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정상인에서 전기 및 자기 자극을 이용한 설 근육의 전기생리학적 평가
조은미,류종현,안성환,조경원,임건한,김진호,김후원 朝鮮大學校 附設 醫學硏究所 2006 The Medical Journal of Chosun University Vol.31 No.1
Background: Abnormality of lingual muscles is clinically common. But its exact clinical assessment is quite difficult. Evaluation of motor power of the lingual muscles and their neural pathway is limited because of anatomical inaccessibility and individual variation of subjective symptoms. Transcranial magnetic stimulation (TMS) of the human motor cortex is a non-invasive tool to assess the functional integrity of the fast conducting central motor pathways and electrical stimulation of lingual nerve is a conventional method of peripheral nerve conduction. Therefore both study will be helpful to understanding of pathophysiology of lingual abnormality. Until now there is no such report in Korea. This study was conducted to acquire the easier method and normal control values of Korean subjects. Method: We recorded the motor responses from the lingual muscles of 32 healthy subjects (22 men, 10 women) by focal cortical TMS with a circular coil. Motor potentials were recorded by means of surface electrodes applied on the both side of the tongue, following TMS several centimeters lateral from the vertex and parietooccipital cortex and peripheral electrical stimulation of the 12th cranial nerve at the lateral 1/3 point of the line between the midline and angle of mandible. Results: During moderate motor activation, majority of maximal motor response were obtained 4-6cm lateral to the vertex with similar latencies. And the responses from magnetic stimulation of the intracranial segment of hypoglossal nerve were discarded because of difficulty to obtain and unsatisfactory reproducibility. The latency of motor evoked potentials in right cortical stimulation was 10.08 ± 1.17 msec and in left stimulation 10.04 ± 1.32 msec. The amplitudes in right 2.15 ± 1.02, left 2.09 ± 1.11 mV. The latencies electric hypoglossal nerve stimulation were 2.42 ± 0.34 in right, 2.49 ± 0.35 msec in left side. The amplitudes were 2.90 ± 2.37 in right, 2.43 ± 1.86 mV in left side. Central conduction times as calculated by subtracting the response latencies obtained by magnetic and electric stimulation are right 7.65 ± 1.19, left 7.55 ± 1.35 msec. There was no significant difference between man and woman, Conclusion: The method may be efficient, noninvasive, painless, and easy reproduced. With more extensive application to various neurological disorders, it comes close to being an ideal clinical conduction study technique for this cranial nerve.
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ADHD 아동을 위한 예술치료 프로그램 개발 : 영상매체 활용을 중심으로
이에스더,안은미 한국문화교육학회 2012 문화예술교육연구 Vol.7 No.1
고도화된 물질문명의 시대가 가속화됨에 따라 현대인들에게 인간소외 현상, 정신적 불안과 공포, 자아감 상실 등의 역기능 현상들이 나타나고 있다. 이 뿐만 아니라 일반아동에게서도 일시적인 정신장애나 행동상의 문제가 나타나고 있다. 특히 학교, 가정 그리고 또래집단의 관계형성에서 여러 가지 행동장애를 일으키는 ADHD 아동이 늘어나고 있다. ADHD 아동은 기질적으로나 환경적으로 심리가 불안하고 정서가 안정되지 못하는 특징을 지니고 있다. 이러한 아동들이 좋아하고 관심을 가지는 영상매체를 활용하여 예술치료 프로그램을 적용한다면 그들의 문제점들을 보다 더 명확하게 파악하여 이를 개선할 수 있다고 본다. 이에 본 연구는 ADHD 아동의 인지·정서·행동개선을 위해 영상매체 활용 음악, 미술, 동작, 놀이가 통합될 수 있는 예술치료 프로그램을 개발하였다. 1회기부터 8회기까지 총 8개의 프로그램으로 설계하였고, 치료단계는 초기, 중기, 종결로 구성하였다. 처음 1회기와 2회기는 초기단계로 치료사와 집단 간의 적응 및 탐색을 통해 라포 형성에 목표를 두었고, 3회기부터 6회기는 중기단계로 주의집중과 정서조절능력을 키워줄 수 있도록 하였다. 마지막 7회기부터 8회기는 종결단계로 긍정적인 피드백을 주고받는 과정에서 집중력을 높이고 그들의 행동에 긍정적 변화를 도출할 수 있도록 구성하였다. Acceleration of a highly developed material civilization has caused adverse effects such as the human alienation phenomenon, mental anxiety and fear, loss of self-esteem, etc. Furthermore, normal children are also suffering from temporary mental disabilities or behavioral disorders. More children with ADHD are having behavioral problems at their school, at home and when they form peer relationships. Children with ADHD have characteristics of being temperamentally and environmentally unstable. Application of programs that utilize visual media and arts therapy that draw these children's interests can help finding solutions by figuring out their problems more clearly. Therefore, this study developed an integrated arts therapy program of music, art, motion and game utilizing visual media for the cognitive, psychological and behavioral improvement of children with ADHD. The program consists of eight programs that are divided into beginning, middle and ending sessions. The first and the second sessions are the beginning stages that aimed for establishing a close rapport between the clients and the therapists by adaptation and exploration, and from the third to the sixth sessions are the middle stages that focused on enhancing their span of attention and emotional concentration ability. The seventh and the eight sessions are the final stages that focused on improving the clients' concentration ability and fostering positive changes of their behaviors by exchanging positive feedbacks.
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