http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
박찬미 부천대학 1999 論文集 Vol.20 No.-
The purpose of this study was to analyze the 58 measuring items for the pre-school children's clothing construction in order to observe the factorial structure of items and to extract the common factor and the special unique factor from data. The results of this study can be summarized as follows; The elements comprising the somatotypes of pre-school children were the size of body skeleton, the thickness of body mass, the posture and shape of body mass, the lateral under-neck shape, the extrusion of belly, the length between front and the back shoulder, the shape of lower belly, the shape of upper hip, the shape of lower hip and the slope of shoulders. Among them, the first two elements accounted for 54.8% of the total distribution, which means that these two elements explain the body-mass somatotypes of kid's most effectively.
협동활동 중심 집단미술치료 프로그램이 저소득층 아동의 또래관계에 미치는 효과
박찬미,공마리아,최은영 한국예술심리치료학회 2015 예술심리치료연구 Vol.11 No.2
본 연구는 협동활동 중심 집단미술치료 프로그램이 저소득층 아동의 또래관계 에 미치는 효과를 알아보기 위한 것이다. 연구대상은 A시에 위치한 두 곳의 지역아동센터를 이용하는 저소득층 아동들 중 사회복지사의 추천과 부모 동의를 받은 초등학교 4학년 학생으로 실험집단 및 통제집단에 아동을 각 6명씩 배정하였다. 본 연구는 2014년 7월 21일부터 2014년 10월 13일까지 매 회기 60분씩, 주 1회, 총 12회기를 실시하였다. 본 연구의 효과 측정을 위해 양윤란(2004)의 아동·청소년 또래관계기술 척도(PRS-AC) 및 학교생활화(Kinetic School Drawing: KSD)를 사용하였다. 또한 본 연구 프로그램 중의 3회기와 11회기의 비언어적 협동화를 통하여 회기 중 또래관계 변화를 살펴보았다. 연구 결과, 협동활동 중심 집단미술치료 프로그램을 통해 저소득층 아동의 또래관계기술척도에 나타난 또래관계가 긍정적으로 변화하였으며, 학교생활화의 등장인물, 인물상의 행동과 내용, 상호작용에서 긍정적인 변화가 나타났다. 또한 비언어적 협동화에서 또래와의 상호작용이 증진되었다. This study desires to examine the effects of Cooperative-activity-oriented group art therapy on peer relational of low income children. Subjects of the study are fourth year elementary school children law income families. Also they are recommended, by a social worker, have their parents agreement. They were divided into 6 children of an experimental group, and 6 children of a control group. The study is composed of an early stage(first to third session), a middle(cooperation) stage(fourth to ninth session), and a termination stage(tenth to twelfth session) from July 21 2014 to October 13 2014, so total 12 times were conducted, once a week, 60 minutes a session. Research tool of this study is Peer Relational Skills Scale for Children and Adolescents(PRS-AC) made by Yunran Yang(2004), and this tool was used to compare pretest, post test and follow-up. Also Kinetic School Drawing(KSD) was used to compare pre-inspection with post-inspection. I observed changes that happen peer relational skills through nonverbal cooperation of third session and eleventh session of this study. The results of this study are as follows. Cooperative-activity-oriented group art therapy has a positive effect on drawing(drawing test of school life and nonverbal cooperation), on peer relational skills of Children in low-income families.