초등학생의 스트레스와 스트레스 대처, 우울을 측정하기 위한 ‘빗속의 사람’ 그림의 반응 특성 연구 = The Study of 'The Person in the Rain' Drawing Response Characteristics to Measure Elementary Students' Stress, Coping System, and Depression

다국어 초록 (Multilingual Abstract)

This study wants to see response characteristics of 'The Person in the Rain' painting for measuring elementary students' stress, coping system, and depression. The specific purpose of the study are as follows,
First, to find differences between one's stress and sub-factors of coping system relating to one's background factors (gender, school year, academic grade, economic level, parents' job).
Second, to examine whether there are significant differences in painting factor scores according to stress, coping with stress, and depression.
Third, to search correlations 'between stress and one's coping system', 'between stress and depression', and 'between one's coping system and depression'.
Fourth, to look into which the painting of 'A Man in the Rain' can affect one's stress, coping system, and depression, if so, how much it affects them, and also which subfactor would explain these facts.
Fifth, to see a one's stress and sub-factors of coping system which influence depression when 'an umbrella' is seen in the picture or not.
For this study, 409 elementary students were conducted by the Stress Scale for Children (Jung, 2001), the Stress Coping Scale (Jung, 2001), and the Child Depression Inventory (CDI) (Kovacs & Beck, 1977). 'The Person in the Rain' drawing from those students were collected as well.
The study results are as follows,
First, according to one's background, there was a difference in subfactor of one's stress- differences in 'social culture' related to one's school year- and there was no difference in gender difference. Relating to academic grade and economic level, there were differences in 'family environment', 'growth', 'social culture', but there was no difference in parents' job. About one's coping system, 'tension relaxation' had difference among school years, but no difference in between genders. 'Active coping' by academic grade and economic level, 'hopeful coping' by economic level showed differences, and not difference in parents' job. There was no difference in one's background factors by one's depression.
Second, several drawing factors showed some differences by one's stress; 'space of rain', 'space of cloud', and 'space of puddle', and especially the higher one's stress level, the wider space of rain and puddle. By one's coping system, 'space of rain' and 'contact with rain' showed differences. When the subject showed lower level of depression, 'contact with rain' appeared more often and 'space of umbrella' appeared bigger.
Third, there were correlations between one's stress and depression, between one's stress and coping system. By examining sub-factors in one's stress and coping system, there were correlations between 'growth' and 'self-criticism', between 'growth' and 'deviation behavior'. By examining sub-factors in one's stress and depression, there were correlations from depression to 'family environment', 'growth', 'relationship', 'social culture'. By examining sub-factors in one's depression and coping system, there were correlations from depression to 'self-criticism', 'deviation behavior'.
Fourth, drawing-factors which influenced to stress were 'space of rain', 'space of cloud', and 'space of umbrella' and additionally drawing-factors which affected to coping system were 'contact with rain' and the number of 'white cloud'. Drawing-factor influencing to depression was 'space of umbrella'.
According to one's background factors, drawing-factors which influenced to stress were 'the number of puddle' and 'the number of shelter' for girls, and the number of 'white cloud' for boys. By academic grade, 'contact with rain' for high ranked students, 'space of rain', 'space of umbrella', 'space of cloud' for the middle, but there was no drawing-factor for the low ranked. By school year, no factor for the third, 'white cloud' and 'space of umbrella' for the fourth, 'contact with rain' for the fifth, and 'the number of shelter' for the sixth. By economic level, 'the number of lightening' for the upper class, 'white cloud', 'contact with rain' for the middle, and 'space of puddle' and 'contact with rain' for the low. By parents' job existence, 'space of rain' for both parents, 'space of cloud' and 'space of puddle' for only father, no factor for only mother, and 'the number of puddle' for neither parents.
Drawing-factors which influenced to copying system were 'the number of lightening' for girls, 'space of rain' and 'white cloud' for boys, by school year, 'the number of cloud' for the third, 'the number of lightening' and 'space of umbrella' for the fourth, 'contact with rain' for fifth, and 'the number of shelter' for sixth. By academic grade, 'space of rain' for high and middle ranked students, and 'space of umbrella' for the low ranked. By economic level, 'the number of lightening' for the upper class, 'contact with rain' and 'white cloud' for the middle, and 'space of puddle' for the low. By parents' job existence, 'space of rain' for both parents, 'the length of rain streak' for only father, no factor for only mother, and 'space of umbrella' and 'white cloud' for neither parents.
Finally, according to existence of umbrella, when there was no umbrella, 'growth' in the stress-factor affected depression, and 'social support' and 'positive interpretation' to coping system, when there was umbrella with or without wearing, 'social support' or 'active coping' affected depression.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• Ⅱ. 이론적 배경 4
• 1. 아동 스트레스 4
• 2. 아동의 스트레스 대처행동 8
• 3. 그림검사 11
• 4. 스트레스와 스트레스 대처, 그리고 ‘빗속의 사람 그림’과의 관계 14
• 5. 학령기 아동의 우울과 스트레스 15
• Ⅲ. 연구 방법 18
• 1. 연구대상 18
• 2. 자료 수집및 절차 19
• 3. 조사도구 19
• 4. 자료분석 21
• Ⅳ. 연구결과 23
• 1. 배경요인에 따른 스트레스와 스트레스 대처의 하위요인별 수준 및 스트레스와 스트레스 대처, 우울의분산분석 23
• 2. 스트레스와 스트레스 대처, 우울에 따른 그림요인 분산분석 23
• 3. 스트레스와 스트레스 대처, 우울과의 관계 36
• 4. ‘빗속의 사람 그림’이 스트레스와 스트레스 대처, 우울에 미치는 영향 37
• 5. 우산의 유무에 따라 우울에 영향을 미치는 스트레스와 스트레스 대처의 하위요인 45
• Ⅴ. 논의 및 결론 47
• Ⅵ. 제언 53
• 참고문헌 54
• 영문초록 58
• 부 록 61