로 진단받은 70세 이상의 노인 8명으로 실험집단 4명, 통제집단 4명으로 무선 배치하였다. 실험집단에게 주 1회, 12 회기로 90분씩 활동중심 집단미술치료 프로그램을 실시하였다. 측정도구로는 한국판 노인 우울검사(KGDS)를 사용하여 활동중심 집단미술치료 프로그램의 사전ž 사후 변화를 살펴 보았다. 아울러 회기별 진행 과정을 질적 분석하여 연구대상의 우울행동 감소를 살펴보았 다. 이 연구의 결과는 다음과 같다. 첫째, 활동중심 집단미술치료 프로그램은 우울노인의 우울감소에 영향을 주어 심리적 회복에 긍정적인 변화를 나타냈다. 둘째, 집단원들이 회 기를 거듭할수록 무기력하고 우울한 상태에서 벗어나, 미술 활동에 적극적이고 긍정적인 자기표현이 많아지는 모습으로 변화하였다. 이 연구의 결과를 통하여 활동중심 집단미술 치료는 무기력한 우울노인에게 부담감이 없는 다양한 매체 경험을 통해 호기심을 자극하 고 탐색 활동을 촉진함으로써 신체에 활력을 제공하는 긍정적인 역할을 한 것으로 사료 된다.

The purpose of this study is to examine changes in depression reduction by performing activity-oriented group art therapy for depressed elderly people. The subjects of this study were 8 elderly people over 70 years old who were diagnosed with depression in a psychiatric hospital, and they were randomly assigned to 4 people in the experimental group and 4 people in the control group. An activity-oriented group art therapy program was administered to the experimental group once a week, 12 sessions for 90 minutes each. As a measurement tool, the Korean Geriatric Depression Scale (K-GDS) was used to examine the pre- and post-activities of the activity-based group art therapy program. In addition, the reduction in depressive behavior of the study subjects was examined by qualitative analysis of the progress of each session. The results of this study are as follows. First, the activity-oriented group art therapy program showed positive changes in psychological recovery by affecting the depression reduction of depressed elderly people. Second, as the group members repeated each session, they got out of a lethargic and depressed state, and changed into a more active and positive self-expression in art activities. Through the results of this study, activity-oriented group art therapy is considered to have played a positive role in providing vitality to the body by stimulating curiosity and promoting exploration activities through various media experiences that do not burden the helpless depressed elderly.

본 연구에서는 초등학교 5학년 학생들을 대상으로 한 활동중심 진로교육 프로그램을 구안하여 적용한 다음 진로자아효능감에 미치는 효과가 어떠한가를 분석하였다. 본 연구의 목적은 초등학생들이 흥미를 가지고 적극 적으로 참여할 수 있는 활동중심의 진로교육 프로그램을 구안·적용함으로써 학생들의 진로자아효능감을 길 러주고, 향후 초등학교 진로교육에 있어 도움이 되는 기초자료를 제공하는 데 목적을 두고 있다. 주제를 설정 하고 관련 문헌 조사 및 분석을 통한 이론적 배경을 정립하고 사전 설문 조사를 한 후 활동중심 진로교육 프로 그램을 구안하고 적용하여 각 프로그램 회기별 산출물을 중심으로 정리 및 분석하였다. 분석 결과 첫째, 학생 들이 자신의 진로에 대한 관심이 높아졌으며, 자신의 소질과 적성을 정확하게 파악할 수 있게 되었다. 둘째, 다 양한 직업의 종류를 접하면서 스스로의 인지도 안에 직업세계의 영역을 확장시킬 수 있게 되었다. 셋째, 앞으 로의 꿈과 미래에 대한 계획과 준비를 하는 자세를 갖게 되었음을 확인할 수 있었다.

In this study, we designed and applied an activity-based career education program for fifth grade elementary school students and analyzed its effect on career self-efficacy. The purpose of this study is to develop students' career self-efficacy by designing and applying an activity-oriented career education program in which elementary school students can actively participate with interest, and to provide basic data that will be helpful in future elementary school career education. is leaving. After setting the topic, establishing the theoretical background through research and analysis of related literature, and conducting a preliminary survey, an activity-oriented career education program was designed and applied, and the output of each program session was organized and analyzed. As a result of the analysis, first, students' interest in their own careers increased, and they were able to accurately identify their talents and aptitudes. Second, through exposure to various types of jobs, I was able to expand the scope of the world of work within my own awareness. Third, we were able to confirm that we had an attitude of planning and preparing for future dreams and the future.

