학교폭력 예방을 위한 교과 과정 내 집단 미술치료 프로그램이 초등학교 고학년의 자기표현과 또래 관계 향상에 미치는 효과 = The Effects of a Group Art Therapy Program within the Curriculum for School Violence Prevention on Self-Expression and Peer Relationship Improvement of Upper Elementary School Students

다국어 초록 (Multilingual Abstract)

This study examined the effects of a group art therapy program implemented within the school curriculum for the prevention of school violence on the self-expression and peer relationship development of upper elementary school students. The program aimed to help students regulate inner energy and stress while fostering self-expression, peer interaction, and cooperation. The participants were 35 fourth-grade students from two of four classes at H Elementary School in City A. all of whom participated in the intervention. The program was conducted during curriculum hours over eight sessions once a week for 80 minutes, from September 24 to November 19, 2024. Pre- and post-tests were administered to measure changes. Research tools included qualitative analyses of self-expression through content-centered and process-centered approaches, supplemented with verbal data, as well as session journals and observational records of the art therapy process. Additionally, the Kinetic School Drawing (KSD) was employed to assess changes before and after the intervention. The findings indicated: First, Students demonstrated an increase in both spontaneous and concrete forms of self-expression. Second, in peer interaction, students demonstrated positive changes, including negotiating differing opinions and making efforts to resolve conflicts. Third, increased opportunities for cooperative experiences, active participation, and supportive group environments led to improved peer relationships. Fourth, significant differences in activity levels, interaction, and cooperation as measured by the KSD. These results demonstrate that a group art therapy program embedded in the curriculum is effective for preventing school violence by regulating children’s inner energy and stress while promoting self-expression and peer relationship growth. The findings highlight the significance of incorporating group art therapy into the curriculum and suggest its potential as a preventive approach to school violence in educational settings.