모래놀이치료가 농촌조손가정 아동의 행동문제와 자아존중감 및 정서지능에 미치는 효과 = Effect of Sandplay Therapy on Grandparents-Grandchildren Families Children's (in a Rural Area.) behavior problems, Self-Esteem and Emotional Intelligence

다국어 초록 (Multilingual Abstract)

This study finds out that the sand play therapy effects the behavior problems and the self-esteem and the emotional intelligence of the children raised by grandparent in country side, looks at the change of the sand play treatment process through analysis.

The study question was set like below for that.

1. Can the sand play treatment make the behavior problem of the children raised by grand parents better?
2. Can the sand play treatment improve the self-esteem of the children raised by grand parents?
3. Can the sand play treatment improve the emotional intelligence of the children raised by grand parents?
4. What is changed of the sand box made by the children through the sand play treatment?

For this study, we selected three elementary schools in A, B cities in ChungCheong NamDo and 7 community child centers as well as the experiment group 15 and the controlled group 15 children raised by grandparents. The only experiment group carried out the treatment after conducting the TRF(Teacher's Report Form) for teacher, self-esteem scale and intelligence scale for the children. It was carried out once a week during from May 2013 to September 2013, and practiced for 40 minutes in a total of 12 sessions. Before the start of the treatment, a pre-scan was conducted and post test was carried out after the treatment. Two sand play therapists took individual counseling with therapy programs.
There were tools, TRF(Teacher's Report Form), Achenbach & Rescorla(2001) made and teacher or school canceller can estimate the adaptation condition and the behavior problem of the student, and rosenberg self esteem scale, Shin Chul(1997) validated the reconstitution of SEI(SEI-Eesteem Inventory) by Coopersmith(1967) Moreover. we used the emotion intelligence scales, Moon(1999) produced based on the emotion intelligence module(4 territory standard 16 elements module). Quality analysis was conducted with overall factors such as the behavioral characteristics of the client, the therapist 's feeling on the sand box, the import of the story by the clients.
For this study, the test data collected was analyzed by the SPSS 18.0 statistic program as follows. In advance, it calculated frequency and percentage and performed χ2 black to compare the general characteristics of children in both of the experiment group 15 and the controlled group.
Second, T test was performed and to find out the effect of the therapy to behavior problems and self esteem of the children, significance level was α = .05 verified,

The summary of this study is as below.

First, the result of the treatment to improve the behavior problem of the children is like that. After the treatment, the behavior problem of the experiment group drops down attentively, however controlled group was nothing changed. It reports that the treatment is effective to make the children behavior better.

Second, the result of the treatment to improve the children's self worth is like the following. Self esteems in normal or in home or in society, during study have meaning, but there was nothing appeared to any differency of in the controlled group.

Third, the result of the treatment to improve the children's emotional intelligence is like the below. The emotional awareness, the express and the emotional regulation had meaningful difference, but the controlled group did not have any difference. it means the play effects to improve the emotional intelligence.

Forth, through the treatment, the children seemed to hesitate to choose figure and be silent, confused and daunted. They were difficult to understand other people's emotion as well as express own emotion.
Progressing the sessions, they feel the senses of stability and less tension and psychological anxiety, they searched actively the sand box. Putting the figure in the sand box, they have got more self-expression about them selves and feeling. They expressed the repressed emotions and the anger and they can control the anger by changing their emotion, and accept the reality unsolved in the transition state of the consciousness process. They recognized for the positive of themselves, family and marginal group on the process of redefining themselves by the encouragement and the support of researchers. Moreover, we can see the matter of the behavior problems, self esteem and emotional intelligence were improved on the instructer reports.

Therefore, the result of study suggests that the sand play therapy has the possibility as effective treatment tool which makes the children's behavior, the self esteem and the emotional intelligence better.

목차 (Table of Contents)

• 표목차
• 논문개요
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 7
• 3. 용어의 정의 8
• Ⅱ. 이론적 배경 11
• 1. 농촌조손가정의 이해 11
• 1) 농촌조손가정의 정의 11
• 2) 농촌조손가정 아동의 특성 12
• 2. 농촌조손가정 아동의 행동문제 15
• 3. 농촌조손가정 아동의 자아존중감 18
• 4. 농촌조손가정 아동의 정서지능 22
• 5. 모래놀이치료 24
• 1) 모래놀이치료 24
• Ⅲ. 연구설계 28
• 1. 연구대상 28
• 2. 연구설계 29
• 3. 측정도구 30
• 1) 아동·청소년 행동평가척도 교사용 (Teacher's Report From : TRF) 30
• 2) 자아존중감 척도 31
• 3) 정서지능 척도 32
• 4. 연구절차 33
• 5. 자료 분석 및 처리 34
• 1) 양적 분석 34
• 2) 질적 분석 34
• Ⅳ. 연구결과 35
• 1. 양적 분석 35
• 1) 모래놀이치료가 농촌조손가정 아동의 행동문제에 미치는 효과 35
• 가. 실험집단과 통제집단의 행동문제 점수 차이 검증 35
• 2) 모래놀이치료가 농촌조손가정 아동의 자아존중감에 미치는 효과 38
• 나. 실험집단과 통제집단의 자아존중감 점수 차이 검증 38
• 3) 모래놀이치료가 농촌조손가정 아동의 정서지능에 미치는 효과 41
• 다. 실험집단과 통제집단의 정서지능 점수 차이 검증 41
• 2. 질적 분석 45
• 1) 농촌조손가정 아동이 만든 모래상자의 변화 45
• (1) 모래놀이치료 과정에서의 A아동의 모래상자 및 행동 변화에 대한 질적 분석 45
• (2) 모래놀이치료 과정에서의 B아동의 모래상자 및 행동 변화에 대한 질적 분석 49
• (3) 모래놀이치료 과정에서의 C아동의 모래상자 및 행동 변화에 대한 질적 분석 54
• (4) 모래놀이치료 과정에서의 D아동의 모래상자 및 행동 변화에 대한 질적 분석 57
• (5) 모래놀이치료 과정에서의 E아동의 모래상자 및 행동 변화에 대한 질적 분석 61
• (6) 모래놀이치료 과정에서의 F아동의 모래상자 및 행동 변화에 대한 질적 분석 65
• (7) 모래놀이치료 과정에서의 G아동의 모래상자 및 행동 변화에 대한 질적 분석 68
• (8) 모래놀이치료 과정에서의 H아동의 모래상자 및 행동 변화에 대한 질적 분석 70
• (9) 모래놀이치료 과정에서의 I아동의 모래상자 및 행동 변화에 대한 질적 분석 73
• (10) 모래놀이치료 과정에서의 J아동의 모래상자 및 행동 변화에 대한 질적 분석 76
• (11) 모래놀이치료 과정에서의 K아동의 모래상자 및 행동 변화에 대한 질적 분석 78
• (12) 모래놀이치료 과정에서의 L아동의 모래상자 및 행동 변화에 대한 질적 분석 80
• (13) 모래놀이치료 과정에서의 M아동의 모래상자 및 행동 변화에 대한 질적 분석 82
• (14) 모래놀이치료 과정에서의 N아동의 모래상자 및 행동 변화에 대한 질적 분석 84
• (15) 모래놀이치료 과정에서의 O아동의 모래상자 및 행동 변화에 대한 질적 분석 86
• 2) 모래놀이치료 과정에서 보이는 농촌조손가정 아동의 특징 89
• Ⅴ. 논의 및 결론 93
• 1. 요약 및 논의 93
• 2. 연구의 제한점 및 제언 99
• 참고문헌 102
• 부 록 112
• ABSTRACT 133