사진치료 프로그램이 다문화가정 아동의 자아존중감과 학교생활적응에 미치는 효과

국문 초록 (Abstract)

본 연구는 사진치료 프로그램이 다문화가정 아동의 자아존중감과 학교생활적응에 어떠한 영향을 미치는지 알아보는 데 목적이 있다. 이와 같은 목적을 달성하기 위하여 다음과 같은 연구문제를 설정하였다.
첫째, 사진치료 프로그램은 다문화가정 아동의 자아존중감 변화에 어떤 영향을 미치는가?
둘째, 사진치료 프로그램은 다문화가정 아동의 학교생활적응 변화에 어떤 영향을 미치는가?
본 연구의 대상은 경기도 북부지역 중소도시에 위치한 B초등학교와 G초등학교 다문화 아동 30명(남 14명, 여 16명)을 대상으로 수행되었는데 실험집단에는 B초등학교 다문화 아동 15명(남5, 여10), 통제집단에는 G초등학교 다문화가정 아동 15명(남9, 여6)을 배치하였다.
본 연구에서 사용한 실험 설계는 전후검사 통제집단 설계(pretest-posttest control group design)이다. 본 연구에서는 사전검사와 사후검사를 실시하였으며, 실험집단에만 사진치료 프로그램을 적용하고 통제집단에는 아무런 처치도 하지 않았다.
본 연구에서 개발한 사진치료 프로그램은 총 12회기로 구성되어 있으며, 프로그램 진행은 본 연구자가 직접 담당하였다. 한 회기의 소요시간은 45분이며, 주 1회 2회기를 연속 진행하였다.
본 연구에서는 사전 집단 간 동질성을 검증하기 위하여 t-검정을 실시하였으며, 사후 집단 간 차이를 검증하기 위해서는 혼합변량분석을 실시하였다. 본 연구의 통계분석은 SPSS 18.0 프로그램을 활용하였다.
본 연구의 결과를 요약하면 다음과 같다.
첫째, 사진치료 프로그램은 다문화가정 아동의 자아존중감 향상에 효과적이다. 실험집단이 통제집단보다 처치 후에 유의미하게 높은 점수를 나타냈는데 이는 사진치료 프로그램이 활발한 자기탐색과 역동적인 상호작용, 관계 속 자기의 패턴 이해가 자아존중감을 향상시킨 것으로 해석된다.
둘째, 사진치료 프로그램은 다문화가정 아동의 학교생활적응 향상에 효과적이다. 실험집단이 통제집단보다 처치 후에 유의미하게 높은 점수를 나타냈는데 이러한 결과는 사진치료 프로그램이 자기탐색을 통한 올바른 자기 이해를 바탕으로 자기의 성취욕구를 알아차리고, 긍정적인 상호작용을 통해 바람직한 대인관계 능력을 습득하여 학교생활적응을 향상시킨 것으로 해석된다.

목차 (Table of Contents)

• 목 차
• 논문요약 ································································ ⅴ
• Ⅰ. 서 론 ································································ 1
• A. 연구의 필요성 및 목적 ················································· 1
• B. 연구문제 및 가설 ······················································· 6
• C. 용어의 정의 ····························································· 6
• D. 연구의 제한점 ··························································· 9
• Ⅱ. 이론적 배경 ······················································· 10
• A. 사진치료 ································································ 10
• B. 자아존중감 ····························································· 12
• C. 학교생활적응 ··························································· 15
• Ⅲ. 프로그램 구안 ···················································· 17
• A. 사진치료 프로그램 구안 방향 ········································ 17
• B. 프로그램 구안 과정 ···················································· 20
• Ⅳ. 연구 방법 ························································· 36
• A. 연구 대상 ······························································· 36
• B. 연구 도구 ······························································· 38
• C. 실험 설계 ······························································· 41
• D. 연구 절차 ······························································· 41
• E. 자료 분석 방법 ························································· 43
• Ⅴ. 연구결과 ··························································· 44
• A. 결과 분석 ······························································· 44
• B. 논의 ······································································ 64
• Ⅵ. 결론 및 제언 ····················································· 70
• A. 요약 ····································································· 70
• B. 결론 ······································································ 72
• C. 제언 ······································································ 73
• 참 고 문 헌 ···························································· 74
• ABSTRACT ··························································· 82
• 부 록 ···································································· 85