이 연구는 선택적함구증 아동을 대상으로 활동중심 미술치료를 적용하여 언어·행동 변화 및 투사그림검사의 변화를 살펴보는데 그 목적이 있다. 연구대상은 초등학교 3학 년에 재학 중인 10세 아동 1명이다. 연구대상자에게 활동중심 미술치료를 주2회, 1회 기에 45분, 총 30회기 진행하였다. 활동중심 미술치료의 실시에 따른 언어·행동 변화 를 측정하기 위해 프로그램 진행을 회기별 기록하여 기술하였으며, 투사그림검사의 변 화를 살펴 보기위해 HTP, KSD, LMT를 프로그램 사전·사후로 실시하여 그림을 분석 하였다. 그에 따른 연구 결과는 다음과 같다. 활동중심 미술치료를 실시한 결과 회기 별 언어·행동변화에서 초기에 인사를 하지 않으며 입모양으로 표현하다가 후기로 갈 수록 언어로 인사를 하고, 자신이 하고 싶은 활동을 말로 표현할 정도로 언어적 의사 소통이 신장되었다. 또한, HTP, KSD, LMT의 분석결과에서도 사회적 상호작용과 현 실검증능력이 향상된 것으로 나타났다. 결론적으로 선택적함구증 아동에게 활동중심 미술치료를 적용하여 언어적 의사소통이 신장 되었으며, 사회적 상호작용 향상과 현실 감 검증의 긍정적 효과를 보았다.

The purpose of this study is to examine changes in language, behavior, and projecti ve test by applying activity-oriented art therapy to children with selective mutism. T he subject of study is one 10-year-old child attending the third grade of elementary s chool. Activity-oriented art therapy was conducted twice a week, 45 minutes in a ses sion, and 30 sessions in total to the participant. The program progress was recorded f or each session in order to measure the changes according to the implementation of a ctivity-oriented art therapy, and HTP, KSD, and LMT were conducted before and afte r the program to analyze the participant's drawings. The results of the study are as f ollows. As a result of conducting activity-oriented art therapy, verbal communication was expanded enough to express greetings and to communicate in his own language as the program progresses to the later sessions from the early stages of not expressi ng greetings at all. In addition, the results of HTP, KSD, and LMT analysis showed that social interaction and reality verification ability were improved. In conclusion, by applying activity-oriented art the rapy to children with selective mutism, verbal comm unication was improved, and it also showed positive effects of improving social intera ction and realism.

본 연구는 활동중심 집단미술치료 프로그램이 다문화가정 자녀의 자아존중감과 사회성에 미치는 효과를 검증하는데 목적이 있다. 연구대상은 초등학교 4∼6학년에 재학 중인 다문화 가정 자녀 8명을 대상으로 활동중심 집단미술치료프로그램을 주 2회 90분씩 총 12회에 걸 쳐 실시하였다. 활동중심 집단미술치료 프로그램의 효과를 측정하기 위해 SPSS 18.0 program을 이용하여 사전, 사후 자아존중감 검사, 사회성 검사를 t-test로 비교 분석하였으 며, 나무그림 검사, 학교생활화(KSD) 검사의 사전, 사후 변화를 분석하였다. 이를 통해 본 연구 결과는 다음과 같다. 첫째, 활동중심 집단미술치료 프로그램은 다문화가정 자녀의 자 아존중감에 통계적으로 유의미한 수준으로 향상되어 효과가 있는 것으로 나타났다. 둘째, 활동중심 집단미술치료 프로그램은 다문화가정 자녀의 사회성에 통계적으로 유의미한 수준 으로 향상되어 효과가 있는 것으로 나타났다. 이상의 결과로 볼 때 활동중심 집단미술치료 프로그램은 다문화가정 자녀의 자아존중감 및 사회성에 효과적임을 알 수 있다. 그러므로 다문화가정 자녀 관련 교육 및 임상현장에서 활동중심 집단미술치료 프로그램이 효과적인 접근법으로 활용가능성을 시사한다.

