화훼장식기능훈련을 이용한 원예치료가 정신지체장애인의 작업수행능력 향상및 직업재활에 미치는 영향 = Effect of Horticultural Therapy Using the Floral Decoration Training on the Improvement of Occupational Performance Ability and Vocational Rehabilitation in Mentally Retarded

국문 초록 (Abstract)

본 연구는 정신지체 학생들에게 화훼장식 기능훈련 프로그램을 이용한 전문적인 원예치료가 이들의 작업수행능력을 향상과 직업재활에 미치는 영향을 알아보자 수행되었다. 본 연구는 직업적응 훈련을 위한 1차시기와 직업재활을 위한 2차시기 두 차례에 걸쳐 실행되었다. 연구대상은 서울시의 특수학교 고등학생으로 1차에는 대조군 35명, 실험군 33명이고, 2차에는 대조군 15명, 실험군 15명 비장애인학생 15명을 선정하였다. 1차는 2006년 10월부터 12월까지, 주 1회 총 12회를 하였으며, 2차는 2007년 1월부터 2월까지 주 1회 총 5회를 실시하였다. 화훼장식 기능훈련 프로그램은 1차에 꽃다발, 꽃바구니, 사방화와, 2차에는 꽃다발, 꽃바구니, 사방화(촛대), 부케 등을 선정하였다. 평가도구는 1차에 부모설문지, 작업수행평가, 생활만족도, 원예활동 수행능력 평가도구-심리행동 영역 등을 사용하였으며, 2차는 매회 화훼장식기능사 채점기준표로 평가하였다. 1차의 화훼장식 기능훈련 전ㆍ후 그룹별 작업수행능력을 비교한 결과 대조군에 비해 실험군에서 작업 전 기능, 작업태도, 전체작업수행평가 모두 다 통계적으로 유의하게 향상되었다. 실험군에서 화훼장식기능훈련 실시후 원예활동 수행능력 평가 결과 의존성을 제외한 나머지 하위항목인 위축, 참여성, 자신감, 흥미와 관심, 문제행동, 민감성, 정서불안, 욕구불만 영역에서 통계적으로도 유의한 향상을 보였다. 2차시기의 세 그룹의 결과를 보면 구성, 색상, 창의성, 기술능력 모든 영역에서, 비장애학생, 실험군, 대조군 순으로 높게 나타났다. 또한 대조군과 실험군간의 각 항목별 차이를 보면 꽃다발, 꽃바구니, 사방화, 촛대를 이용한 사방화에서 실험군이 대조군보다 높게 나타났다. 이로써 화훼장식 기능훈련을 이용한 원예치료 프로그램이 정신지체학생들의 작업수행능력을 향상시켜 직업적응과 직업재활에 긍정적인 효과가 있는 것으로 나타났다. 정신지체인들이 직업적응과 직업재활 훈련을 잘 마치는 것도 직업재활로 보고있기 때문에 본 연구의 프로그램은 이들의 직업재활에 효과적으로 적용할 수 있다고 판단된다.

다국어 초록 (Multilingual Abstract)

In this study, we aim to identify the impact of professional horticultural therapy using the floral decoration training (FDT) program for mentally retarded students in the vocational rehabilitation and improvement of their occupational performance. For this purpose, the study was conducted twice, with phase Ⅰ for vocational adaptation training and phase Ⅱ for vocational rehabilitation. The subjects were 35 students from the special high school in Seoul in the control group and 33 in the treatment group in phase Ⅰ. In phase Ⅱ, 15 students were selected from the control group in phase Ⅰ, 15 students from the treatment group in phase Ⅰ and 15 normal students in the same age group. Phase Ⅰ was conducted from Oct. to Dec. 2006, which consisted of 12 terms once a week. Phase Ⅱ was composed of five terms from Jan. to Feb. 2007. The FDT program in phase Ⅰ involved making the bouquet, flower basket and centerpiece, whereas phase II involved the selection of the bouquet, flower basket and centerpiece (candle holder). The evaluation tools were parents' questionnaires, evaluation of occupational performance ability, life satisfaction inventory and horticultural therapy performance assessment (HTPA-psychological behavior part) in phase Ⅰ, whereas phase II referred to the scoring standard for the florist test. In accordance with the occupational performance ability before and after the FDT in phase Ⅰ, the control group showed a reduction of occupational performance level in all testing areas including the pre-vocational skill, vocational attitude and total occupational performance level. On the contrary, the treatment group demonstrated statistically significant improvement in all areas, such as prevocational skill, vocational attitude and total occupational performance ability. In accordance with the horticultural activity performance ability test after the FDT, the treatment group indicated statistically significant improvements in the sub-groups, except in dependency factors, such as shrinking, participation, interest and pleasure, troublesome behavior, emotional insecurity and frustration. According to the results of the FDT in phaseⅡ, the averages were higher in normal students, followed by the treatment group and control group in that order in all areas including organization, color, creativity and technical ability. Furthermore, for the difference between the control group and treatment group that were comprised of mentally retarded students by area, the treatment group demonstrated higher average values than the control group in the areas of bouquet, flower basket, centerpiece and centerpiece using candle holder. As a result, the horticultural therapy program using the FDT had a positive impact on occupational adaptation and vocational rehabilitation by improving the occupational performance ability of mentally retarded students. Although it is importantfor them to directly get a job, as the completion of the occupational adaptation training and vocational rehabilitation training is considered as a kind of vocational rehabilitation, the programs used in this study will be effective for the vocational rehabilitation of mentally retarded individuals.

목차 (Table of Contents)

• Abstract
• 서언
• 재료 및 방법
• 결과 및 고찰
• 초록
• 인용문헌

참고문헌 (Reference)

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