집단미술치료가 저소득층 아동의 자아존중감과 사회성에 미치는 효과 = (The)Effect of Group Art Therapy on the Self-Esteem and Sociality of Children from Low-incom Families

다국어 초록 (Multilingual Abstract)

This study tried to verify the effect of group art therapy on the self-esteem and sociality of children from low income families through both quantitative and qualitative analysis.
The research question is whether group art therapy is effective in improving the self-esteem and sociality of children from low income families, and the researcher examined whether a group therapy program has an effect on low-abiding, cooperation, sociality, and autonomy in terms of self-esteem and sociality from a whole, social, home, and school environmental perspective each among a program participant group.
The subjects of the study were 10 children in local child center located in 00-gu, 00-si, and the group of children attended group art therapy for 14 sessions in total. The researcher analyzed changes according to activities by stage and programs by session among the subjects, which appeared in the process of the program, and analyzed the changes though the per/post test using K-HTP (House-Tree-Person test). In addition, as quantitative analysis, the researcher compared and analyzed differences in scores on self-esteem and sociality measures through pre/post test.
The group art therapy was divided into the preparing, beginning, exploring, practicing, and closing stage. In the preparing stage, in order to conduct the study, an assistant was employed and assigned the role of assisting the researcher during the program after making the assistant understand the concept of group art therapy and educate in activities included in the program and use of media. From the beginning state where the actual program starts, the researcher defined the objectives and regulations for the group in order for them to understand the group art therapy, and made the group members form rapport though introducing themselves to each other and express negative feelings, and also reduced difficulties in utilizing media. In the practicing stage, the researcher made them find desirable behavioral directions in participating in the self-esteem and sociality program. Finally, in the closing stage, the researcher made them apply what they experienced during the program process to the future and recognize that their self-esteem and sociality has improved.
As a result of analyzing changes in self-esteem and sociality among the group members through the group art therapy, the following findings were derived.
First, the self-esteem of the group art program participant children from low income families has been improved.
In terms of activities by stage, in the beginning stage, most members did not express their intentions, frequently using negative expressions by saying 'I don't know or I can't'. Through the exploring and practicing stages, the members who had been passive, participated in activities with confidence through activities such as 'hand imitation' and 'self-advertising', and then in the last and closing stage, the members positively expressed feelings and thoughts which they experienced and had during the program and have changed into caring and respecting each other. As a result of analysis on programs by session, it was revealed that among various programs, through working courses such as 'free drawing using coffee', 'hand imitation', and 'one who loves me and one whom I love', the children's self-image changed in a positive direction, and accordingly their self-esteem has improved. In K-HTP, compared with results in pre-test, in post-test the members showed positively changed perceptions indicating improved self-esteem. As a result of K-HTP, it was revealed that the members showed improved self-esteem thanks to positive changes in perceptions in post- rather than pre-test. In the results of analysis on self-esteem measures, there showed no significant changes in self-esteem in the school environment, while 'the whole self-esteem,' 'social self-esteem', and 'self-esteem at home' showed improvement with higher scores.
Second, the sociality of the group art therapy participant children has been improved.
In terms of analysis on activities by stage, in the beginning stage, there existed distracted and aggressive children, and also their desire to act was low. Through the exploring and practicing stages, they attempted to interact with each other positively. In the last and closing stage, they supported and felt sympathy toward each other having interesting in conversation among them and also showed dynamic features. In analysis on programs by session, they improved their sociality by feeling sympathy thorough interactions with others through programs such as 'drawing pass', 'I am a cook', 'theme-sharing', and 'celebrating', and by acquiring interpersonal relationship skills regarding cooperation, self-assertion, and self-control. In K-HTP, it was found that they adapted to interpersonal relationships and external environments and improved sociality such as intimacy and self-control through positive interactions. As a result of analysis on the sociality measures, it was revealed that there was no significant change in autonomy, while the children improved sociality through positive interpersonal relationships showing higher scores on law-abiding, cooperation and sociality.
Putting the above results together, we can identify that group art therapy contributes to improving the self-esteem and sociality of children from low income families. That is, it is suggested that to express unconscious feelings through group art therapy and to gain self-confidence trough art working and also to acquire social relationship skills would be a big help for improving damaged self-esteem and sociality among children.

목차 (Table of Contents)

• Ⅰ 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구문제 = 4
• 3. 용어정의 = 5
• Ⅱ 이론적 배경 = 7
• 1. 아동의 자아존중감 = 7
• 2. 아동의 사회성 = 12
• Ⅲ 연구 방법 = 17
• 1. 연구 대상 = 17
• 2. 연구 설계 = 19
• 3. 연구 절차 = 19
• 4. 연구 도구 = 21
• 5. 집단미술치료 프로그램 = 24
• 6. 자료 처리 = 28
• Ⅳ 결과 및 해석 = 29
• 1. 집단미술치료가 저소득층 아동의 자아존중감 척도에 미치는 효과 = 29
• 2. 집단미술치료가 저소득층 아동의 사회성 척도에 미치는 효과 = 32
• 3. 동적 집-나무-사람(K-HTP) 그림검사에서의 자아존중감과 사회성에 미치는 효과 = 35
• 4. 집단미술치료 프로그램 단계별 활동과정에서의 자아존중감과 사회성의 변화 = 45
• Ⅴ 논의 = 49
• Ⅵ 결론및 제언 = 54
• 참고 문헌 = 56
• 부록 = 61
• ABSTRACT = 99