치료놀이 활동 프로그램을 통한 불안정애착 유아의 애착 표상 및 사회적 능력 향상 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine whether a theraplay program could improve the negative attachment representation of insecurely attached young children who found it difficult to be stably attached to their mothers and whether their changed attachment representation could allow them to have better social abilities.

The research questions were posed as follows:

1. What changes does a theraplay program bring to the attachment representation of young children?
2. What changes does a theraplay program bring to the social ability of young children?
2-1. What changes does a theraplay program bring to the interpersonal cognitive problem solving of young children?
2-2. What changes does a theraplay program bring to the social behavior of young children?

The subjects in this study were two young girls aged 4 and 5 who were diagnosed as insecurely attached after a pretest was conducted. They played mostly alone without fitting in with peers in free-play situations in their classrooms.
A 24-session theraplay program was executed for 12 weeks in two stages. In the first stage, theraplay was provided separately for the children three times a week, over 6 weeks for a total of 18 theraplay sessions; simultaneously, their mothers received separate education once a week, over 6 weeks for a total of 6 theraplay sessions. In the second stage, the mothers and children were both involved in mother-child group theraplay once a week, over 6 weeks for a total of 6 theraplay sessions. Each session ran 50 minutes in the two stages.
To address research question 1 and 2-1, an Attachment Story Completion Task (ASCT) was assigned before and after the program; in addition, an Interpersonal Cognitive Problem Solving (ICPS) test was conducted as well before and after the experiment. Next, the verbal and behavioral responses of the young children toward each story theme were investigated to look for any possible changes. As for research question 2-2, the social behaviors of the young children were observed in five different periods of time, which included pre-experiment, 3 weeks after the experiment, 6 weeks later, 9 weeks later and post-experiment. Research observations were made in free-play situations in their classrooms. Their social behaviors were videotaped in every observation stage, three times each, 20 minutes respectively. Therfore, 60 minutes of videotaped materials were gathered for each of the observation stages, then transcribed and analyzed.

The major findings of the study were as follows:

First, concerning changes in the attachment representation of the insecurely attached young children toward their mothers before and after the experiment, the negative attachment representation of both young children was replaced with a more positive attachment representation. Furthermore, they began to be securely attached to their mothers.
Second, regarding changes in the ICPS of the insecurely attached young children before and after the experiment, there was an increase in the alternative solution thinking and consequential thinking of the two young children, which were subfactors of ICPS. Namely, the number of plans they came up with to handle interpersonal problems increased for both in the two regards. By category of plan, they drew up more positive plans than negative ones.
Third, as to changes in the social behaviors of the insecurely attached young children in free-play situations in their classrooms, both young children showed a favorable change in social behaviors. Before the experiment, they mainly played alone, failing to fare well with their peers, but they began to spend more time playing with others after the experiment.

The above-mentioned findings indicated that the theraplay program had a good effect on bolstering the attachment representation and social ability of the insecurely attached young children.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• 3. 용어의 정의 7
• Ⅱ. 이론적 배경 10
• 1. 애착과 애착 표상 10
• 2. 유아의 사회적 능력 18
• 3. 치료놀이와 유아의 애착 및 사회적 능력 24
• Ⅲ. 연구방법 31
• 1. 연구대상 31
• 2. 연구도구 35
• 3. 연구절차 45
• 4. 자료분석 58
• Ⅳ. 연구결과 59
• 1. 유아의 애착 표상의 변화 59
• 2. 유아의 사회적 능력의 향상 72
• Ⅴ. 요약 및 논의 103
• 1. 요약 103
• 2. 논의 107
• 참고문헌 115
• 부 록 129
• Abstract 184