통합 상황에서의 소집단 공감활동이 자폐 범주성 장애 유아의 공감능력, 정서 표현 및 친사회적 행동에 미치는 영향 = (The) effects of empathy training in small group on the empathic ability, emotional expression and prosocial behavior of childrenwith autism spectrum disorder in an integrated setting

국문 초록 (Abstract)

사람이 살아가는 데 있어서 다른 사람의 감정을 이해하고, 그 감정을 공유하면서 함께 기뻐하고 슬퍼할 수 있는 능력은 인간이 인간다움의 가치를 느끼게 하는 고유의 능력이라 할 수 있다. 공감능력은 좁게는 개인이 가지는 인간관계를 풍요롭게 하는 역할을 하지만 좀 더 넓게는 세상을 이롭게 하는 이타적인 마음의 근간이 되기도 한다. 왜냐하면 공감능력이란 다른 사람의 정서를 정확하게 인식하고 이해하면서 적절하게 반응을 보이는 능력으로 공감능력을 지닌 사람은 다른 사람의 정서 표현에 좀 더 잘 반응하고, 특히 다른 사람의 어려움이나 괴로움에도 적절한 반응을 보이기 쉽기 때문이다.
공감능력은 유아교육부터 청소년기까지 감성교육, 도덕성교육의 과정 안으로 포함시켜서 기본적인 인성을 갖추게 하는 데 필수적인 부분으로 구성되어 왔다. 그러나 부모와의 관계 형성에서부터 또래와의 관계 형성까지 사회적 관계 형성에서 어려움을 보이는 자폐 범주성 장애 유아는 사회적 관계를 형성하는 데 기초가 되는 공감능력의 어려움을 가지고 있다. 자폐 범주성 장애 유아의 공감능력의 어려움은 세부적으로는 다른 사람의 생각과 느낌을 알아내는 공감적 정확성, 다른 사람이 표현하는 정서를 느끼고 반응하는 정서적 전이, 사회적 상황에서 적절하게 자신의 감정을 표현하는 정서표현에서 나타나는 특성으로 중재가 필요한 영역이라 할 수 있다.
따라서 본 연구는 통합된 유아교육 장면에서 자폐 범주성 장애 유아를 대상으로 일반 유아들과 함께 소집단을 구성하여 공감활동을 실행하는 것이 자폐 범주성 장애 유아의 공감능력, 정서표현 능력 및 친사회적 능력에 어떤 영향을 미치는 가를 검증하는 데 목적을 두고 있다.
본 연구의 중재인 소집단 공감활동은 인지적 공감능력과 애정적 공감능력의 구성요소를 공감활동으로 삽입시켜서 실행하였으며, 주요 교수전략으로 활용된 것은 긍정적 애정놀이, 정서적 의사소통 놀이, 역할 놀이 및 상징놀이, 관찰 및 모방놀이다. 중재회기는 총 32회기로 구성되었으며, 회기 당 40분의 활동으로 실행회기와 복습회기를 순차적으로 실행하였다.
본 연구에는 만 3세에서 5세의 자폐 범주성 장애 유아 22명이 선정되어, 11명은 실험집단에 배치되었으며, 실험집단의 개별 아동과 생활연령, 언어연령을 고려하여 1:1로 짝지워지는 11명을 통제집단에 배치시켰다. 11명의 실험집단 유아들에게는 각 유아가 출석하는 해당 유아교육기관에 동일한 학급내의 일반 유아 또래 2명과 함께 소집단을 구성하여 주 2회씩 32회기동안 중재하였으며, 실험이 종료된 후 통제집단도 32회기의 동일한 소집단 공감활동을 제공하였다.
