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염성희 명지대학교 사회교육대학원 2013 국내석사
본 연구는 집단미술치료 프로그램이 임신부의 심리사회적 적응에 어떠한 효과를 나타내는지 분석하는데 목적을 두고 진행되었다. 프로그램을 검증하기 위한 사전 사례 진행을 경기도 ○○시에 위치한 ○○○ 여성전문병원에서 외래검진을 받는 15주~31주 차 임산부를 대상으로 2011년 9월부터 2012년 5월까지 진행하였고, 사전 사례진행에서 수정․보완된 본 프로그램으로 2012년 10월 10일부터 11월 19일까지 주1~2회, 사전․사후 회기 포함하여, 총 15회기에 걸쳐 진행되었다. 임신부 집단미술치료 프로그램 구성을 위한 내용의 준거 틀을 Lederman(1984)의 임신부의 심리사회적 적응을 위한 발달과제로 하고, 방법의 준거 틀을 집단미술치료 프로그램으로 하여 회기별로 주제와 내용을 구성하였다. 연구의 평가방법으로는 임신부의 심리사회적 적응정도를 알아보기 위해 Lederman(1984)의 산전자가평가 설문(Prenatal Self-Evalution Questionaire : PSEQ)을 사용하였고, 투사검사로 동적 집-나무-사람(Kinetic House-Tree-Person : KHTP) 그림검사를 사전․사후 검사로 실시하였다. 본 연구과정을 통하여 나온 결과는 다음과 같다. 첫째, 본 연구에서의 양적 분석으로 본 결과에서는 집단미술치료가 임신부의 심리사회적 적응을 위한 발달 과제 중 모성역할에 대한 기대, 남편과의 긍정적인 부부관계, 분만을 위한 준비, 임신부와 태아의 안녕에 대한 관심, 분만과 진통에 대한 조절력(자신감)에서 통계적으로 유의한 차이가 있는 것으로 나타났다. 둘째, 질적 분석으로는 임신부들이 집단미술치료룰 통해 자유롭게 미술매체를 탐색하고, 창의적으로 작품을 표현함으로서 개개인의 심리사회적 적응을 방해하는 발달과제들을 해결해 나가는 변화과정을 보였다. 작품을 통해 객관적으로 자기를 이해하고, 출산․분만에 대한 자신감과 친정어머니와 남편과의 관계, 새로운 모성역할 대한 기대의 적극적인 변화를 보이는 등 임신부의 심리적 안정감을 경험하고 성장할 수 있도록 도움을 주는데 효과적이었음을 알 수 있다. 위의 연구 결과를 통하여 본 연구가 갖는 함의는 임신부에게 집단미술치료를 경험하게 함으로 심리사회적 적응을 위한 발달과제를 효과적으로 해결해 나가도록 촉진하였다는 점에서 그 의의를 가진다. 또한 이러한 임신부의 경험을 통한 심리사회적응은 임신부로 하여금 모성역할을 개발하게 하고, 자신은 물론 태아 및 가족의 정신건강까지도 영향을 미치게 되므로, 임신부의 심리적 중재서비스로의 개입을 제안한다는 점에서 그 의미를 갖는다. This study was conducted with the purpose of analyzing effects of programs of group art therapy on psychosocial adaptation of pregnant women. A preliminary study of pregnant women who took outpatient examinations in ooo Women’s Hospital located in oo-si in Gyeonggi-do was conducted for the purpose of verifying the program of this study during the period from October, 2011 to May, 2012. With the program, which was modified and complemented in the preliminary study, the research was carried out fifteen times in total, one or two times a week, during the period from 10th of October, 2012 to 19th of November, 2012. Subjects and content were organized for each session, as developmental tasks for psychosocial adaptation of pregnant women were set as the frame of reference of content for the program structure and programs of group art therapy were set as the frame of reference of method. As the evaluation method, Prenatal Self-Evaluation Questionnaire was used for the purpose of identifying the degree of psychosocial adaptation of pregnant women. As the projection examination, KHTP(Kinetic house-tree-person) picture examination was used for pre-examination and post-examination. Some major findings are as follows : First, the results from the quantitative analysis in this study shows that group art therapy has a statistically meaningful difference in expectation of maternal role, positive conjugal relation with husband, preparation for childbirth, interest in good health of pregnant woman and unborn child, and accommodation power (self- confidence) in childbirth and labor pain among developmental tasks for psychosocial adaptation of pregnant women. Second, the qualitative analysis found that pregnant women settled developmental tasks preventing their psychosocial adaptation by freely searching art media through group art therapy and creatively expressing art works. Through art works, pregnant women understood objectively themselves, improved self-confidence in childbirth and delivery, and showed active changes in the relationship with their husband and mother and in expectation of new maternal roles. Therefore, group art therapy was found to be effective in helping pregnant women experience and improve their psychological stability. As seen in the results above, this study has significance in that it is possible to facilitate effective settlement of developmental tasks for psychosocial adaptation by making normal pregnant women experience group art therapy. Moreover, this study has significance in that it suggests that group art therapy be used as a psychological intervention service for ordinary pregnant women because psychosocial adaptation through this kind of experience of pregnant women makes them develop maternal roles and affects their mental health as well as their family and unborn baby.
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그룹별 과정 중심 쓰기 활동이 중학생들의 쓰기 능력 향상에 미치는 효과
염성희 부산대학교 교육대학원 2003 국내석사
The purpose of this study is to investigate the effects of the process-oriented writing through group activities on the writing competence of Korean students in the middle school. For this purpose, this paper investigates pragmatically how the process-oriented writing through group activities has improved the writing competence of Korean Middle school students, how students' attitudes and habits of studying English and writing have been changed, how their participation in the writing has been increased. This research was carried out during the eight weeks from March, 2003 to April, 2003. The 68 students in the third grade were questioned, and the test and the portfolio were adopted to examine the improvement in writing ability. A survey and open self-assessment are also used to note students' attitudes toward studying English and English writing, at the same time noticing the advantages and difficulties of two different types of writing as well. This research has proved that the process-oriented writing through group activities have the positive effects compared to the traditional writing activities. First, the students improved their writing skill through the process-oriented writing through group activities rather than the traditional writing activities. The improvement can be seen in both writing tests and students' portfolios. Especially students' improvement in the task completion, level of discourse, vocabulary is greater than the one in the grammar and the mechanics. Second, the process-oriented wiring through group activities remarkably stimulated and motivated students so much as to maintain a eager participation in English writing as well as English classes. Finally, the process-oriented wiring through group activities is one of the best ways to have students feel more interest in English writing and to stimulate peer cooperation. Many students addressed this point on their open self-assessments. Therefore, the process-oriented writing through group activities is a highly motivating way for students to get valuable experience in English writing. Not only can the process-oriented writing through group activities improve writing competence, it can also have a profound impact on the students' attitudes towards English studying and English writing.
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