학령기 시설 아동의 언어 특성

조혜경,김가인,손은남 한국언어치료학회 2019 言語治療硏究 Vol.28 No.4

Purpose: Despite not taking the biological vulnerability of institutionalized children into account, they have difficulties in normal cognitive development due to lack of attachment to the caregiver, lack of interaction, neglect, and abuse. The purpose of this study was to examine the language characteristics of institutionalized children, to diagnose and evaluate them, and to provide basic data for effective language intervention. Methods: The subjects of this study were 16 institutionalized children aged 7 to 9 years. LSSC (Language Scale for School-aged Children) was performed to investigate language characteristics. Results: First, the LSSC score of the institutionalized children was lower than that of normal children in all sub-test items in the second and third grades. In the fourth grade, the LSSC score of the institutionalized children was lower than that of normal children in all sub-test items excluding grammatical error judgement (GEJ). Second, in the case of children who were admitted to the institution before 36 months of age, 2 items in LSSC score were lower by 4 points (which is the difference of 2 years) or more than that of normal children. But in the case of children who were admitted to the institution after 36 months of age, 9 items were shown. Conclusion: Generally, institutionalized children showed lower overall language ability than normal children. In particular, if children are neglected since infancy and the period of neglect lengthens, institutionalized children show more difficulties in more language elements as their age increases. Regardless of when the children were admitted to the institution, they have difficulties in common in USP (Understanding Spoken Paragraph) and CS (Combining Sentences), but both abilities are considered to develop even in school age, so continuous attention is required. 목적 : 이 연구는 시설아동들의 언어 특징을 살펴보고 이들에 대한 언어진단 및 평가와 효과적인언어 중재를 위한 기초 자료를 제시하는데 그 목적을 두고자 한다. 방법 : ○○광역시 S시설에거주하는 7세부터 9세 아동 16명을 대상으로 하였다. 이들의 언어특징을 알아보기 위해학령기아동언어검사(Lee et al., 2015)를 실시하였다. 결과 : 첫째, 학년별 시설아동과 LSSC 평균점수를 비교한 결과 2,3학년은 모든 하위 검사 항목에서 시설아동들이 일반아동들의평균점수보다 낮은 점수를 보였다. 4학년은 문법오류판단(GEJ) 항목을 제외한 하위 검사항목에서시설아동이 또래아동의 평균점수보다 낮게 나타났다. 둘째, 입소시기를 생후 36개월 전과 후 두집단으로 나누어 살펴본 결과, 36개월 전 시설에 입소한 아동을 또래 아동의 LSSC 평균점수와비교하였을 때 4점(두 학년 간 차이점수)이상 낮은 항목이 2개인 반면 36개월 이후 입소한아동들은 9개로 나타났다. 결론 : 학령기 시설아동이 또래 아동보다 전반적으로 언어능력이 낮은결과를 보이고 있다. 특히 영유아기 때부터 방임되어 그 시기가 길어지면 나이가 증가할수록 더많은 언어요소에서 어려움을 보였다. 입소시기에 관계없이 공통적으로 어려움을 보이는단락듣기이해(USP)와 복문산출(CS) 능력은 학령기에도 발달이 이루어지는 부분이므로 지속적인관심이 필요할 것으로 사료된다.

Family Break-up Experience among Korean Institutionalized Children under the IMF Management System

Yoo, An-Jin,Yi, Soon Hyung,Ok, Sun Hwa,Park, Mee hae,Lee, Kang Yi,Lee,Kyung Hee,Han, Yu Jin 숙명여자대학교 아세아여성문제연구소 2003 Asian Women Vol.16 No.-

This study is designed to examine the experience of family break-up and social-psychological adjustment among Korean institutionalized children during the IMF management system. The result of this study indicates that, after the IMF financial management intervention, the majority of institutionalized children were of kindergarten and 1^st and 2^nd grade elementary school age. A predominant number of children in early childhood, who were institutionalized after the IMF system, have had family break-up experience due to parental divorce. This same reason is applicable to early adolescents of 5^th and 6^th grade and middle school students who were also institutionalized after the IMF system. Both age groups of children within the institutions had less satisfactory socio-psychological adjustment regardless of the timing of entrance to the institution. That is, preschoolers and lower graders showed linguistic retardedness and difficulties with their respective peer groups, whereas early adolescents show low self-identity, low school adjustment and dissatisfaction towards parents and patron. The authors interpreted that the envioronment of the institution, such as lack of care and frequent transferring of schools, might be related to the instability of institutionalized children and adolescents. However, the effect of the IMF management system on socio-psychological adjustment on early adolescence is rather complicated, since early adolescents who were institutionalized after the IMF system regarded the family break-up as a transitory, rather than a permanent state.

