모래놀이치료가 ADHD 성향을 가진 대학생의 상태-특성불안과 우울 및 뇌파수치에 미치는 효과

다국어 초록 (Multilingual Abstract)

This study examines whether sand play therapy for collage students with ADHD is effective in treating anxiety and depression of them. The study is composed of individual pre-experiment and post-experiment of the sand play therapy. By measuring brain waves which are related with anxiety and depression when the sand play therapy is conducted, this study examines the effect of the sand play therapy. This study sets the following research questions.

First, does the sand play therapy reduce the state-trait anxiety of collage students with ADHD propensity?

Second, does the sand play therapy reduce depression of collage students with ADHD propensity?

Third, does the sand play therapy change brain wave values related with anxiety and depression of collage students with ADHD propensity?

Fourth, what processes constitute the sand play therapy for collage students with ADHD propensity?

This study designed the sand play therapy of ten rounds in order to examine the effect of the sand play therapy of collage students with ADHD propensity. The research was conducted on 1,000 people at a university in Chungcheongnam-do. The survey was composed of Conner’s Adult ADHD Rating Scales-Korean version (CAARS-K), State-Trait Anxiety Inventory (STAI), Beck’s Depression Inventory(BDI). Among them, the responses of 797 people were used to produce results. The results suggest that among the top 20% in Conners' ADHD Rating Scale, seven respondents were selected, who showed high-anxiety scores in STAI and serious depression scores in BDI. From September, 2011 to December, 2011, the sand play therapy was carried out, and Electroencephalography (EEG-4) 4 channel equipment was used to measure brain waves. When brain waves were observed, power spectrum analysis of classification depending on frequency were used. Brain wave measuring, before a round of sand play therapy program, was conducted in a stable condition after a 10-minute waiting time. After the measuring, the sand play therapy was conducted for 45 minutes. After the round, the brain wave measuring was conducted immediately after the sand play therapy was finished. The sand play therapy was conducted for 10 weeks: ten rounds of brain waves were measured, and the brain wave measuring was carried out 20 times before and after the rounds. After that, a post-questionnaire was conducted in the same form of the pre-questionnaire. The analysis of the earned quantitative results were done through SPSS 15.0. For examining pre and post-significance of state-trait anxiety rating and depression rating brain wave, a non-parametric test was conducted. Because it was hard to determine the distribution of a population of particular types as there were seven subjects, and counter-tests of pre and post tests had to be done, Wilcoxon‘s Rank Sum-Test among non-parametric tests was done. The summary of this study’s results is like the following.

First, the sand play therapy reduced the numerical values of state-trait anxiety of collage students with ADHD propensity. In both state anxiety and trait anxiety, the score after the fact was lower than the score before the fact, and it was statistically significant, suggesting that the sand play therapy was effective in reducing state-trait anxiety of the collage students with ADHD propensity.
Second, the sand play therapy reduced depression values of the collage students with ADHD propensity. As for the depression rating, the score after the fact was lower than the score before the fact, and it was statistically significant, suggesting that the sand play therapy was effective in reducing depression of the collage students with ADHD propensity.

Third, the sand play therapy brought about changes in brain waves related to state-trait anxiety and depression of the collage students with ADHD propensity.

Alpha waves and beta waves showed significant differences between those of before the fact and after the fact. Brain waves of alpha waves(8-13Hz) and beta waves(13-30Hz) are the brain waves of relaxation and stability states and ideal awakening, which are shown in the pleasant brain condition of reduced stress, depression and anxiety. The waves increase when positive emotional stimulus is experienced, and concentration power, learning preparation and recognition function are activated by the brain waves. Objective numerical values show that the sand play therapy is effective in reducing anxiety and depression as alpha waves and beta waves increase. In addition, as the sand play therapy progresses, the brain waves‘ numerical values gradually increase between each round. This is thought to suggest that the effect of each round’s sand play therapy is not temporary, but it is continued.

Fourth, the sand play therapy reduced anxiety and depression of the collage students‘ ADHD propensity. The subjects felt awkward in the initial phase during the sand play therapy and also expected good results. In the beginning, they expressed their emotion and problems, had difficulty facing them, felt confused while dealing with their own trauma and negative parts during the process, or had hard time. However, as the rounds progressed, they were able to view their emotion and problems objectively, overcome them, make efforts, and change themselves in the positive direction. They believed in the inner power of their ego, connected unconsciousness and consciousness, and have an insight into themselves through the sand play therapy. In the process of sand play therapy of ten-rounds , seven subjects with ADHD propensity were able to decrease anxiety and depression by strengthening their ego and forming positive ego. This study verified that the sand play therapy has positive effect in reducing anxiety and depression of the collage students with ADHD propensity and also verified the effect of the sand play therapy in the aspect of neurophysiology through objective brain wave values.

목차 (Table of Contents)

• 표목차
• 그림목차
• 논문개요
• Ⅰ. 서론 1
• 1. 연구 필요성 및 목적 1
• 2. 연구문제 6
• Ⅱ.이론적 배경 7
• 1. ADHD 7
• 2. ADHD의 불안, 우울 9
• 3. 모래놀이치료 14
• 1) 모래놀이치료 14
• 2) 모래놀이치료의 과정 18
• 4. 뇌파 19
• 1) ADHD와 정서문제의 전두엽과 전전두엽 19
• 2) 뇌파 20
• Ⅲ. 연구방법 26
• 1. 연구대상자 선정 및 모집 26
• 2. 연구 설계 및 절차 28
• 3. 측정도구 30
• 1) Conners' 성인 ADHD평정척도-한국판 (CAARS-K) 30
• 2) Beck 우울 척도(BDI) 30
• 3) 상태-특성 불안척도(STAI) 31
• 4) 뇌파(EEG) 32
• 5) 모래놀이 범주 체크리스트( SCC) 33
• 4. 자료수집 및 자료처리 분석방법 34
• Ⅳ. 연구 결과 35
• 1. 양적 분석 35
• Ⅴ. 논의 및 결론 44
• 1. 요약 및 논의 44
• 2. 연구의 제한점 및 제언 51
• 참고문헌 53
• 부 록 66
• ABSTRACT 108