정신분열병 환자를 위한 사회인지 재활프로그램의 효과:Ⅰ. 1차 연구

권정혜,고영 한국임상심리학회 2002 Korean Journal of Clinical Psychology Vol.21 No.2

The purpose of this study was to evaluate the effectiveness of the social-cognition enhancing rehabilitation program developed by Kwon(2000). The main components of the program were helping schizophrenic patients perceive social situations accurately, understand the interpersonal implications of given social situations, and express nonverbal and verbal behaviors which are socially appropriate. Four clinical trials were performed to evaluate the impact of social-cognition enhancing rehabilitation program on schizophrenic patients' social perception and social skills. For the first, second, third and fourth administration, participants were five, eight, six, and six chronic schizophrenic patients, respectively, who were attending community-based rehabilitation center. They attended ten weekly 60-min-sessions of social-cognition enhancing rehabilitation program. Control group of 20 patients who were institutionalized chronic schizophrenia was compared to the third and fourth treatment group. Both group were administered and rated on the picture arragemenet subtest of KEDI-WISC, Social skills inventory, Interpersonal functioning Inventory, and Social perception test before and after the program. Results of covariance analysis indicated that the social-cognition enhancing rehabilitation program was effective in increasing social skills, but not in enhancing social cognition. The implications of the results were discussed.

알코올 중독자의 사회적 문제해결 훈련 프로그램의 효과

최이순 한국임상심리학회 2005 Korean Journal of Clinical Psychology Vol.24 No.3

The main purpose of this study was to develop a program of social problem-solving training and examine its effectiveness for alcoholic inpatients. A differential program of social problem-solving training was developed for each of three types of alcoholic inpatients, based on problem-solving therapy of D'Zurilla and Nezu(1999). In study of Yi Soon Choi & Kwon Saeng Park(2004), three subgroups emerged, which included one group with global deficits(called group 1), another group with mild deficits(group 2), and the other group of focal deficits(group 3). A total of 53 alcoholic inpatients participated in 100 minutes-long programs, twice a week, over 12 sessions. 8 subjects were assigned to group 1 program, 9 to group 2, and 10 to group 3. Each of alcohol educational program and control group consisted of 13 patients. Posttest outcome measures were the same as ones used at the pretest, which includes SPSI-R, AASES (alcohol abstinence self-efficacy scale) and TTDS(temptation to drink scale). The findings revealed that each of groups produced improvement specifically on the deficient parts of its own from the pretest to the posttest. The results also showed that pretest-posttest differences in the three treatment groups were greater than one obtained in either of the alcoholism educational program or control group, which occurred in various areas of abstinence-confidence and drinking temptation. The current findings obtained in this study suggest that the use of social problem-solving training yield better outcomes compared to either of alcohol educational program or nontreatment control group and that benefits from social problem solving training are increased to the substantial amount when the program is customized specifically to patient characteristics by subgroups having different types of problem solving process deficits.

사회성 결함의 근원적 인지메커니즘 탐구

송광한 ( Song Kwang Han ) 한국정서행동장애학회(구 한국정서·행동장애아교육학회) 2021 정서ㆍ행동장애연구 Vol.37 No.2

본 연구에서는 근원적 인지메커니즘을 통해 사회적 상호작용 결함의 인지적 근본 원인과 그 발생 메커니즘을 탐구하였다. 탐구 결과에 의하면 사회적 상호작용 결함은 근원적으로 두뇌 인지공간의 과도한 성장에서 비롯되며, 층층이 위계적 인지메커니즘을 통해 그 원인이 나타난다. 감각과예민과 지나치게 강한 기억형성이 인지적 근본원인이 되어, 2차적으로 물질적 자극에 과도한 주의가 이끌리고 상대적으로 정신과 마음 등의 비물질적 자극으로의 주의 끌림이 차단되는 한편, 물질 자극에 대한 기억이 지나치게 강하게 형성되고 과도한 주의가 두뇌 인지공간으로 이끌려 실제 외부 세계로 향하는 주의집중에서 결핍을 초래한다. 이런 2차적 원인 및 증상들은 3차적으로 비물질 자극인 상대방의 눈빛과 얼굴표정 등의 사회적 자극에 대한 주의 결핍을 초래한다. 이는 다시 내면세계에 대한 무지로 이어지고, 최종적으로 사회적 상호작용 결함으로 나타난다. 본 논문은 논의를 통해 사회적 상호작용 결함의 본질을 인지근원을 통해 재해석하고, 다양한 인지적 원인론을 근원적인 인지메커니즘을 통해 일관성 있게 정리하고 사회적 상호작용 결함의 치료의 한계성과 가능성을 구체적인 원리와 방법을 통해 제시하고 있다. This study explores the fundamental cognitive causes of social interaction deficits and their mechanisms of occurrence. The results shows that the social interaction deficit is primarily caused by excessive growth of the cognitive space in the brain, and the cognitive causes appears through hierarchical cognitive mechanisms layer by layer. As sensory hypersensitivity and excessively strong memory formation become the cognitive root cause, excessive attention is attracted to material stimuli secondary, and relatively attention to non-material stimuli such as mind is blocked. Meanwhile, excessive attention is drawn into the cognitive space of the brain, resulting in attention deficit towards the outside real world. These secondary causes and symptoms cause a tertiary lack of attention to social stimuli such as the other's eyes and facial expressions, which are non-material stimuli. This in turn leads to ignorance of the inner world, which ultimately results in a social interaction deficit. This paper reinterprets the nature of social interaction deficits through cognitive origins, organizes various cognitive causes consistently through the fundamental cognitive mechanism, and outlines the limitations and possibilities of treatment of the social interaction deficits with specific principles and methods.