시설아동과 정상아동의 감정ㆍ행동 특성 비교

조정순(Chung Soon Cho),백혜순(Hye Soon Baek),최주순(Joo Soon Choi),오열근(Youl Gun Oh),임명호(Myung Ho Lim),김현우(Hyun Woo Kim) 대한스트레스학회 2009 스트레스硏究 Vol.17 No.4

시설에 입소되어 있는 아동의 대부분은 유소아기 시기에 감정적 박탈을 경험했을 위험성이 크며 그러므로 이후 감정행동 특성에서 문제를 나타낼 수 있다. 본 연구는 소아정신과 전문의에 의한 DSM-IV 진단 및 병원 임상에서 널리 사용되는 KPI-C, Kovac 우울척도, Spielberger 상태ㆍ특성 불안척도 등의 평가도구를 이용하여 중소도시인 OO 지역에 분포하고 있는 2개의 시설아동 64명을 대상으로 감정 특성, 행동 특성에 대하여 일반 대조군 아동 138명과 비교하고자 하였다. 결과적으로 시설아동은 Spielberger 특성 불안척도, KPI-C의 자아탄력성, 과잉행동, 사회관계, 자폐증 척도에서 대조군과 통계적으로 유의한 차이를 나타내었다. 상기의 결과로서 시설아동에서는 정서 문제 및 행동 문제가 생각보다 높게 나타나고 있음을 관찰할 수 있었으나 본 연구의 방법상 여러 가지 제한점이 있으므로 시설아동과 정신과적 문제의 인과관계를 해석할 때 주의를 요한다 하겠다. The institutionalized children has been experienced emotional deprivation in early period, they could show the problematic emotional, behavioral characteristics. The authors studied the emotional/behavioral characteristics for 2 institutionalized elementary children"s psychological evaluation by rating scale in a city. The DSM-IV clinical diagnosis applied by child psychiatrist. The psychiatrists and nurses evaluated institutionalized children by psychological evaluation by rating scale. Tools for the evaluation were Korean personality inventory for children, Kovac"s children"s depression inventory, state-trait anxiety inventory. Ultimately 64 institutionalized children, consisting of 26 boys (40.6%) and 38 girls (59.4%) and 138 normal control children participated. In the clinical evaluation between institutionalized children group and control group, institutionalized children were decreased ego strength, and increased hyperactivity, social withdrawal, autistic symptoms of KPI-C and trait anxiety of Spielberger Inventory. This result suggests that a lot of institutionalized children have complex emotional, behavioral, and attentional problems in addition to educational problems. (Korean J Str Res 2009;17:341∼348)