The perpose of this study is to test effect of activity-oriented art therapy program for group upon children of multi-cultural families' self-esteem and sociality. Study subjects were 8 students with multi-cultural family in 4th～ 6th grade and activity-oriented art therapy program for group was performed two times a week, 90 minutes each - 12 sessions in total. To know effect of activity-oriented art therapy program for group, pre- and post- test of self-esteem and sociality was compared by t-test and change of pre- and post- of Baum test and changes of Kinetic School Drawing(KSD) were analysed using SPSS 18.0 program. The study results are as follows: First, Activity-oriented art therapy program for group was effective in improvement of self-efficacy of children with multi-cultural family. Second, Activity-oriented art therapy program for group was effective in improving sociality of multi-cultural families' children statistically. Based on above results, Activity-oriented art therapy program for group was effective for improvement of self-esteem and sociality for children of multi-cultural families. Therefore, Activity-oriented art therapy program for group shows a possibility as effective approach in education and clinical field related to children of multi-cultural families.

The purpose of the study was to investigate the effectiveness of activity oriented teaching methods for mathematics learning disabilities. Eight middle school students (4 males and 4 females) were involved in the study. In order to search the answers for the research questions, mathematics grade reports for two regular tests, individual interview documents and questionnaire regarding students' attitudes toward mathematics were utilized. It took 7 months to collect data. Students with learning disabilities revealed improvement in mathematics performance in comparing two tests results. Also their attitudes toward mathematics were enhanced.

본 연구는 돌봄이론에 기반한 활동중심 집단미술치료 프로그램이 취약계층 학령기 아 동의 자아개념에 미치는 영향을 알아보는데 연구의 목적이 있다. 연구대상은 A시의 B지 역아동센터 3∼6학년에 재학 중인 취약계층 학령기 아동 중 불안정한 행동으로 어려움 있는 학생으로, 센터장의 추천을 받은 취약계층 학령기 아동 8명이다. 프로그램 운영은 주 1∼2회, 90분씩, 총 10회기의 돌봄이론에 기반한 활동중심 집단미술치료를 실시하였고, 효과성 검증을 위하여 프로그램 사전·사후에 자아개념검사를 실시하였다. 통계처리는 SPSS 23.0 사용하여 사전·후 검사의 변화를 대응표본 t 검정으로 비교 분석하였다. 또한 보조관찰자가 전 과정을 녹화하고, 내용을 기술하였다. 본 연구의 결과를 요약하면 첫째, 돌봄이론에 기반한 활동중심 집단미술치료는 취약계층 학령기 아동의 자아개념 향상에 효과적이었다. 둘째, 돌봄이론에 기반한 활동중심 집단미술치료 프로그램은 취약계층 학 령기 아동의 자아개념의 하위요인 중 행동적응력, 지적능력과 학교지위, 신체적 외모와 특성, 불안으로의 자유, 인기도, 행복/만족감 변화에 효과적인 것으로 나타났다. 다음의 연구결과를 통해 돌봄이론에 기반한 활동중심 집단미술치료가 취약계층 학령기 아동의 자아개념에 긍정적인 효과를 미친 것을 알 수 있다. 따라서 본 연구의 돌봄이론에 기반한 활동중심 집단미술치료 프로그램은 취약계층 학령기 아동의 자아개념 향상을 위한 임상 적 기초자료를 제시하였다.

The purpose of this study is to investigate the impact of an activity-oriented group art therapy program based on care theory on the self-concept of school-aged children from underprivileged classes. The subjects of the study were eight students from underprivileged classes attending B Regional Children's Center in City A who had difficulties due to unstable behavior and were recommended by the center director. The activity-oriented group art therapy based on care theory was conducted with a total of 10 sessions, 1 to 2 times a week, 90 minutes each. The self-concept test was conducted before and after the program to verify effectiveness. For statistical processing, SPSS 23.0 was used to compare and analyze changes between pre- and post-tests using a paired-samples t test. Additionally, an assistant observer videotaped the entire process and described the content. To summarize the results, first, activity-centered group art therapy based on care theory was effective in improving the self-concept of underprivileged school-aged children. Second, the activity-centered group art therapy program based on care theory improves behavioral adaptability, intellectual ability and school status, physical appearance and characteristics, freedom from anxiety, popularity, and changes in happiness/satisfaction among the sub-factors of self-concept of underprivileged school-aged children, and which shown to be effective. The results show that activity-oriented group art therapy based on care theory had a positive effect on the self-concept of underprivileged school-aged children. Therefore, the activity-centered group art therapy program based on the care theory of this study presented basic clinical data for improving the self-concept of underprivileged school-aged children.

