초등학교방문에 의한 모래놀이치료가 저소득층 아동의 또래관계와 사회적 기술 향상에 미치는 효과 = The Effect of In-School Sandplay Therapy on Improvement of Peer Relationships and Social Skills of Children from Low-Income Families

다국어 초록 (Multilingual Abstract)

Childhood is a time of building social relationships through school life, and placing increasingly more weight on one's peer groups, which leads to one's acquirement of social skills, and formation of behavioral patterns and values(Jeong Ok-Boon, 2004). Sandplay therapy is reported to have a positive impact on children's empathic ability and peer relationships(Shin Jin-Won, 2010), and to improve school adaptability and sociality(Do Young-Sook, 2008; Lee Sun-Hee, 2009). Children from low-income families, compared to average children, are likely to exhibit signs of emotional maladjustment within their life environment, such as feeling of threat, anxiety, and depression, which would lead to troubles in peer relationships and social skills(Lee Gang-Sik, 2001). There is an urgent need for practical services for children from low-income families since socioeconomic problems are rarely overcome by individuals' efforts or the function of the market economy(Chor Sun-Nam, Jeon Jong-Gook, Shin Young-Hee, 2007). This study is to encourage therapists to visit schools to offer sandplay therapy services to improve peer relationships and social skills of children from low-income families ultimately.

In order to conduct this study, 35 students with problem behavior who are from low-income families were selected from 5 elementary schools in Cheonan-si, Chungcheongnam-do. They were divided into two groups; group 1 of 17 children and group 2 of 18 children, and only the children in group 1 were received sandplay therapy that consisted of 12 weekly 40-minute-long sessions. 7 children from group 1 who created 4 or more sandtrays were selected to form the experimental group, and 7 other students from group 2 formed the control group.
This study, to measure peer relationships, conducted the peer relationship test for teachers that was designed by Petti et al.(1998) and translated by Ma Song-Hee(1994), and SSRS (Social Skill Rating System) that was designed by Gresham Elliott(1990) and translated by Kwon Se-Eun(2002). In addition, SCC(the Sandplay Categorical Checklist) was used for the qualitative analysis to observe changes in sandtrays.
A non-parametric method, Mann-Whitney U test was used to confirm the homogeneity of the experimental and the control group, and Wilcoxon's Rank Sum test, also non-parametric, was used to examine the changes in peer relationships and social skills before and after the therapy of both groups.

The following is a summary of the results of this study.
First, the effect of in-school sandplay therapy on improvement of peer relationships of children from low-income families shows as follows. After having received the sandplay therapy, the experimental group showed significant changes in leadership, competence, and cooperation that are assessment items of peer relationships, while changes in sociality and emotional security were not remarkable. As for the control group, the children's sociality changed significantly, but the rest- leadership, emotional security, competence, cooperation- did not change much. To conclude, sandplay therapy effected on improvement of leadership, competence, and cooperation in peer relationships of children from low-income families.
Second, the effect of in-school sandplay therapy on improvement of social skills of children from low-income families shows as follows. After having received the sandplay therapy, the experimental group showed significant changes in teamwork, self-assertion, self-control that are assessment items of social skills. While the control group showed remarkable changes in teamwork, not in self-assertion and self-control. To conclude, sandplay therapy effected on improvement of social skills of children from low-income families.
Third, the changes in the sandtrays of children from low-income families are as follows. The 7 children of the experimental group attempted to express their unconsciousness and integrate it with their consciousness through the 12 sessions of the therapy. As the sessions go forward, the structure of their sandtrays appeared to be more organized and articulate. The children went through a phase of confusion, resistance, and aggression while creating the sandtrays. They also recognized their difficulties they face in reality, and released their negative emotions. Besides, the improvement of their peer relationships and social skills was reported by their parents and teachers.

To sum up, in-school sandplay therapy was proved to have a positive effect on improvement of peer relationships and social skills of children from low-income families. Besides, they became to acquire emotional security and to release their negative emotions through the therapy. Hopefully, this study would be a basis that encourages the in-school counsel and therapy to be consistent and expanded to all children eventually. In addition, considering the fact that socioeconomic difficulties of children from low-income families are not likely to be overcome personally, there seems to be a need for governmental financial support and institutional support.

목차 (Table of Contents)

• 표목차
• 그림목차
• 논문개요
• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구문제 5
• Ⅱ. 이론적 배경 6
• 1. 또래관계 6
• 2. 사회적 기술 9
• 3. 모래놀이치료 12
• 1) 모래놀이치료 이론 12
• 2) 모래놀이치료의 특징 15
• 3) 모래놀이치료 상자의 해석 18
• Ⅲ. 연구방법 24
• 1. 연구대상 24
• 2. 연구설계 25
• 3. 측정도구 26
• 1) 교사용 또래관계 검사 26
• 2) 교사용 사회적 기술검사 27
• 3) 모래놀이범주 체크리스트 28
• 3. 연구절차 29
• 4. 자료분석 30
• Ⅳ. 연구 결과 31
• 1) 양적 분석 31
• 2) 질적 분석 41
• Ⅴ. 논의 및 결론 49
• 1) 요약 및 논의 49
• 2) 연구의 제한점 및 제언 52
• 참고문헌 53
• 부록 59
• ABSTRACT 122