시설보호아동이 지각한 사회적 지지 및 자아존중감과 행동문제와의 관계

홍영미 한국청소년학회 2010 청소년학연구 Vol.17 No.12

The purpose of this study was to investigate the relationship among the institutionalized children's perceived social support, Self-esteem and behavior problems. The subjects were 161 4th and 6th graders(87 boys, 74 girls) who were institutionalized in Seoul. Instruments were the Social Support scales (Kim, 2002) and Self-Esteem scales (Oh, 2008) and Korean Youth Self-Report (Oh et al., 1997). The data were analyzed, In SPSS/Win 17.0 program, by t-test, one-way ANOVA, Pearson Correlations, and multiple regression analysis. The major findings of this study were as follows: First, institutionalized children's perceived social support made self-esteem increased. Second, institutionalized children's perceived social support made behavior problems decreased. Third, institutionalized children's high self-esteem made behavior problems decreased. Fourth, institutionalized children's perceived emotional support and high self-esteem made behavior problems decreased. And institutionalized children's perceived social support of care teacher(institution staff) and school teacher, and high self-esteem made behavior problems decreased. Just institutionalized children's self-esteem have great on effect behavior problems than social support. 본 연구에서는 시설보호아동이 지각한 사회적 지지 및 자아존중감이 행동문제와 어떤 상관관계가 있고 어떻게 영향을 미치는지를 알아보고자 하였다. 본 연구는 서울지역에 있는 아동양육시설 초등학교 161명의 4-6학년 아동을 대상으로 실시하였다. 연구도구는 사회적 지지척도(김수진, 2002), 자아존중감 척도(오환영, 2008), 그리고 K-YSR(오경자 외, 1997)를 사용하였다. 자료분석은 SPSS/WIN 17.0 프로그램을 사용하였으며, t검증, 일원배치 분산분석, Pearson의 적률상관분석, 위계적 중다회귀분석을 실시하였다. 이 연구의 결과는 다음과 같다. 첫째, 시설보호아동이 사회적 지지를 높게 지각할수록 자아존중감이 높은 것으로 나타났다. 둘째, 시설보호아동이 지각한 사회적 지지가 높을수록 행동문제는 감소하는 것으로 나타났다. 셋째, 시설보호아동의 자아존중감이 높을수록 행동문제는 감소하는 것으로 나타났다. 넷째, 시설보호아동이 정서적 지지를 높게 지각하고 자아존중감이 높을수록 행동문제가 감소하는 것으로 나타났다. 그리고, 시설보호아동이 시설선생님과 학교선생님의 지지를 높게 지각하고, 자아존중감이 높을수록 행동문제는 감소하는 것으로 나타났다. 이 연구를 통해 시설보호아동의 행동문제를 감소시키기 위해서는 사회적 지지도 중요하지만 개인 내적인 요인인 자아존중감을 키워줄 수 있는 사회적 지지가 더 효과적이라는 것을 알 수 있었다.

유치원에 다니는 보육원 유아들의 사회적 관계 형성

신현정(Hyun-Jung Shin () 중앙대학교 한국교육문제연구소 2012 한국교육문제연구 Vol.30 No.2

유치원에 다니는 보육원 유아들의 사회적 관계 형성과정을 알아보기 위해 질적 연구 방법을 통해 5개월간 유치원 일과를 참여관찰하고 교사를 대상으로 심층면담을 하였다. 연구 결과 첫째, 유치원에 다니는 보육원 유아들의 보육원 유아와의 관계에서 그들은 서로 친밀하지만 경쟁적인 관계를 유지하며 사회적인 관계를 형성하였다. 둘째, 보육원 유아들은 일반 또래들과의 관계에 있어서 또래들에게 관심은 있었지만 적극적인 표현을 하지 못하여 사회적인 관계를 형성하는데 어려움이 있었다. 그러나 일반유아들의 행동을 모방하여 점차 발전된 놀이 행동과 사회적 기술을 형성해 나가고 있었다. 셋째, 보육원 유아들은 교사의 관심을 끌기 위한 행동을 하며 교사의 시선집중을 통해 위안을 받고자 하였다. 교사는 보육원 유아들의 부적응 행동이 사회적 관계를 저해하는 요인이라고 인식하고 있었다. 그러나 유치원 일과 속에서의 경험과 또래와의 접촉이 보육원 유아들이 정서적인 안정감을 가져와 사회적 관계 형성에 점진적인 발달을 가져올 것이라고 기대하고 있었다. The purpose of this study was to examine the formation of social relationships amongst institutionalized young children. In order to achieve this aim, the daily routines of kindergarteners were qualitatively observed for five months and intensive interviews were conducted with teachers. Based on the data gathered from these observations and interviews, various conclusions were drawn. First, institutionalized children form social relationships by maintaining intimate, yet competitive relationships with each other. Moreover, regarding the relationship between themselves and their non-institutionalized peers, institutionalized children showed interest but had difficulties forming social relationships due to their lack of ability to actively express themselves. However, the results demonstrated that by imitating their non-institutionalized counterparts, institutionalized children develop better social skills and more advanced play behavior. Finally, institutionalized children sought comfort from gaining the teachers’ attention by demonstrating maladjustive behavior. The teachers acknowledged this maladjustive behavior as a considerable factor in hindering the children’s formationof social relationships. However, the teachers expected the institutionalized children in the study to make gradual progress in their ability to form social relationships due to the emotional stability gained from contact with non-institutionalized peers in their kindergarten routines.

