놀이중심 집단상담 프로그램이 학교생활적응과 자기표현에 미치는 효과 : 초등 1학년을 중심으로

국문 초록 (Abstract)

본 연구는 초등학교 1 학년 학생들에게 친근한 놀이를 이용한 집단 상호작용을 통하여 학교생활적응을 긍정적으로 변화시키고, 자기표현을 적극적으로 바꾸는 데 있다. 연구가설은 다음과 같다. 첫째, 놀이중심 집단상담에 참여한 실험집단은 통제집단에 비하여 학교생활적응이 유의미하게 향상될 것이다. 둘째, 놀이중심 집단상담에 참여한 실험집단은 통제집단에 비하여 자기표현력이 유의미하게 높아질 것이다라고 설정하였다.
본 연구의 대상은 경기도 지역 A초등학교 1학년 116명을 대상으로 학교생활적응과 자기표현검사를 실시하여 하위 30%를 추출하고 이중에 실험에 참여하기를 희망하는 16명으로 하였다. 이를 각각 8명씩 실험, 통제집단으로 구성하여 실험집단에게는 방과 후 주 2회 매 회기당 40분에 걸쳐 10회기동안 놀이를 이용한 집단상담을 실시하였으며 실시 후 학교생활적응과 자기표현 사후검사를 실시하였고, 효과의 지속성을 알아보기 위하여 프로그램 종결 후 4주 후 추수검사를 실시하였다.
결과는 다음과 같다.
첫째, 놀이중심 집단상담 실시 후의 학교생활적응에 관하여 실험집단의 사전-사후 결과를 비교해 본 결과, 통계적으로 유의한 향상을 보였다. 하위 영역에서는 담임교사와의 관계, 친구관계, 학교공부, 학교규칙에서 통계적으로 유의한 차이를 보였다. 추수검사 결과 학교생활적응이 유지되고 있음을 확인하였다.
둘째, 놀이중심 집단상담 실시 후의 자기표현에 관하여 실험집단의 사전-사후 결과를 비교해 본 결과, 통계적으로 유의한 향상을 보였다. 자기표현의 양, 감정과 생각의 표현 등이 포함된 내용적 요소, 목소리의 크기, 음성의 높낮이, 자신감 등이 포함된 음성적 요소, 말하는 태도, 자기표현의 신체적 방법 등이 포함된 비언어적 요소에서 통계적으로 유의한 차이를 보였다. 이러한 효과는 4주 뒤 추수검사에서도 유지됨을 알 수 있었다.
이러한 결과는 놀이중심 집단상담이 입학초기 초등학교 1학년에게 학교생활적응을 긍정적으로 높이고 자기표현을 적극적으로 바꾸는데 효과가 있음을 나타내고 있다. 이는 학교 현장에서 자기표현력을 높이고 학교생활에 잘 적응하기 위한 다양한 놀이중심 상담프로그램이 개발 연구되어야 함을 시사하고 있다.

목차 (Table of Contents)

• Ⅰ. 서론········································································1
• 1. 연구의 필요성······························································1
• 2. 연구가설···································································4
• 3. 용어의 정의································································4
• Ⅱ. 이론적 배경·····························································5
• 1. 놀이중심 집단상담························································5
• 2. 학교생활적응·····························································16
• 3. 자기표현··································································20
• Ⅲ. 연구 방법·······························································25
• 1. 연구 대상·································································25
• 2. 실험 설계 및 절차························································25
• 3. 자료 처리·································································34
• Ⅳ. 연구 결과·······························································35
• 1. 실험집단과 통제집단의 사전 비교······································35
• 2. 실험집단 사전-사후 비교················································36
• 3. 통제집단 사전-사후 비교···············································38
• 4. 실험집단과 통제집단의 사후 비교······································40
• 5. 프로그램의 효과성 지속·················································42
• 6. 프로그램의 질적 분석 결과··············································47
• Ⅴ. 요약 및 결론···························································50
• 1. 요약 및 논의·····························································50
• 2. 결론 및 제언·····························································54
• 참 고 문 헌
• 부 록