인공지능 시대의 도래에 따른 편리함도 있지만 그에 따른 윤리적 갈등도 발생한다. 이에 세계 각국은 인공지능 윤리 원칙을 발표하 고 인공지능 윤리 교육에 관심을 높이고 있다. 본 연구의 목적은 교양교육으로써의 인공지능 윤리 교육을 위한 윤리 이슈별 활동 중심의 윤리 교육 사례를 제시하는 것이다. 이를 위해 다양한 연구에서 제시하고 있는 인공지능 윤리 교육 이슈를 분석하여 제시하 였다. 또한, 인공지능 윤리 교육을 위해 ‘인공지능의 사회적 영향’, ‘ 데이터 윤리’, ‘알고리즘 윤리’로 영역을 나누어 하위 이슈를 제 시하였다. 이러한 윤리 이슈들의 개념과 적용을 효과적으로 전달하기 위해 이해-활동-반추의 과정을 통해 내면화하도록 방향을 설 정하였다. 마지막으로 본 연구는 실제 각 인공지능 이슈별 교육 활동 사례를 제시함으로써 함으로써 실천적 인공지능 윤리 교육에 기여하고자 하였다.

There are conveniences with the advent of the age of Artificial Intelligence(AI), but ethical conflicts also arise. Accordingly, countries around the world are announcing the ethical principles of AI and raising interest in AI ethics education. The purpose of this study is to present an activity-oriented ethics education case for each ethical issue for AI ethics education as a liberal arts education. To this end, the AI ethics education issues suggested in various studies were analyzed and presented. In addition, for AI ethics education, sub-issues were presented by dividing the areas into ‘Social impact of AI’, ‘Data ethics’, and ‘Algorithmic ethics’. In order to effectively convey the concept and application of these ethical issues, the direction was set to be internalized through the process of understanding-activity-reflection. Lastly, this study tried to contribute to practical AI ethics education by presenting examples of educational activities for each AI issue.

본 연구는 만 5세 5개월 된 유치원 부적응 유아에게 활동중심 미술치료를 적용하여 문제행동을 개선시키는 효과를 살펴보고자 한 사례연구이다. 연구절차는 A센터에서 주 2회 50분씩 총 16회기 활동중심 미술치료 프로그램을 실시하였다. 회기별 행동변화를 평정자간 신뢰도 100%에 해당하는 내용과 어머니 면담내용을 분석하였다. 본 연구결과 활동중심 미술치료 프로그램은 유치원 부적응 유아의 회기별 문제행동 변화에 긍정적인 효과를 주었다. 연구 결과를 바탕으로 한 논의는 다음과 같다. 첫째, 구조화된 활동중심 미술치료 프로그램이 문제행동 개선에 효과적으로 작용하였다. 둘째, 활동중심 미술치료 프로그램에서는 매체를 만지며 작업을 하며 억압된 감정을 해소하여 심리적 안정을 주어 부적응 행동을 적응행동으로 바꾸어 준다. 셋째, 활동중심 미술치료의 치료적 요인은 활동하는 자체가 심리적 효과가 있다는 것이다. 또한, 유아는 활동중심 미술치료 작업과정에서 작품의 완성을 통하여 자신감과 성취감을 경험하게 되었다. 결론적으로, 활동중심 미술치료는 미술매체와 미술활동 경험을 통해 자신의 욕구를 표출시켜 유아의 잠재적 긴장이나 불안을 완화하여 정서적인 안정을 통하여 문제행동을 개선하고 지속성을 유지하도록 하는데 효과적이라고 할 수 있다. 본 연구는 활동중심 미술치료가 유아의 정서적인 안정에 긍정적인 영향을 주어 문제행동을 개선시키고, 미술치료 프로그램의 기초자료를 제공하는데 의의를 가진다.