시설의 심리적 양육환경이 시설보호아동의 탄력성에 미치는 영향: 시설 또래애착과 학교 또래애착의 매개효과

김현진,김선희 한국인간발달학회 2017 人間發達硏究 Vol.24 No.3

This study was aimed to examine the effect of psychological rearing environment of institution on resilience of institutionalized children. It also investigated the mediating effects of attachment with institution’s peers and attachment with schools’s peers on the relationship between the psychological rearing environment of institution and resilience of institutionalized children. The participants of this study were 215 elementary school students in 4th, 5th, and 6th grades residing in care institutions for children who are separated from parents due to family dissolution in Seoul or Busan. Frequency analysis, reliability test, Pearson’s correlation analysis, and SEM analysis were carried out using SPSS 22.0 and AMOS 23.0 program. The results were as follows. First, psychological rearing environment of institution, attachment with institution’s peers, attachment with schools’s peers, and resilience of institutionalized children all showed significant relationship. Second, there were partial mediating effect of attachment with institution’s peers on relationship between psychological rearing environment of institution and resilience of institutionalized children. Third, there were no mediating effect of attachment with schools’s peers on relationship between psychological rearing environment of institution and resilience of institutionalized children. Based on these results, this study suggests the importance of respect, intimacy, and emotional support among institutional members in institutional systems to improve the resilience of institutionalized children.

시설보호아동과 일반가정아동의 정신건강 수준에 관한 비교

최종훈(Jong-hoon Choi),이경훈(Kyung-Hoon Lee),유재현(Jae-Hyun Yoo) 한국생활환경학회 2012 한국생활환경학회지 Vol.19 No.6

This study compared the mental health risk, anxiety, depression and social maladjustment between institutionalized and home-reared children. The subjects were 150 institutionalized and 150 home-reared children in seoul. Results showed that institutionalized children were higher in mental health risk, depression and social maladjustment than home-reared children. Home-reared children showed no variations on mental health risk, anxiety, depression and social maladjustment depending on self knowledge of intimacy with teacher and comradeship. While institutionalized children showed significant variations on same item. In conclusion, mental health of institutionalized children might be influenced by the relationship with friend and teacher.

시설보호 아동의 인지능력에 따른 행동문제

이강이,성미영,이순형 대한가정학회 2002 Human Ecology Research(HER) Vol.40 No.2

This study investigated institutionalized children's behavior problems depending on their cognitive abilities. Subjects were 185 institutionalized children in 15 child-welfare facilities in Seoul(132 preschooler and 153 primary schoolers; 106 boys and 79 girls). Institutionalized children's cognitive abilities were measured using the Comprehension and Picture Completion Assessment, two subsets of K-WPPSI (Park et al., 1996). Comprehension and Picture Completion Assessment belong to verbal and performance scale, respectively. Measures of behavior problems included anxiety, immaturity, social withdrawal, physical symptom, hyperactivity, and aggression. Data were analyzed with mean, standard deviation, and t-test. Results showed that institutionalized children had higher scores in Picture Completion Assessment than Comprehension Assessment. Furthermore, institutionalized children with low scores in Comprehension Assessment were higher in anxiety and social withdrawal than children with high scores in Comprehension Assessment.

시설보호아동과 일반아동의 정서지능과 대인불안에 관한 연구

홍수현 ( Houng Soo Hyun ),김경희 ( Kim Kyung Hee ) 한국아동권리학회 2005 아동과 권리 Vol.9 No.2

시설보호아동과 일반아동의 정서지능과 대인불안의 관계에 관한 비교연구를 하였다. 이 연구에서 101명의 시설아동과 141명의 일반아동이 참여하였다. 본 연구에서 얻어진 연구결과는 다음과 같다. 첫째, 시설보호아동과 일반아동의 정서지능과 대인불안은 차이가 있었으며 둘째, 시설보호아동의 정서지능과 대인불안은 자기 정서조절 및 정서활용, 타인 정서조절 및 정서표현, 감정이입과 관계가 있었고, 일반아동의 정서지능과 대인불안은 정서인식, 타인 정서조절 및 정서표현과 관계가 있었다. 셋째, 정서지능이 시설보호아동과 일반아동의 대인불안을 미치는 영향 변인은 차이가 있었다. The study compared institutionalized children with at-home children regarding characteristics of Emotional Intelligence and Interpersonal anxiety, and the relationship between the two. The participants of this study were 101 institutionalized children and 141 children reared at-home, residing in an city. Major findings of this study were as follows. First the institutionalized children had a lower level of Emotional Intelligence and Interpersonal anxiety than children at-home. Second, the relationship between Emotional Intelligence and Interpersonal anxiety was significantly different between institutionalized and at-home children. Third, the influence between Emotional Intelligence and Interpersonal anxiety was significantly different between institutionalized and at-home children.

