자기교시 집단미술치료가 스마트폰 게임중독 아동의 자기통제력에 미치는 영향 = The Effect of Self-Instructed Group Art Therapy on the Self-Control Ability of Children with Smartphone Game Addiction

다국어 초록 (Multilingual Abstract)

ABSTRACT

The Effect of Self-Instructed Group Art Therapy on the Self-Control Ability of Children with Smartphone Game Addiction

Lee, Seung-Rae
Advisor: Prof. Kim, Yong-Seob, Ph.D.
Graduate School of Policy, Chosun University
Department of Addiction Rehabilitation
with Social Welfare

The aim of this study is to investigate and analyze the effect of the self-instructed group art therapy program to improve the self-control ability of children addicted to Smartphone games. The subjects of this study were boys of age 8 and 11 attending the 1st and 3rd grade classes of S elementary school in Gwang-ju. Consent from the parents and the school principal was obtained prior to the conduction of therapy. The group of students identified as high risk users of Smartphone were selected as the study subjects. These subjects were then subsequently classified into two groups: a variable (experimental) group and a control group with 2 individuals in each group. A total of 12 group art therapy sessions were conducted on the variable group. Each session lasted 50 minutes and took place once a week from May 7th to July 29th in 2014.
In order to confirm the alleviation on the mobile game addiction, a range of tests were conducted including the K-scale test for a quantity comparison of the self-assessment of Smartphone game addiction before and after the sessions, self-control test, a review on the counselling content of each session for quality comparison, Kinetic Family Drawing (KFD) and House Tree Person (HTP) drawing test. The data obtained from this study was statistically analyzed by the IBM SPSS Statistics 21.0 for Windows program. First, the change in the degree of addiction to Smartphone games achieved by the effect of self-instructed group art therapy was examined by t-test in order to verify the effectiveness of the group art therapy sessions. Second, the change in the scale of self-control ability before and after the group art therapy sessions was also examined by t-test. Third, the change was suggested as the result of observation on the behavior of the research subjects before and after the application of self-instructed group art therapy.
The main study results are as follows:
1. It was confirmed that self-instructed group art therapy program is effective in the alleviation of Smartphone game addiction in children. According to the study results the experimental group that went through the group art therapy program showed more significant reduction in addiction than the control group did. An overall decrease in average score after the sessions was observed in the experimental group while there was no signigicant decrease in the average score of all sub factors of Smartphone usage in the control group. Such result indicates that the self-instructed group art therapy has certain effect in reducing the addiction level of addiction to Smartphone games in children.
2. It was also confirmed that self-instructed group art therapy is effective in improving the self-control ability of children with Smartphone game addiction. The overall average score regarding self-control showed an increase in the experimental group while the control group showed no signs of significant change. The average score of long term satisfaction in self-control sub factors in particular showed a significant increase. This indicates that the self-instructed group art therapy has a positive effect on improving the self-control ability of children with Smartphone game addiction.
3. It could be identified from the comparison analysis of the House Tree Person (HTP) and Kinetic Family Drawing test before and after the sessions that mutual interaction was revitalized between family members of the research subjects after the therapy sessions.
4. At the early stage of therapy sessions, the research subjects were aware of the severity of the Smartphone game addiction. Through self exploration they understood their current desire and its cause, thereby setting up an objective action timetable and a token calendar table. Upon realizing the seriousness and negative effect of their problems objectively, the children who used to spend more than 5 hours on smartphone games could voluntarily adjust their time to alleviate the addiction.
5. As the alternatives to a Smartphone, developing specialties and aptitudes such as paperwork and crafts could successfully replace the children's favorite game characters into media of creative art activity. Children could experience satisfaction and sense of accomplishment. Throughout such process children could recognize themselves positively and their passive attitude at the early stages of therapy changed into a more active and an enthusiastic approach.
6. Compliments, sticker treats and reinforcements on children's achievements of weekly assignments were provided. Family support and rewards when children successfully adhered to their scheduled time spent on Smartphone games resolved conflicts and invigorated mutual interaction in the subject children's family. Such positive effect on family relationship could be also observed from the KFD test sheets and the children's session reports. This positive changes in children's attitude were also confirmed from the parents counselling. From the counselling content at the termination of the therapy sessions, one of the mothers reported that her child started doing crafts homework first and put other assignments above playing games, therefore spending less time on Smartphone games.
7. After observing children's attitude in crafts class and the process of their problem solving, it could be noted that their concentration and confidence were improved after self-instructed training. Children no longer asked irrelevant questions as frequently as before the training, won a bronze prize in extracurricular activity competition and guided new kids in the class. Improvement in self-control ability was evidently observed from the subject children sitting upright in a correct posture, solving their problems on their own and furthermore, searching out to find and solve additional problems.
From these study results self-instructed group art therapy program was identified as an effective method of influencing the behavior of children to alleviate Smartphone game addiction, improving self-control ability to induce positive effect in the children's family and school life and have concentration and confidence.
Consequently, self-instructed group art therapy is effective for alleviating Smartphone game addiction in children, strengthen positive self through positive experience, and also improve attention and confidence for prevention of Smartphone game addiction. Hence self-instructed group art therapy is a useful program that can be applied to Smartphone game addiction treatment and can suggest valuable approach strategies for prevention in school environment.

목차 (Table of Contents)

• 제 1 장 서론 1
• 제1절 연구목적 1
• 제2절 연구범위 및 방법 3
• 제 2 장 이론적 배경 5
• 제1절 자기교시 집단미술치료 5
• 1. 미술치료 개념 5
• 2. 미술치료 효과 6
• 3. 자기교시 집단미술치료 7
• 제2절 스마트폰 게임중독 아동의 특성 12
• 제3절 자기통제력 16
• 제4절 선행연구 19
• 1. 스마트폰 게임중독 19
• 2. 자기통제력 21
• 3. 자기교시 집단미술치료 23
• 제 3 장 연구설계 25
• 제1절 연구참여자 25
• 제2절 실험설계 및 절차 27
• 1. 실험설계 27
• 2. 실험절차 28
• 제3절 측정도구 29
• 1. 스마트폰 중독 검사 29
• 2. 자기통제 측정 도구 30
• 3. HTP(House-Tree-Person)Test, 동적가족화(KFD)검사 31
• 제4절 자기교시 집단미술치료 프로그램 설계 32
• 1. 집단미술치료 기간 및 환경 32
• 2. 집단미술치료 프로그램 구성 33
• 제5절 자료 분석 40
• 제 4 장 연구결과 41
• 제1절 사전·사후 검사의 결과 41
• 1. 자기교시 집단미술치료가 스마트폰 게임중독 아동의 미치는 영향 41
• 2. 자기교시 집단미술치료가 스마트폰 게임중독 아동의 자기통제력에
• 미치는 영향 44
• 3. HTP, 사전 사후 비교 분석검사 47
• 4. KFD 사전 사후 비교 분석검사 54
• 제2절 집단미술치료 회기 내 아동의 변화 56
• 제 5 장 결론 62
• 제1절 요약 및 논의 62
• 제2절 향후 연구방향 67
• 참고문헌 69
• 부 록 77