놀이 중심의 자기효능감 증진 프로그램이 우울성향 중학생에게 미치는 효과

다국어 초록 (Multilingual Abstract)

This study aimed at examining whether a play-based self-efficacy enhancement program reduces depression in middle school students and improves their self efficacy.
The subjects of the study were 5 students who displayed depression symptoms described in DSM-Ⅳ, whose depression/anxiety scale scores measured by using Korean-Child Behavior Checklist(K-CBCL) were above 70T and whose depression scale scores belonged to the top 33% and self-efficacy scale scores belonged to the bottom 33% among the second-year middle school students selected by a teacher. The subjects were divided into an experimental group of 3 and a control group of 2 children. In the study, the following research methods were applied. First, in order to examine the effect of the play-based self-efficacy enhancement program on depression (helplessness, loneliness, and worthlessness) in the middle school students, self report depression scale scores before and after the implementation of the program were measured and compared. Besides, the changes in the students' depressive behaviors were explored by an index of depression behavior during program sessions. Second, for the examination of the effect of the program on the students' self efficacy, self-efficacy scale scores before and after the implementation of the program were measured and compared. The play-based self-efficacy enhancement program put an emphasis on intervention strategies using success experience, vicarious experience, verbal persuasion, and physical and emotional state. In addition, it also emphasized motivation, the facilitation of volunteering, active participation among the therapeutic elements of play. With regard to the implementation of the program, a total of 12 sessions(60minutes each session) were conducted twice a week.
The result of the study were as follows:
First, the play-based self-efficacy enhancement program reduced symptoms of depression, namely helplessness, loneliness, and worthlessness, in the middle school students and decreased their depressive behaviors detected during the program sessions.
Second, the play-based self-efficacy enhancement program improved the depressive students' self-efficacy.
Therefore, the study confirmed that the play-based self-efficacy enhancement program reduces depression in middle school students and improves their self efficacy.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구 문제 = 3
• 3. 용어 정의 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 청소년의 우울 특성 = 5
• 2. 우울과 자기효능감 = 6
• 3. 자기효능감 증진 프로그램 = 8
• Ⅲ. 연구 방법 = 11
• 1. 연구 대상 = 11
• 2. 연구 설계 = 11
• 3. 연구 도구 = 13
• 4. 연구 절차 = 15
• 5. 놀이 중심의 자기효능감 증진 프로그램 구성 = 16
• 6. 자료 처리 = 19
• Ⅳ. 연구 결과 = 20
• 1. 우울의 변화 = 21
• 2. 자기효능감 변화 = 26
• Ⅴ. 논의 = 27
• 1. 결과에 대한 논의 = 27
• 2. 프로그램 진행과정에 대한 논의 = 30
• Ⅵ. 결론 및 제언 = 32
• 참고문헌 = 34
• Abstract = 41
• 부록 = 43