집단 미술치료가 시설아동의 자아존중감 및 우울 변화에 미치는 효과

최은희,주리애 서울여자대학교 특수치료전문대학원 2005 심리치료: 다학제적 접근 Vol.5 No.2

본 연구는 집단미술치료가 시설아동의 자아존중감 및 우울 변화에 미치는 효과성을 검증하는 것이다. 연구대상은 강릉시 소재 아동시설에 거주하는 초등학교 4, 5, 6학년 28명이며, 치료집단 14명과 통제집단 14명으로 구분하여 치료집단의 효과를 검증하였다. 집단미술치료는 사전, 사후 검사회기를 포함하여 주 1~2회기로 70-90분씩 총 17회 실시하였다. 연구에 사용된 측정도구는 다음과 같다. 자아존중감을 측정하기 위해 Coopersmith의 SEI (Self Esteem Inventory; SEI)를 신철이 번안한 검사지를 사용하였고, 우울의 측정도구는 Kovacs와 Beck이 아동기 우울증의 인지적, 정서적, 행동적 증상들을 평가하기 위해 개발한 자기 보고형 척도를 사용하였다. 본 연구의 결과는 다음과 같다. 첫째, 집단미술치료가 시설아동의 자아존중감 변화에 효과가 있는지를 검증하였다. 그 결과, 집단미술치료를 통해 치료집단 시설아동의 자아존중감이 통제집단 시설아동보다 유의미한 향상을 보였다. 치료집단의 경우, 자아존중감의 각 하위척도인 총체적 자아존중감, 사회적 자아존중감, 가정적 자아존중감, 학교내 자아존중감 항목에서 각각 유의미한 향상을 보였다. 둘째, 집단미술치료가 시설아동의 우울을 변화시키는 데에 효과가 있는지를 검증하고자 하였다. 그 결과, 치료집단의 우울 정도가 통제집단의 우울정도에 비해 유의미한 감소를 보였다. 위의 연구결과를 토대로 살펴볼 때, 일반 아동에 비해 자아존중감이 낮고 우울이 높다고 보고된 시설 아동들이 집단미술치료를 받음으로써 자아존중감을 향상시키고 우울을 낮출 수 있다는 것을 알 수 있었다. 따라서 부모나 가정으로부터 떨어져 생활하는 시설아동에게 집단미술치료활동을 실시함으로써 이들이 가진 심리적 어려움을 극복하고 사회성 기술을 향상시키며 적절한 자기표출과 표현방법을 찾도록 도와줄 수 있다. This study was intended to verify the effects of group art therapy on the self-esteem and the depression of institutionalized children. The subjects were a total of 28 children in their 4th, 5th, or 6th grade at the child care facilities in Gangreung:they were divided into an experimental group(14 children) and a control group(14 children). The group art therapy was carried out 17 times including pre-test and post-test sessions; therapy sessions were 1-2 times a week for 70-90 minutes. The Self Esteem Inventory(SEI) test, developed by Coopersmith and translated in Korean by Shin Chol, was used to measure the self esteem of those participants. Depression was measured by the self rating depression scale, developed by Kovacs and Beck to assess the cognitive, emotional, and behavioral symptoms of children. The results of this study were summarized as follows:Study 1 verified the effects of group art therapy on the self-esteem of the institutionalized children. The group art therapy significantly increased the self-esteem of the experimental group compared to that of the control group. In the experimental group, there was a significant improvement in all of the sub-scales of self-esteem; total self-esteem, social self-esteem, home self-esteem, and school self-esteem. Study 2 verified the effects of group art therapy on the depression of the institutionalized children. The group art therapy resulted in a significant decrease in depression of the experimental group compared to that of the control group. These findings indicated that group art therapy could be used to improve the self-esteem and to decrease the depression of institutionalized children who were reported to have problems with self-esteem and depression. For institutionalized children, group art therapy would be useful to help them overcome their psychological difficulties, improve their social skills, and find appropriate methods of self disclosure and expression.