음악치료가 초등학생의 스트레스에 미치는 영향 : 6학년 학생을 중심으로

다국어 초록 (Multilingual Abstract)

Abstract

The Effect of Music Therapy against Stress of
Elementary School Students.
- Laying Stress on the sixth-year Students -

Hye Won Kim
Major in Music Therapy
The Graduate School of Hansei University


The purpose of this research is to identify the changes in the stress level between two groups of elementary school students: one is practiced music therapy and the other is not.
The subjects are 20 students, 6th grade, attending D elementary school, O-gu, Seoul. 10 of these were assigned the treatment group which implements music therapy, while the other 10 were done the control group without music therapy. The research had been held for 5 weeks from September 30, 2010 to October 30, 2010, and carried out twice in the first week, and three times a week. Both groups were tested the stress level before and after the research. The result of this research was processed by using SPSS 18.0 statistic program.
As the result of research, a significant and clear difference between the treatment and control groups was confirmed. As the stress level of the subordinate scopes examined by treatment group's students such as parents, friends, school works and teachers, and themselves, was statically lowered, music therapy has a positive effect on the stress of elementary school students. Also, by a variety of activities through methods of music therapy, such as singing, songwriting, appreciating music, playing the instruments and improvising, music therapy has encouraged the elementary school students to express their negative feelings and their difficult circumstances and share these in emotional and safe atmosphere, and it is understood to lead them positive way. These are suggested that music therapy carries out the positive role to decrease the stress level of elementary school students.

국문 초록 (Abstract)

국문초록

이 연구는 초등학생들에게 음악치료를 실시한 집단과 실시하지 않은 집단 간의 스트레스에 대한 변화를 알아본 것이다.
연구 대상은 서울특별시 O구 D초등학교에 재학 중인 6학년 초등학생 20명으로, 이 중 10명은 음악치료를 실시한 실험 집단에, 나머지 10명은 음악치료를 배제한 통제 집단에 배정하였다. 연구 기간은 2010년 9월 30일부터 10월 30일의 5주였고, 첫 주만 2회, 둘째 주 부터는 주3회씩 총 14회기로 음악치료를 실시하였으며, 두 집단 모두 사전 사후에 스트레스 검사를 실시 한 후 SPSS 18.0통계 프로그램으로 처리했다.
연구 결과 음악치료가 실험 집단과 통제 집단의 스트레스에 유의미한 차이를 나타나게 하였다. 실험 집단 초등학생의 스트레스 하위 영역인 부모,친구, 학업 관련 및 교사, 자신관련 지수가 통계적으로 모두 유의미하게 하향 되었으므로 음악치료가 초등학생의 스트레스에 긍정적인 영향을 미친다는 것을 알 수 있다. 또한 음악치료의 방법 즉 노래 부르기와 Song Writing, 음악 감상, 악기 연주, 즉흥 연주를 통한 다양한 활동으로 초등학생들의 부정적이고 드러내기 힘들었던 상황을 표현하고 감정과 정서적인 면을 안전한 상황 속에서 집단 구성원들과 나눔으로써 긍정적인 방향으로 변화 하는데 도움을 준다는 것을 알 수 있다. 이것은 음악치료가 초등학생의 스트레스 감소에 매우 긍정적인 역할을 하는 것을 시사한다.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론 ·················································································· 1
• 1. 연구의 필요성 ········································································ 1
• 2. 연구의 목적 및 연구의 가설 ······················································· 5
• 3. 용어 정의 ············································································· 6
• Ⅱ. 이론적 배경 ········································································· 7
• 1. 스트레스 ·············································································· 7
• 1) 스트레스의 개념 ·································································· 7
• 2) 스트레스의 모델 ·································································· 8
• 2. 초등학생의 스트레스 ······························································· 11
• 1) 초등학생 스트레스의 개념 ····················································· 11
• 2) 초등학생 스트레스의 요인 ····················································· 12
• 3. 음악치료·············································································· 15
• 1) 집단음악치료······································································ 16
• 2) 음악치료와 스트레스와의 관계················································· 19
• Ⅲ. 연구방법 ············································································ 22
• 1. 연구 대상 ············································································ 22
• 2. 음악 치료 프로그램 ································································ 23
• 3. 측정도구 ············································································· 24
• 1) 측정도구 ········································································ 24
• 2) 검사의 신뢰도 ································································· 24
• 4. 연구 설계 ············································································ 26
• 5. 연구 절차 ············································································ 26
• Ⅳ. 연구결과 ············································································ 29
• Ⅴ. 결론 및 제언 ······································································ 42
• 1. 결 론 ················································································· 42
• 2. 연구의 제한점 및 제언 ···························································· 44
• 참고문헌 ·················································································· 45
• 영문초록 ·················································································· 51
• 부 록 ···················································································· 53
• 표 목 차
• 표1. 음악 치료 프로그램 구성 ························································· 23
• 표2. 스트레스의 하위영역과 관련 문항 및 신뢰도 ·································· 25
• 표3. 집단 간 스트레스 사전검사 차이검증 ··········································· 29
• 표4. 스트레스 점수의 사전, 사후 평균과 표준편차 ································· 30
• 표5. 집단 간 스트레스 점수 변화 차이 검증 ········································ 31
• 표6. 집단 간 부모관련 스트레스 사전, 사후 평균과 표준편차 ···················· 32
• 표7. 집단 간 부모관련 스트레스 점수 변화 차이 검증 ····························· 33
• 표