모래놀이치료가 시각장애 대학생의 불안과 자아존중감 및 사회성에 미치는 효과 = The Effect of Sandplay Therapy on Anxiety and Self-Expression and Social Skill of College Students with Visual impairment

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effect of sand play therapy on anxiety, self-esteem and sociality of visually handicapped college students.
To suggest proper conditions to give sand play therapy to the people who are visually handicapped prior to study, it was conducted sand play therapy twice for two people who are visually handicapped and use A Welfare Center for the Visually Handicapped. Thought there was imposed restriction to select figure and to move, it was reported that sand play therapy is positively necessary for it suggests psychological stability to the visually handicapped and it was interesting and wonderful to meet objects which the visually handicapped cannot touch usually through figures.
In this study, to control the average age of the people who are visually handicapped, it was conducted anxiety test, self-esteem scare and sociality scale test of the people who are visually handicapped for the club members of the people who are visually handicapped of a university located in Chungcheongnam-do. And it was selected 11 people who want sand play therapy as an experimental group and 11 people who answered a questionnaire among the subjects as a controlled group. And sand play therapy was conducted for the people of experimental group. The consultation period was from May 2013 to June 2013 and it was performed twice per week and total 10 sessions were conducted through 60 minutest per a session.
To analyze the effects of this study, three test tools and one checklist were used. As for the test tool to measure the anxiety of the visually handicapped, it was used Anxiety Scale for the Blind (ASB) which was developed by Hardy (1966) and adapted by Mah (2003). As for the test tool to measure self-esteem, it was used the revised and supplemented test tool which was developed by Kim, Kim (1998) for Korean students and youth on the basis of scale of Harter (1982). As for the test tool to measure sociality, it was used ‘the Latest Personality Diagnose Test’ which was developed by Lee (1999) at Korean Testing Center and revised sociality by Kim (2013). And after performing ten times sessions of sand play therapy, it was analyzed qualitatively Sand Play Categorical Checklist (SCC) of Grubbs (1997). To analyze the study, it was used SPSS (Statistical Package for Social Science) 18.0 program and processed statistically. From statistical analysis, Cronbach’s α coefficient was calculated. To verify the pre- and post- changes of anxiety scale, attachment relation scale and stress scale of personal relations between the experimental group and controlled group, it was conducted U test of Mann-Whitney which is the non-parametric test and the significance level was tested at a α=.05.
The study results were summarized as follows:
First, the effect of sand play therapy on the anxiety of visually handicapped college students is as follows: The anxiety of the experimental group was decreased significantly after performing sand play therapy but the controlled group did not show significant difference. This means that sand play therapy has positive effect to decrease the anxiety due to personal disposition and the anxiety which can be occurred in the relationship with the normal people and during the personal relationships.
Second, the effect of sand play therapy on the self-esteem of visually handicapped college students is as follows: The self-esteem of the experimental group showed significant difference after performing sand play therapy but the controlled group did not show significant difference. This means that sand play therapy is effective to improve studies, general self, self related to friends, characteristic self and self with physical ability of the visually handicapped.
Third, the effect of sand play therapy on the sociality of visually handicapped college students is as follows: The sociality of the experimental group was increased significantly after performing sand play therapy but the controlled group did not show significant difference. This means that sand play therapy has positive effect to improve sociality of the visually handicapped college students.
Fourth, the qualitative process of change during performing sand play therapy is as follows: The study participants experienced confusion, resisted or showed aggression by making sand box. However, they recognized the difficulties from reality and eliminated negative feelings by expressing it to the sand box. In addition, study participants made an effort to make a relationship with self by themselves through sand play therapy and showed the effects to establish positive self-image by reinforcing self. By decorating sand box, they expressed inner negative emotions freely and reflected their own emotions and faced with them by themselves, and the anxiety was decreased and self-esteem and sociality were increased and also the personal relationships were changed through the process to re-establish emotions.
Though the above study results, the sand play therapy has a possibility as an effective therapeutic tool for sand play therapy decreases the anxiety and increases self-esteem and sociality of the visually handicapped college students.

목차 (Table of Contents)

• 표목차
• 그림목차
• 논문개요
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 8
• Ⅱ. 이론적 배경 9
• 1. 시각장애인 9
• 2. 시각장애인의 불안 15
• 3. 시각장애인의 자아존존감 16
• 4. 시각장애인의 사회성 16
• 5. 시각장애인 모래놀이치료 18
• Ⅲ. 연구방법 20
• 1. 연구대상 20
• 2. 연구도구 23
• 1) 시각장애인의 불안검사(Ansiety Scale for the Blind; ASB) 23
• 2) 자아존중감 척도 24
• 3) 사회성 척도 25
• 4) 모래놀이 범주 체크리스트(The Sandplay Categorical Checklist: SCC) 25
• 3. 연구절차 26
• 4. 자료 분석 및 처리 29
• Ⅳ. 결과 및 해석 31
• 1. 양적분석 31
• 1) 모래놀이치료가 시각장애 대학생의 불안에 어떠한 영향을 미치는가? 31
• 2) 모래놀이치료가 시각장애 대학생의 자아존중감에 어떠한 영향을 미치는가? 34
• 3) 모래놀이치료가 시각장애 대학생의 사회성에 어떠한 영향을 미치는가? 37
• 2. 참여자에 따른 모래놀이치료 과정에서의 사례분석 39
• 1) 모래놀이치료 과정에서 나타난 A의 사례분석 43
• 2) 모래놀이치료 과정에서 나타난 B의 사례분석 47
• 3) 모래놀이치료 과정에서 나타난 C의 사례분석 50
• 4) 모래놀이치료 과정에서 나타난 D의 사례분석 52
• 5) 모래놀이치료 과정에서 나타난 E의 사례분석 55
• 6) 모래놀이치료 과정에서 나타난 F의 사례분석 58
• 7) 모래놀이치료 과정에서 나타난 G의 사례분석 60
• 8) 모래놀이치료 과정에서 나타난 H의 사례분석 64
• 9) 모래놀이치료 과정에서 나타난 I의 사례분석 66
• 10) 모래놀이치료 과정에서 나타난 J의 사례분석 68
• 11) 모래놀이치료 과정에서 나타난 K의 사례분석 72
• Ⅴ. 논의 및 결론 76
• 1. 요약 및 논의 76
• 2. 연구의 제한점 및 제언 79
• 참고문헌 81
• 부 록 89
• ABSTRACT 106