미술치료가 정신지체학생의 부적응 행동에 미치는 영향 : 로웬펠트 미술표현발달단계를 중심으로 = The Effects of Art Therapy on Maladjusted Behavior of Student with Mentally Retarded : Lowenfeld's Art Expression Development

다국어 초록 (Multilingual Abstract)

This study aims to clarify the effect of the art therapy program on maladjusted behavior of mentally retarded students.
The specific study issues are as follows:
First, what effect does the art therapy program have on disruptive behavior of mentally retarded student?
Second, what effect does the art therapy program have on stereotypic behavior of mentally retarded student?
Third, what effect does the art therapy program have on unpleasant behavior of mentally retarded student?
Fourth, what effect does the art therapy program have on challenging behavior of mentally retarded student?
The subject of this study is 14 year old male students attending the special middle school located in K city, Gyeonggido, diagnosed as 1st class mental retardation, and permitted by the parents for study.
A single subject design study for each behavior was conducted for 30 times, twice a week, from Feb to May in 2008, with mentally retarded students as dependent variables and the targeted maladjusted behavior as independent variables. To measure the frequency of maladjusted behaviors of the study subjects, the 10 minutes for rest were divided into 10-second units, the targeted behaviors were observed, and percentages of each section were estimated. As to the results of changes in maladjusted behaviors for each type, when maladjusted behaviors for each type were shown, "/" was marked in the section on the behavior record, and when not shown, the corresponding indication marked. The frequency of each targeted behavior recorded was drawn up as a graph for each section so as to compare the changes in general targeted behaviors throughout the study period.
The children behavior check-up result as well was used to compare before and after the test, and drawn up as a graph.
The result of this study is as follows:
First, it turned out that the art therapy program has positive effect on disruptive behavior of mentally retarded students.
Disruptive behaviors were shown 7.3 times on average during the base line period, 73% of which were disruptive behaviors, but from the early intervention period, the occurrence rates were reduced. From the 7th section, it showed stable reduction in frequency with consistent disruptive behaviors. During the maintenance term, frequency of behaviors was reduced to 4.7 times on average during the intervention, which was lower than 3.7 times in the end of the intervention, and maintained stable. In the end, it showed reduction of disruptive behaviors.
Second, it turned out that the art therapy program had positive effect on stereotypic behavior of mentally retarded student.
The frequency of stereotypic behaviors was somewhat higher than those of disruptive behaviors and unpleasant behaviors up to 8.6 times on average during the base line period. It turned out that the subjects showed more stereotypic behaviors while working on a project than attracting attentions. Stereotypic behaviors during the intervention period were reduced to 5 times, and during the maintenance period down to 4.3 times on average, which indicates the biggest reduction, 50% more than during the base line period.
Third, it turned out that the art therapy program had positive effect on unpleasant behaviors of mentally retarded student.
Unpleasant behaviors were shown 7.4 times on average during the base line period, but as the intervention started, the frequency was reduced gradually down to 4.7 times on average during the intervention period. During the maintenance period, the frequency was 4.3 times, 43% reduced from the circuit base line section, which indicates that the intervention effect maintained.
Fourth, it turned out that the art therapy program reduced the number of challenging behaviors of mentally retarded student.
The number of challenging behavior prior to program operation was 21, and the score of challenging behavior severity was 165, which indicates the urgent need for behavioristic treatment.
After the intervention, the number of challenging behaviors was 10, and the score of challenging behavior severity was 120, which indicates 50% reduction of challenging behaviors.
It turned out that the intervention effect of the art therapy program maintained in households too.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구 문제 = 2
• 3. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 정신지체아동의 사회·정서적 특성 = 4
• 2. 정신지체 학생의 부적응행동 특성 = 6
• 3. 정신지체학생의 미술표현 특성 = 9
• 4. 미술치료의 가치와 역할 = 10
• 5. Lowenfeld의 미술표현 발달단계 = 13
• Ⅲ. 연구 방법 = 18
• 1. 연구 대상 = 18
• 2. 연구 설계 = 19
• 3. 연구 도구 = 19
• 4. 연구절차 = 23
• 5. 자료처리 = 24
• Ⅳ. 연구 결과 = 25
• 1. 미술치료가 정신지체학생의 방해 행동에 미치는 영향 = 25
• 2. 미술치료가 정신지체학생의 상동 행동에 미치는 영향 = 26
• 3. 미술치료가 정신지체학생의 불쾌 행동에 미치는 영향 = 26
• 4. 미술 치료가 정신지체 학생의 문제행동 빈도의 변화 = 29
• Ⅴ. 결론 = 30
• 참고문헌 = 32
• ABSTRACT = 37
• 부록 = 40