본 연구에서는 통합 상황에서의 소집단 공감활동의 성과를 측정하기 위하여 사전, 사후검사 모두 동영상을 사용하여 공감능력으로써 공감적 정확성과 정서적 전이가 측정되었으며, 정서표현은 또래와의 자연스러운 놀이상황을 측정하여 관찰한 결과를 통제집단과 비교하여 분석하였다. 친사회적 행동은 참여한 자폐 범주성 장애 유아의 해당 유아교육기관 교사가 평정하여 중재 전후의 차이를 통제집단과 비교하였다. 중재전후의 변화를 통제집단과 비교 분석하기 위해 두 독립표본 t 검정을 실시하여 통계적 유의성을 검증하였다.
본 연구를 통해 얻어진 결과는 다음과 같다.
첫째, 자폐 범주성 장애 유아들을 대상으로 통합 상황에서의 소집단 공감활동을 실행한 결과, 실험집단과 통제집단은 공감능력 중 공감적 정확성의 사전 사후 검사의 변화정도에서 통계적으로 유의미한 차이를 보였다. 기쁨, 슬픔, 분노라는 세 가지 하위 감정영역에서 모두 실험집단과 통제집단의 사전 사후 검사 간 차이가 통계적으로 유의미한 차이를 보이는 결과를 나타냈다. 또한 공감능력 중 정서적 전이를 측정한 결과, 실험집단과 통제집단은 공감능력 중 정서적 전이의 사전 사후 검사의 변화정도에서 통계적으로 유의미한 차이를 보였다. 또한 기쁨, 슬픔, 분노라는 세 가지 감정영역에서 모두 실험집단과 통제집단의 사전 사후 검사 간 차이가 통계적으로 유의미한 차이를 보이는 결과를 나타냈다.
둘째, 자폐 범주성 장애 유아들을 대상으로 소집단 공감활동을 실행한 결과, 실험집단과 통제집단은 정서표현의 사전 사후 검사 간 차이에서 통계적으로 유의미한 차이를 보이지 않았다.
셋째, 자폐 범주성 장애 유아들을 대상으로 통합 상황에서의 소집단 공감활동을 실행한 결과, 실험집단과 통제집단은 친사회적 행동 사전 사후 검사 간 차이에서 통계적으로 유의미한 차이를 보이는 것으로 나타났다. 하위유형별 분석결과 주도적 배려, 나누기, 감정이입과 조절이라는 세 가지 영역에서 두 집단 간의 사전 사후 검사 간 차이가 통계적으로 유의한 것으로 나타났다.
본 연구는 자폐 범주성 장애 유아의 또래구성원을 활용하여 통합 상황에서 소집단 공감활동을 구성하였으며, 활동 내용으로 인지적 및 애정적 공감능력의 요소를 포함시켜서 실행한 결과 자폐 범주성 장애 유아의 공감적 정확성과 정서적 전이 능력을 향상시킬 수 있었다. 이러한 연구 결과는 자폐 범주성 장애 유아가 지닌 공감능력의 어려움을 향상시킬 수 있는 중재 가능성을 보여주는 것이라 할 수 있다. 또한 교사가 평정한 자폐 범주성 장애 유아의 통합 학급 내에서의 친사회적 행동이 향상되었다는 결과를 보여줌으로써 소집단 공감활동이 통합 학급내의 사회적 행동에 긍정적인 영향을 미칠 수 있다는 것을 보여주었다는 점에서 본 연구의 의의를 찾을 수 있다. 그러나 본 연구의 참여대상자는 언어 이해 연령이 24개월 이상인 자폐 범주성 장애 아동으로 제한되었으므로 모든 자폐 범주성 장애 아동에게 중재를 일반화시킬 수 없다는 제한점을 갖는다. 또한 정서표현에 있어서 두 집단 간의 사전 사후 검사 간 차이가 통계적으로 유의미하게 나타나지 않은 것을 볼 때, 자폐 범주성 장애 유아의 정서표현을 의미있게 향상시키기 위해서는 본 연구에서 사용된 중재보다 중재기간이나 강도가 보완된 집중적이고 지속적인 중재가 요구된다는 것을 시사한다고 할 수 있다. 따라서 후속연구에서는 다양한 연령층에 적용이 가능한 중재로서, 정서표현 향상을 기대할 수 있는 보다 강도 높은 집중적 중재가 개발되고 그 효과성이 검증되기를 기대한다.

