불안을 동반한 ADHD 아동의 주의･조절력 및 불안감소를 위한 게임놀이치료 단일사례 = Case Study of Game Play Therapy for a Child with ADHD and Comorbid Anxiety

다국어 초록 (Multilingual Abstract)

This study explored the effects of game play therapy on attention, regulation, and anxiety reduction in a child with attention-deficit/hyperactivity disorder (ADHD) accompanied by anxiety, using a single-case model. The study participant was a third-grade boy diagnosed with ADHD and anxiety. He received 32 weekly game play therapy sessions (40 minutes for the child and 10 minutes for the parent) from April 2024 to January 2025. The results showed that game play therapy had a positive effect on improving the child's attention and regulation, as well as reducing anxiety. The CCTT test showed an increase in the T-score in the interference stimulus domain from 42 to 58 points, demonstrating improvements in selective attention and regulation. The STROOP test showed an increase in the color score from 46 to 56 points, demonstrating changes in regulation related to emotional stability. In the KPRC, ego-resilience increased from 45 to 67 points, while anxiety and psychosis scores decreased from 60 to 37 and 43 points, respectively. These results confirmed that game play therapy had a positive effect on reducing anxiety and restoring emotional stability in children. Changes in the child's behavior emerged in stages during the game play therapy process. Initially, high levels of tension, anxiety, and avoidance behavior were observed, but these gradually eased through the therapist's non-competitive environment and the establishment of a trusting relationship. In the intermediate stage (stage 1), emotional stability was promoted through increased understanding of rules and attempts at self-expression. In the intermediate stage (stage 2), self-regulation and ability to manage competitive desires improved through familiarization with game rules, emotional verbalization, and strategic game challenges. In the intermediate stage (stage 3), initiative was prominent, with persistence in tasks, flexible coping, and collaborative rule suggestions. In the subsequent intermediate stage (stage 4), confidence was strengthened through resilience to failure and mistakes and spontaneous game suggestions. At the end of the study, positive improvements in emotional stability, self-control, and social interaction were observed, suggesting that these changes extended to peer relationships and learning situations at home, contributing to the improvement of children's ability to adapt to daily life.