독서치료 프로그램이 조손가정 아동의 우울감 감소와 자아존중감 향상에 미치는 효과

다국어 초록 (Multilingual Abstract)

This study was aimed to examine the effect of bibliotherapy program on the depression and self-respect of four children raised by grandparents.
The subjects of this study were the fourth year students raised by grandparents in three elementary schools, which are located in Ganggyeong-eup, Nonsan-gun where there are more children raised by grandparents than any other cities and counties in Chungcheongnam-do. The students raised by grandparents were eight children, who were divided into experimental group(4) and control group(4). The children of experimental group were provided bibliotherapy, and the ones of control group were provided no measure.
The study was conducted from the third week of July, 2008 to the second week of Oct, 2008, and 13 sessions were held in total (90 minutes per each session). Based on the specific stages of bibliotherapy which Bath Doll & Caroll Doll (1997) suggested, bibliotherapy program was reconfigured for the purpose of this study by this researcher. As for the literary works used at each session, the ones which were proper for the subject were selected, referring to the standard for selecting the materials of bibliotherapy(Hynes & Hynes-Berry, Kim Hyeon Hee 2003). The questions in the program were organized on the basis of the principle of bibliotherapy, the principle of identification -catharsis-insight.
As for the test of self-respect in this study, the scale
which Choi Bo Ga and Jeon Gwi Yeon(1993) made by reorganizing the scale of Coopersmith(1967) and Pope, Mcchaie & Craighead(1998) was adapted and used for the purpose of this study. As for the measurement of depression, Korean type depression scale for children was used, which Han Yu Jin(1993) adapted Children's Depression Inventory(CDI), which was developed by Kovacs & Beck(1997), for the situation of Korea.
Based on the results of t-Test of pre- and post-test on control group and experimental group, and the results of the change of children observed through qualitative analysis, the conclusion was drawn as follows.
First, it was indicated that bibliotherapy program was statistically effective on the reduction of the depression of children raised by grandparents. As a result of pre-and post-test of depression, it was certified that depression continued to increase significantly in control group during posttest, compared with pretest, however, it was reduced a little in experimental group, compared with control group.
Second, it was indicated that bibliotherapy program was statistically significantly effective in improving the self-respect of the children raised by grandparents.
As for the sub-sections of self-respect, the general self slightly dropped in control group, compared with experimental group, and it slightly improved in experimental group. However, there was no significant change in both groups.
As for family self, it improved in both control group and experimental group, however, it didn't significantly change in posttest compared with pretest. That's why there was a limit to the short bibliotherapy program in changing family environment which was connected with other family members.
As for the social self, it dropped significantly in control group, and improved significantly in experimental group.
The significant result of experimental group was that during the program, children had a positive effect on the peer group relation in the activities that they open their heart, understand, and sympathize one another. So it can be said that there was the biggest effect in the social self.
In school self, experimental group slightly improved, compared with control group, and both control group and experimental group improved significantly. Therefore, it is considered that school self improved in both groups regardless of bibliotherapy program.
As a result, it was proved that as the sub-sections of self-respect improved in experimental group over all, compared with control group, bibliotherapy was effective on experimental group.
Third, it was certified that through qualitative analysis, there was a positive change in the children raised by grandparents, that is, their depression was reduced and self-respect improved with the program.
The children of experimental group were given good modeling by the main character of books through bibliotherapy program as well as by their friends who were participating in it. The child whose self-respect was low recovered his or her self-confidence by being motivated by his or her friends whose one was high. Through this process, the children of experimental group gave and received much effect from sociality, such as the peer group relations.
Also, there was the effect that the child whose depressive emotion was high showed the reduction of depression by reducing the psychological burden with the consolation from his friends whose environment is similar to his or hers.

목차 (Table of Contents)

• 제1장 서론 1
• 1. 1 연구의 필요성 1
• 1. 2 연구목적 4
• 1. 3 선행연구 5
• 제2장 이론적 배경 10
• 2. 1 조손가정 10
• 2. 1. 1 조손가정의 개념 10
• 2. 1. 2 조손가정 아동의 특성 12
• 2. 2 아동의 우울 14
• 2. 2. 1 아동 우울의 정의와 원인 14
• 2. 2. 2 조손가정 아동의 우울 15
• 2. 3 자아존중감 17
• 2. 3. 1 자아존중감 정의와 자아존중감 발달에 영향을 미치는 요인 17
• 2. 3. 2 조손가정 아동의 자아존중감 19
• 2. 4 독서치료 21
• 2. 4. 1 독서치료의 정의 21
• 2. 4. 2 독서치료의 목적 22
• 제3장 연구방법 23
• 3. 1 연구대상 23
• 3. 2 연구설계 23
• 3. 2. 1 연구설계 23
• 3. 2. 2 프로그램 구성 24
• 3. 3 연구절차 25
• 3. 3. 1 연구절차 25
• 3. 3. 2 프로그램 회기별 목표와 구성내용 27
• 3. 3. 3 회기별 선정도서와 작품 소개 28
• 3. 4 측정도구 29
• 3. 4. 1 연구도구 29
• 3. 4. 2 자료처리 30
• 3. 4. 3 신뢰도분석 31
• 3. 4. 4 동질성 검증 32
• 제4장 독서치료 프로그램 34
• 4. 1 우울감 감소를 위한 독서치료 프로그램 34
• 4. 2 자아존중감 향상을 위한 독서치료 프로그램 48
• 제5장 연구결과 72
• 5. 1 양적분석 결과 72
• 5. 1. 1 아동의 우울감 감소에 미치는 효과 72
• 5. 1. 2 아동의 자아존중감 향상에 미치는 효과 74
• 5. 2 질적분석 결과 78
• 5. 2. 1 실험집단아동의 특성 78
• 5. 2. 2 우울감에 대한 아동의 변화 80
• 5. 2. 3 자아존중감에 대한 아동의 변화 84
• 제6장 결론 및 제언 89
• 6. 1 결론 89
• 6. 2 제언 92
• 참고문헌 93
• 부록1. 자아존중감 검사 98
• 부록2. 우울감 검사 100
• ABSTRACT 103