This study is a case study to examine the effect of applying activity-oriented art therapy to a preschool child aged 5 years and 5 months to improve problem behavior. The research procedure was conducted at A Center for 50 minutes of activity-oriented art therapy twice a week for a total of 16 sessions. Changes in behavior in each session were analyzed based on 100% of inter-rater reliability contents and interview with the mother. As a result of this study, the activity-oriented art therapy program had a positive effect on the change in problem behavior by session of a preschool child. Discussions based on research results are as follows. First, structured activity-oriented art therapy programs worked effectively to improve problem behavior. Second, in the activity-oriented art therapy program, children touch the medium, work and relieve their constrained emotions, thereby converting non-adaptive behavior into adaptive behavior by providing psychological stability. Third, the therapeutic factor of activity-oriented art therapy is that itself has psychological effects. In addition, a child experienced self-confidence and sense of accomplishment through completion of their work during the activity-oriented art therapy process. In conclusion, activity-oriented art therapy can be effective in expressing a child’s desire through the art media and experience in art activities, thereby improving problem behavior and maintaining continuity through emotional stability by alleviating the potential tension or anxiety of a child. This study is meaningful in that activity-oriented art therapy has a positive effect on the emotional stability of a child, improving problem behavior, and providing basic data for the art therapy program.

본 연구는 협동활동 중심 집단미술치료 프로그램이 저소득층 아동의 또래관계 에 미치는 효과를 알아보기 위한 것이다. 연구대상은 A시에 위치한 두 곳의 지역아동센터를 이용하는 저소득층 아동들 중 사회복지사의 추천과 부모 동의를 받은 초등학교 4학년 학생으로 실험집단 및 통제집단에 아동을 각 6명씩 배정하였다. 본 연구는 2014년 7월 21일부터 2014년 10월 13일까지 매 회기 60분씩, 주 1회, 총 12회기를 실시하였다. 본 연구의 효과 측정을 위해 양윤란(2004)의 아동·청소년 또래관계기술 척도(PRS-AC) 및 학교생활화(Kinetic School Drawing: KSD)를 사용하였다. 또한 본 연구 프로그램 중의 3회기와 11회기의 비언어적 협동화를 통하여 회기 중 또래관계 변화를 살펴보았다. 연구 결과, 협동활동 중심 집단미술치료 프로그램을 통해 저소득층 아동의 또래관계기술척도에 나타난 또래관계가 긍정적으로 변화하였으며, 학교생활화의 등장인물, 인물상의 행동과 내용, 상호작용에서 긍정적인 변화가 나타났다. 또한 비언어적 협동화에서 또래와의 상호작용이 증진되었다.

This study desires to examine the effects of Cooperative-activity-oriented group art therapy on peer relational of low income children. Subjects of the study are fourth year elementary school children law income families. Also they are recommended, by a social worker, have their parents agreement. They were divided into 6 children of an experimental group, and 6 children of a control group. The study is composed of an early stage(first to third session), a middle(cooperation) stage(fourth to ninth session), and a termination stage(tenth to twelfth session) from July 21 2014 to October 13 2014, so total 12 times were conducted, once a week, 60 minutes a session. Research tool of this study is Peer Relational Skills Scale for Children and Adolescents(PRS-AC) made by Yunran Yang(2004), and this tool was used to compare pretest, post test and follow-up. Also Kinetic School Drawing(KSD) was used to compare pre-inspection with post-inspection. I observed changes that happen peer relational skills through nonverbal cooperation of third session and eleventh session of this study. The results of this study are as follows. Cooperative-activity-oriented group art therapy has a positive effect on drawing(drawing test of school life and nonverbal cooperation), on peer relational skills of Children in low-income families.

