초등 고학년의 자기인식 및 자기조절 향상을 위한 소매틱슬로우댄스 프로그램 = A Somatic Slow Dance Program to Enhance Self-Awareness and Self-Regulation for Upper Elementary School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop a Somatic Slow Dance Program to enhance self-awareness and self-regulation in upper elementary school students and to verify its effectiveness. The upper elementary school period is a critical developmental transition period in which rapid physical, emotional, and social changes occur, and the formation of self-awareness and self-regulation skills is an important developmental task. However, within an educational environment characterized by academic stress, peer-relationship conflict, and an achievement orientation, students increasingly experience difficulty in recognizing their own bodies and emotions and regulating them appropriately. Therefore, this study aimed to develop a Somatic Slow Dance Program grounded in somatic and slow principles and, through it, to explore the possibility of fostering self-awareness and self-regulation in upper elementary school students.
The program was developed according to the procedures of investigation, analysis, design, construction, application, and revision/supplementation, based on Park In-woo's （1995） educational program development model. To secure the content validity of the program, a Focus Group Interview was conducted with six experts in the fields of somatics, somatic education, dance education, psychology, and art therapy, and the final program was constructed on this basis. The program consisted of four stages—Body Perception, Awareness, Emotion Regulation, and Expression and Communication—and a total of 12 sessions, aiming to enhance body awareness, emotional awareness, self-esteem, emotional expression, stress coping, and problem solving.
The participants were 20 students in grades 4 to 6 at an elementary school in Daegu Metropolitan City who had relatively low levels of self-awareness and self-regulation, comprising an experimental group of 10 and a control group of 10. The experimental group participated in a total of 12 program sessions—three times a week for four weeks, 70 minutes per session—while the control group received no separate intervention. The research instruments used were scales for self-awareness （self-esteem, body awareness, emotional awareness） and self-regulation （emotional expression, stress coping, problem solving）. Data were analyzed using repeated-measures ANOVA. In addition, participants' worksheets, drawings, writings, experiential journals, and group-sharing materials were collected and analyzed qualitatively in parallel. The study results are as follows.
First, the Somatic Slow Dance Program had a significant effect on improving self-awareness and self-regulation in upper elementary school students. Compared with the control group, the experimental group showed significant improvement in the total scores for self-awareness and self-regulation, and a distinct increase in the post-test compared with the pre-test.
Second, the Somatic Slow Dance Program had a positive effect on enhancing self-awareness. Significant improvement was confirmed not only in the total self-awareness score but also in all sub-factors—self-esteem, body awareness, and emotional awareness. This suggests that participants came to recognize and understand their bodily sensations and emotions more clearly, and that their positive self-concept and capacity for self-acceptance were enhanced.
Third, the Somatic Slow Dance Program was also found to be effective in enhancing self-regulation. Significant improvement was confirmed in the total self-regulation score, emotional expression, and stress coping, and problem solving likewise showed positive change after participation in the program. This means that participants developed self-regulation competencies enabling them to express and regulate their emotions more appropriately, to actively cope with stressful situations, and to flexibly resolve problem situations.
Fourth, the qualitative analysis showed that the changes in participants followed a developmental process expanding from body perception to emotional awareness and regulation, and then to creative self-expression. In the body perception stage, sensory awareness of breathing, body temperature, muscular tension and relaxation, and the center of gravity became concrete; in the awareness stage, the ability to recognize and name complex emotions improved. In the emotion regulation stage, body-based regulation strategies and active coping patterns were identified, and in the expression and communication stage, participants creatively expressed their self-worth and the meaning of their existence through a self-portrait performance. In addition, participants portrayed themselves as protagonists, heroes, and free and autonomous individuals, revealing a positive self-concept and a sense of self-efficacy.
Taking the above results together, the Somatic Slow Dance Program was confirmed to be a body-based integrative program with a significant effect on improving self-awareness and self-regulation in upper elementary school students. By facilitating emotional awareness and regulation, cognitive restructuring, and creative self-expression on the basis of bodily-sensory awareness, this program demonstrated the potential of an educational and counseling approach that holistically supports the developmental process of self-awareness and self-regulation. In particular, it is distinctive in that it structured a process of experiential learning and self-understanding mediated by the body, beyond conventional language- and cognition-centered interventions. Furthermore, it holds academic and practical significance in that it systematized somatic and slow principles in accordance with the developmental characteristics of upper elementary school students and presented them as a program model, proposing a new direction for counseling and educational practice that supports the integrated growth of the body, emotions, and cognition.

목차 (Table of Contents)

• (Abstract)
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 및 연구가설 5
• Ⅱ. 초등 고학년의 자기인식에 따른 자기조절 7
• 1. 초등 고학년의 발달적 특성 7
• 2. 초등 고학년의 자기인식에 따른 자기조절 9
• Ⅲ. 소매틱과 슬로우 무브먼트 19
• 1. 소매틱 19
• 2. 소매틱의 뇌과학적 메커니즘 31
• 3. 슬로우 무브먼트 39
• 4. 소매틱슬로우댄스 43
• Ⅳ. 연구 1: 소매틱슬로우댄스 프로그램 개발 64
• 1. 프로그램의 목적과 목표 64
• 2. 프로그램 개발 과정 65
• 3. 프로그램의 구조 및 내용 72
• Ⅴ. 연구 2: 소매틱슬로우댄스 프로그램 적용 103
• 1. 연구대상 103
• 2. 연구설계 105
• 3. 측정도구 106
• 4. 자료처리 및 분석 방법 108
• Ⅵ. 연구결과 111
• 1. 자기인식 및 자기조절에 대한 사전 동질성 111
• 2. 실험집단과 통제집단의 사후검사 결과 112
• 3. 프로그램 참여자들의 활동지 분석 119
• 4. 프로그램 참여자들의 그림과 글 분석 124
• Ⅶ. 논의 136
• Ⅷ. 결론 143
• 참고문헌 145
• 부록 164