대학생의 자기성장과 대인관계 향상을 위한 집단미술치료 프로그램 = Group Art Therapy Program for Improving Self-Growth and Building Interpersonal Relationship among University Students

다국어 초록 (Multilingual Abstract)

Nowadays, it is difficult for university students in Korea to have their specific status and roles within a society. Although they are now free from the national scholastic achievement examination of college entrance, they tend to face with another crisis and trouble. It is the crisis of their identity and values in new college life, of their adaptation to the course after graduation, of their relationships among others including parents and the opposite sex, and so on.
At this point, it is important for university students to promote their self-growth(including their self-identity and selt-esteem) and enhance their interpersonal relationship, which are important factors for them to adapt to their life during the adolescence.
Therefore, this thesis tries to inspect the effects by the application of the 'Group Art Therapy' program to university students, in order to promote their self-growth and interpersonal relationship, which are important to their life improvement. Ultimately, my aim is to provide fundamental data for developing and utilizing the group art therapy as the group counseling for university students, and to improve the quality of their lives.
Therefore the purpose of this study is to ascertain and activate the effects of the group art therapy for their self-growth and interpersonal relationship among university students.
For this, I selected the group of university students in Pucheon City who wanted to participate in the program.
The 12 students who show low scores and difficulties in the interpersonal relationship were selected as a sample, as a result of measuring test of the primary self-identity, self-esteem, interpersonal relationship. And they were randomly assigned to a therapy group(n=6) and a comparative group(n=6). The therapy group is given the group art therapy program, while the comparative group received no treatment during the period. The program of group art therapy is composed of 15 sessions and carried out once or twice per a week for three months, based on 90 min per session.
I used the instruments of the research in 3 stages : ① pre-test, ② post-test, and ③ follow-up, such as the Ego-Identity Scale(EIS), the Self-Esteem Inventory(SEI), and the Relationship Change Scale(RCS) for the quantitative analysis on the effect of the program. I also used the Kinetic House·Tree·Person(K-HTP) drawing test before and after, the Self Observations Papers in the each session, and the Group Activities Evaluating Test within the total process for qualitative analysis. In addition, I watched and analyzed, the qualitative changes of the students, shown in each session.
The analyzed results of the change of their self-growth(self-identity, self-esteem), and their interpersonal relationship through by the group art therapy are as follows ;
First of all, those who were participated in the group art therapy leveled up their self-identity ; therefore the statistically significant improvement is shown in my research. And the effect of improvement continuously lasted after the program.
Secondly, those who were participated in the group art therapy leveled up their self-esteem ; therefore the statistically significant improvement is shown in my research. And the effect of improvement continuously lasted after the program.
Thirdly, those who were participated in the group art therapy leveled up their interpersonal relationship ; therefore the statistically significant improvement is shown in my research. And the effect of improvement continuously lasted after the program.
While in the comparative group which had no treatment with the program showed no significant change the self-identity test, the self-esteem test, and the interpersonal relationship test.
Finally, in the personal analyzation, there were improvements of their self-growth especially through the 'My Family(Drawing a Family of Fishes)', the 'Growth Tree of Hope', the 'Decision ＆ Promise(Hand Printing)', the 'Healing for Damaged Emotions', and the 'Self-Finding(Self Box)'. Through qualitative analysis, the students became more positive and stable than before, and form their self-identity and self-esteem. Also, it is said that the interpersonal relationship improved by acquiring the cooperative spirit and group dynamics, especially through the 'Cooperation Finger Painting', the 'Draw a Story(Cartoon Relay)', the 'Doll-Role Play', and the 'My Family(Drawing a Family of Fishes)'.
From above results, the group art therapy improved their self-images of the subjects and caused the positive influence in the relationships among others. It also helped them make plans for the future and promote their self-identity and self-esteem, and eventually have the positive attitudes toward their whole life.
Therefore, the program of group art therapy is an effective method to promote their self-growth and enhance their interpersonal relationship, which are important factors for university students to adapt to their life during the adolescence.

목차 (Table of Contents)

• 목차 = 1
• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구 문제 = 4
• Ⅱ. 이론적 배경 = 6
• A. 자기성장 = 6
• 가. 자기성장의 개념 = 6
• 나. 자기이해(self understanding) = 8
• 다. 자기수용(self acceptance) = 9
• 라. 자기 개방(self disclosure) = 9
• B. 대인 관계 = 10
• 가. 대인관계의 개념 = 10
• 나. 자기성장과 대인관계 = 13
• C. 집단미술치료 = 18
• 가. 집단미술치료의 개념 = 18
• 나. 집단미술치료의 목적 및 효과성 = 20
• 다. 집단미술치료의 방법 = 22
• D. 선행연구의 고찰 = 26
• Ⅲ. 연구 방법 = 28
• A. 연구 대상 = 28
• B. 연구 설계 = 28
• C. 연구 도구 = 29
• 가. 자아정체감 검사(Ego-Identity Scale : EIS) = 29
• 나. 자아존중감 검사(Self-Esteem Inventory : SEI) = 30
• 다. 대인관계 검사(Relationship Change Scale : RCS) = 31
• 라. 동적 집-나무-사람 검사(Kinetic House-Tree-Person : K-HTP) = 33
• 마. 회기별 자기보고 = 34
• 바. 집단 활동 평가 = 35
• D. 집단미술치료 프로그램 = 35
• 가. 프로그램의 구성 및 내용 = 35
• 나. 프로그램의 진행 = 38
• E. 자료 분석 = 38
• 가. 프로그램의 양적 분석 = 38
• 나. 프로그램의 질적 분석 = 39
• Ⅳ. 연구 결과 = 40
• A. 프로그램의 양적 분석 결과 = 40
• 가. 대상자의 집단 간 동질성 검증 = 40
• 나. 연구가설 검증 = 40
• B. 프로그램의 질적 분석 결과 = 46
• 가. 회기별 자기보고와 행동 관찰 분석 = 46
• 나. 집단활동 평가 분석 = 50
• 다. K-HTP 그림의 사전·사후 비교 분석 = 51
• Ⅴ. 논의 = 58
• A. 양적 분석 결과에 대한 논의 = 58
• B. 질적 분석 결과에 대한 논의 = 59
• Ⅵ. 결론 및 제언 = 62
• 【참고문헌】 = 64
• 【부록 1】서약서 = 66
• 【ABSTRACT】 = 97