본 연구는 대학생의 진로교육을 활동중심으로 구현할 수 있는 웹기반 인터페이스를 설계하는 것을 목적으로 하고 있다. 연구목적의 실현을 위하여 래피드프로토타이핑에 의하여 웹 인터페이스 초안을 설계하고 이를 전문 가에게 검토 받아 설계안을 확정하도록 하였다. 전체적인 설계방향은 첫째, 진로교육의 활동 순서는 체계적 액 션러닝의 순서에 준하여 실행한다. 둘째, 학습의 순환이 발생할 수 있도록 선순환 구조로 설계한다. 두 가지 큰 설계 방향에 따라 구안된 인터페이스는 학습환경 플랫폼 위에 자기이해, 타인이 보는 나 찾기, 직업세계 알기, 진로결정하기, 진로실행 계획하기, 활동설계하기, 개인, 공동 평가 및 성찰하기 등의 단계가 상호작용성이 강한 위키 및 웹 2.0의 설계 방식에 따라 구현될 수 있도록 설계하였다. 이와 같은 연구결과를 통하여 대학 현장에서 학습자들의 활동을 중심으로 한 경험 중심의 진로교육을 구현할 수 있을 뿐만 아니라 웹을 기반으로 하여 진로 교육에의 접근성을 높일 수 있을 것으로 기대한다.

This study was designed to implement Activity-Orientated Career Education for college students, using the web-based interface. A draft web interface was designed by Rapid Prototyping and was thereafter taken to experts to review and determine the designs, in order to achieve the purpose of the study. Firstly, the sequence of activities of career education was run in accordance with the systematic order of Action Learning, in order to understand the overall design direction. Secondly, the design of the study may result in virtuous cycle-to-cycle. According to two major design directions, on the learning environment platform, the interface consisted of, knowing who I am; knowing who others think I am, knowing the job world; career decisions; career action plans; action planning; individual and co-evaluation; reflection; etc. These steps were designed to be implemented in ac-cordance with strong interactivity of Wiki and Web 2.0 designs. This study was able to implement career education experiences centered around the activities of students at university, as well as experts, in order to increase the accessibility of Career Based Education on the web.

본 연구는 학령인구 급감과 다문화 캠퍼스 시대를 맞이하여, 지역 거점 대학 기숙사에 거주하는 한국학생(N=314)과 외국인 유학생(N=565) 총 879명을 대상으로 상호문화 교류 및 웰니스 환경 요인이 기숙사 생활 적응(정서적 안정)과 재이용 의도에 미치는 영향을 규명하였다. 연구 결과, 첫째, 유학생은 한국학생보다 글로벌 상호작용 참여 의지가 압도적으로 높았으나, 보건 및 신체활동 인프라 혜택 체감도는 낮게 지각하는 것으로 나타났다. 둘째, 기숙사 내 제도적 보건·심리 지지망과 실내 신체활동 인프라(체력단련실)는 국적을 불문하고 전체 학생의 학업 스트레스 해소와 정서적 안정을 견인하는 가장 강력한 핵심 요인으로 확인되었다. 셋째, 기숙사 재이용 의도를 결정짓는 요인으로 한국학생은 '개인의 규칙적 생활(수면권) 보장'과 '구조화된 언어교환 프로그램 참여'를 중시한 반면, 유학생은 '한국학생으로부터의 환대(소속감)'와 '안전한 보건의료 지지망'에 절대적으로 의존하는 구조적 차이를 보였다. 본 연구는 다문화 기숙사 생태계에서 체육·웰니스 인프라와 사회문화적 적응 간의 융복합적 인과구조를 대규모 실증 데이터를 통해 밝혔다는 데 의의가 있으며, 향후 성공적인 글로벌 생활-학습 공동체 구축을 위해 비언어적 스포츠 버디 프로그램 도입 및 다국어 스마트 웰니스 지원 시스템 구축을 제언한다.

