Using Art Play Therapy to Decrease Behaviors with Physical Aggression for Kindergarteners in Integrated Education

다국어 초록 (Multilingual Abstract)

Child physical aggression has been demonstrated as a critical precursor of external behavior problems, academic failure, and social-maladjustment problems in adolescents and adults. Many intervention teaching activities and strategies to reduce aggressive behaviors for children with physical aggression have been studied and examined. However, few of the studies considered the importance of providing a natural environment-based art play cooperating activity within the range of regular education curriculum. The purpose of this study is to see whether a small group art play activity decreased behavior with physical aggression by interacting with peer group who do not show behaviors with physical aggression. Two children with physical aggression, who were reported as showing physically aggressive and disruptive behaviors in class by their teachers during 10 sessions for the pretest and the last year, participated in the activity. Ten typically developing peers, who did not show any aggressive or maladaptive behaviors, participated as peer mediators in the study during 15 sessions. The intervention activity consisted of a structured group art play activity with peers, in considering the importance of providing a natural environment-based art play cooperating activity within the range of regular education curriculum. The results showed that there was a decrease in behavior with physical aggression with all the subjects in the process of integrated education. However, further research will be needed to examine the benefits from the peer participation in order to verify its mutual benefits.

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