다국어 초록 (Multilingual Abstract)

This study intends to verify what impacts the execution of empathy training in small group consisting of typical children and children with autism spectrum disorders has on empathic ability, emotional expression, and pro-social behavior of children with autism spectrum disorders.
Twenty two children, aged three to five, diagnosed to have autism spectrum disorders and attending integrated preschools, participated in this study. Eleven of them were allocated to the experimental group and the others to the control group. Each of those 11 children in the experimental group made a small group with two typical children of the same age from the same class. Eleven children in the control group received the same empathy training after the completion of assessment on the experimental group.
The training to improve empathic ability as intervention for this study was conducted by inserting elements of cognitive and affectionate empathic abilities in empathy training. The elements used as primary instructional strategies included positive affective play, emotional communication play, role play and symbolic play, and observation and imitation play. The intervention was composed of 32 sessions in total and each lasted for 40 minutes with practice and review in consecutive order.
Both pretests and posttests on empathic ability which included empathic accuracy and emotional contagion were measured through taped videos. Also, emotional expression was measured through analysis of natural play with peers. Pro-social behaviors were observed by the preschool teachers of children with autism spectrum disorders and the differences before and after intervention were compared with those of the control group. In order to conduct an analysis on changes before and after intervention through comparison with those of the control group, a two-sample t-test was implemented to verify statistic significance.
The outcomes from the study are as follows:
First, the experimental and control groups showed statistically significant differences in pretests and posttests on empathic accuracy. In the emotional areas including pleasure, grief, and anger, differences in pretests and posttests of the experimental and control groups were found to be statistically significant.
Second, the experimental and control groups showed statistically significant differences in pretests and posttests on emotional contagion. In the emotional areas including pleasure, grief, and anger, differences in pretests and posttests of the experimental and control groups were found to be statistically significant.
Third, the experimental and control groups did not show statistically significant differences in pretests and posttests as to emotional expression.
Fourth, the experimental and control groups showed statistically significant differences in pretests and posttests on pro-social behavior. Analysis indicates that major factors contributing to statistically significant differences in pretests and posttests were initiative care, sharing, empathy, and adjustment.
This study showed the great potential of intervention for the improvement of empathic ability of children with autism spectrum disorders by including typical children of the same age in small groups , inserting elements of cognitive and affectionate empathic ability in activity training, and applying instruction strategies such as positive affective play, emotional communication play, role play and symbolic play, and observation and imitation play. In addition, this study has significance as it showed that empathy training had positive impacts on increasing pro-social behavior in the integrated setting.
The limitations of this study are as follows:
First, the subjects of this study were autistic children aged 24 months or older. Therefore, it is difficult to apply the result of this study to children younger than 24 months. Second, this study was conducted in an integrated preschool for children with autism spectrum disorders. As child daycare centers and kindergartens, major educational organizations in Korea for preschoolers, are different in terms of educational curriculum, educational instruction strategies, qualifications for teachers, and teachers' values and attitudes, it would be difficult to control if there were variables which could influence dependent variables. Third, emotional expressions were measured through play in this study. As emotional expressions in daily activities were not observed, it is difficult to generalize the result to emotional expressions in various situations.
The researcher expects future researches on development and effectiveness of intervention in classes by including small group activities in preschool education training will be implemented. In addition, intervention for empathic ability improvement not only for preschoolers with autism spectrum disorders but also for various ages with the same disorder needs to be developed.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구 문제 = 8
• C. 용어 정의 = 9
• Ⅱ. 이론적 배경 = 12
• A. 공감 = 12
• 1. 공감능력의 구성 = 12
• 2. 공감능력의 발달 = 17
• 3. 공감능력과 관련된 주요개념 = 19
• 4. 공감능력과 친사회적 행동 = 23
• B. 자폐 범주성 장애 유아의 공감 = 26
• 1. 공감능력 = 27
• 2. 정서 표현 = 40
• 3. 친사회적 행동 = 42
• C. 자폐 범주성 장애 유아의 공감능력 증진 = 44
• 1. 공감능력 향상을 위한 중재 고찰 = 44
• 2. 공감능력 향상을 위한 중재 요소 = 50
• Ⅲ. 연구방법 및 절차 = 59
• A. 연구참여자 = 59
• B. 실험환경 = 62
• C. 독립변인 = 63
• D. 종속변인 측정도구 = 73
• E. 실험설계 및 절차 = 83
• F. 관찰자간 신뢰도 = 86
• G. 결과처리 및 자료분석 = 87
• H. 사회적 타당도 = 88
• Ⅳ. 연구결과 = 95
• A. 통합 상황에서의 소집단 활동이 자폐 범주성 장애 유아의 공감능력에 미치는 영향 = 95
• B. 통합 상황에서의 소집단 활동이 자폐 범주성 장애 유아의 정서 표현에 미치는 영향 = 101
• C. 통합 상황에서의 소집단 활동이 자폐 범주성 장애 유아의 친사회적 행동에 미치는 영향 = 102
• Ⅴ. 논의 및 제언 = 105
• A. 논의 = 106
• B. 제한점 = 126
• C. 제언 = 127
• 참고문헌 = 129
• 부록 = 174
• Abstract = 203

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