This study aimed to investigate the structural effects of intercultural exchange and wellness environmental factors on daily life adaptation (emotional stability) and intention to reuse university dormitories, focusing on 879 students (314 Korean students and 565 international students) residing in a regional university dormitory in South Korea. The results are as follows: First, international students exhibited a significantly higher willingness to participate in global interactions than Korean students, whereas their perceived benefits from health and physical activity infrastructure were relatively lower. Second, institutional health/psychological support networks and indoor physical activity infrastructure (e.g., fitness rooms) were identified as the strongest predictors driving academic stress relief and emotional stability for all students, regardless of nationality. Third, regarding the intention to continually reside in the dormitory, Korean students prioritized 'guaranteed personal regular lifestyle (right to sleep)' and 'participation in structured language exchange programs.' In contrast, international students' decisions heavily relied on 'hospitality (sense of belonging) from host students' and 'secure healthcare support networks.' This study empirically demonstrated the convergent causal mechanism between wellness infrastructure and sociocultural adaptation within a multicultural dormitory ecosystem. To build a sustainable global living-learning community, this study suggests implementing non-verbal sports buddy programs and establishing multilingual smart wellness support systems.

본 연구는 주요 목적 달성을 위해 라인댄스와 리듬체조 중심의 신체활동에 참여하고 있는 65세 이상 노인 202 명을 대상으로 성숙한 노화태도, 우울 그리고 성공적 노화 설문지를 이용하여 연구를 진행하였다. 연구결과를 제시하면, 첫째, 신체활동 참여 노인들의 성숙한 노화태도가 높을수록 우울은 감소하였다. 둘째, 신체활동 참여 노인들이 성숙한 노화태도를 높게 인식할수록 성공적 노화도 높았다. 셋째, 신체활동 참여 노인들이 우울을 높게 지각할수록 성공적 노화 는 낮아지는 것으로 나타났다. 이상의 결과에 근거하면, 노인들이 신체활동에 규칙적으로 참여할 수 있도록 독려하고, 우울에 대한 적극적인 중재를 통해 신체활동 참여노인들이 성공적 노화를 이룰 수 있도록 해야 할 것이다.

This study was conducted with 202 elderly people aged 65 years or older (40.6% male and 59.4% female) participating in physical activities centered on line dance and rhythmic gymnastics. To achieve the main objectives of the study, a questionnaire for mature aging attitude, depression and successful aging was used. The results are as follows. First, matured aging attitude influenced negatively on depression. Second, matured aging attitude influenced positively on successful aging. Third, depression influenced negatively on successful aging. Based on the above results, it is necessary to encourage the elderly to participate in physical activities to achieve successful aging through active interventions against depression.

Objective : The purpose of this study was to investigate the change of activity of daily liv-ing(ADL) on task-oriented Learning program in adult with cerebral palsy.Method : The subjects were forty members who were treated at dept. occupational therapy the H Rehabilitation Center in kwang ju from January 2003 to July 2003. The ADL were meas-ured with Functional Independence Measure(FIM) and collected data were statistically analysed by SPSS PC for Wilcoxon signed rank test using NPARIWAY.Results : 1. A age distribution of the subject was from 20 to 36, and the average age was 25.6. The number of the twenties are the most number of the subjects by 28 persons(70%). The men were 19 persons(47.5%) and the women were 21 persons(52.5%). The clinical types of adult with cerebral palsy were dyskinesia 4 persons(10%), spastic quadriplegia 10 persons(25%), spas-tic hemiplegia 12 persons(30%), spastic diplegia 14 persons(35.5%). In the dominated hand, the right’s was 27 persons(67.5%), and the left’s was 13 persons(32.5%) and the number of person with language disability was 26 persons(65%), without language disability was 14 persons (35.5%). The duration of medical treatment was 61 days at the shortest, 123 days at the lon-gest, and the average duration was 82 days. 2. The variation to the performance of daily life after pre-treatment and post-treatment through the general characteristics of the adult with cerebral palsy was significantly (p<.01) in-creased independent of age, gender, clinical types except dyskinesia, dominated hand, speech dis-ability and treatment duration of less than 2∼3month.3. The variation of the pre-treatment and the post-treatment in the detail item to the per-formance of daily life of the adult with cerebral palsy through task-oriented Learning program was significantly(p<.01) increased at the self-care, sphincter control, locomotion, mobility, com-munication and social cognition.Conclusion : Cerebral palsy cause disability on daily life with decrease of motor performance ability by adding marked growth of the adolescence, disease, treatment interruption, trauma etc, to past poor motor control function, impaired balance reaction, muscle spasticity etc. But if proper task-oriented Learning program has been performing to patients continuously, General ADL performance ability will be increasing in young adult with cerebral palsy patients.