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교사-아동 상호작용 훈련(TCIT)이 교사의 긍정적 상호작용과 아동의 파괴적 행동에 미치는 효과검증
두정일(Doo Jeing-Il) 한국아동심리치료학회 2019 한국아동심리치료학회지 Vol.14 No.2
The purpose of this study was to examine how TCIT influences Korean children’s disruptive behavior in school as well as teachers interactions with their students. Ten preschool classes were randomly assigned to either the experimental group which received the TCIT training program or the waitlist control group which did not. The TCIT program was conducted in 12 sessions, twice a week for one hour. The DPICS were diagnosed before and after the TCIT to test for any changes in the quality of the teachers’ interactions. To assess children’s behavioral problems as perceived by their teachers, researchers executed the SESBI-R. The results of this study showed that teachers who had received TCIT had significantly increased positive interactions and decreased negative interactions with their students. Furthermore, teachers with TCIT training reported a meaningful decline in disruptive classroom behavior. This study provides evidence for TCIT supporting teacher self-efficacy and fighting teacher burnout and demonstrates the effective use of TCIT at the preschool level in an experimental setting in Korea for the first time
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자폐스펙트럼 장애 아동과 그 부모를 대상으로 실시한 부모-아동 상호작용 치료(PCIT) 효과검증
두정일(Doo, Jeing-Il) 한국아동심리치료학회 2018 한국아동심리치료학회지 Vol.13 No.2
This study examined the efficacy of Parent Child Interaction Therapy on alleviating behavioral issues among children with Autism Spectrum Disorder (ASD) as well as its efficacy in improving the mother s parenting stress, depression and parent-child interactions. Twenty mother-child dyads were randomly assigned to either the experimental group or the waitlist control group. The PCIT program was conducted in 12 sessions, once a week for an hour in the experimental group. Primary findings were followings: first, following manualized PCIT treatment, mothers reported a decrease in the level of children s disruptive behavior, parenting stress, and depression. Second, the frequency of positive interactions increased while the number of negative interactions decreased. Third, after the completion of the PCIT program, mothers in the experimental group reported high levels of satisfaction with the intervention. Treatment gains were maintained at 3-6-12month follow-up assessments. This study gives evidence to support PCIT as an efficacious intervention program for Korean families who have young children with ASD.
KCI
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