유아 대상 비디오에서 캐릭터의 ‘상징적 의미전달’

백철호(Paik, Chul Ho) 한국디지털디자인협의회 2014 디지털디자인학연구 Vol.14 No.1

국내 유아 대상 영상물의 비약적인 발전과 함께 유아대상 비디오의 교육적 효과에 대한 기대 또한 커지고 있음에도 불구하고 국내에서는 유아의 발달 단계에 기반한 유아 대상 애니메이션 개발 및 연구가 미흡하다. 일정 연령에서 비디오 매체를 통한 교육에 저항이 나타난다는 Video deficit 현상은 이미 오래 전부터 해외에서 많은 연구가 이루어져 왔으며 최근 이를 극복하는 여러 연출 이론들이 대두되고 있다. 그 중 하나가 ‘사회적 관련성(social relevance)’과 ‘상징적 의미전달(social meaningfulness)’이 있다. 본 논문은 Video deficit에 관한 이론과 이를 극복하고자 하는 실험 과정을 정리하고 그 중 상징적 의미전달에 관한 이론적 배경과 여기서 한 단계 더 나아가 주목성, 흥미도, 친근감, 호감도 4가지 질문영역을 통해 디자인의 완성도, 유아의 개인적 경험, 사회적으로 부여된 이미지 등 ‘상징적 의미전달’의 공통적 패턴을 분석하였다. 유아들은 처음 접하는 캐릭터들에서도 4가지 질문영역에서 공통적으로 강하게 의미전달된 캐릭터가 있었으며 이에 따른 패턴을 찾아볼 수 있었다. 본 연구를 통해 유아들의 인지 발달과 효과적 학습 효과에 관한 연구를 기반으로 한 디자인 연출의 중요성을 부각하고자 한다. Not only a rapid growth of baby videos in domestic market but also toddlers’ exposure to screen media is inevitable in recent environment. In addition, parents increasingly expect baby videos to have an educational function. However, there is a lack of research and development of age appropriate animation programs. The video deficit phenomenon, whereby infants and toddlers of certain ages show resistance to learning through video media, has been a longstanding topic of research internationally, and various theories have recently come to the fore to overcome this deficit (e.g., social relevance theory and social meaningfulness theory). This paper introduces background studies of the social meaningfulness theory and further its study by dividing 4 questionaries (e.g., attention, amusement, affection, amiable) to conveying result patterns of well design aspect, personal experiences of toddlers and socially relevant imageries for this socal meaningfulness theory. The present study aims to analyze the gap between the intentions underlying character design and the perceptions of toddlers and to highlight the importance of designing animations appropriate for cognitive development.

청소년 ADHD와 CD를 위한 가상현실(VR) 활용 심리치료 효과의 함의

류창현 한국중독범죄학회 2022 한국중독범죄학회보 Vol.12 No.1

본 연구의 목적은 청소년 주의력결핍/과잉행동장애(ADHD)와 품행장애(CD) 치료를 위한 다양 한 전통적 심리치료 접근과 가상현실(VR) 활용한 심리치료 방법의 개입 효과를 소개하고 리뷰하 는 데 있다. 특히 본 연구에서는 VR 활용의 잠재적 장점과 효과적인 전통적 심리치료기제들을 고려해 반사회적·공격적 행동장애를 보이는 아동·청소년의 주의강화(attention enhancement) 를 위한 바이오피드백(Biofeedback)을 통해 반동적 공격성, 충동적·공격적·반사회적 행동을 줄이고, 분노인식, 사회기술(사회적 상황 속에서 적절한 해결안을 생성할 수 있는 능력), 강화기반 의사결정, 반응억제, 정서적 공감, 긍정적·사회적 행동/친사회적 행동을 향상을 위한 인지행동 치료(CBT), 약물남용할 가능성이 있는 심각한 범죄를 저지른 청소년을 위한 가족 중심 및 지역사 회기반치료 프로그램인 청소년 범죄예방 다계통치료(MST, Multi-systemic Therapy) 프로그램 등을 제시했다. 아울러 VR을 활용한 공격적 아동·청소년 대상 치료 프로그램인 “YourSkills”는 정서조절(emotion regulation)과 사회정보처리기술(social information processing skills)을 강화하여 아동의 공격적인 행동문제를 줄이는 데 초점을 둔다. 이는 충동적·공격적 행동의 아 동·청소년이 가상의 사회적 상호작용(virtual social interactions) 속에서 분노인식(anger recognition), 분노조절(anger regulation), 사회문제해결(social problem solving)을 중점적 으로 반복연습(repetitive practice)하는 시스템이다. 참여자는 VR을 활용한 중도 이상의 적절한 분노유발상황(relevant anger-provoking situations)에서 반복연습을 실행하게 된다. 이를 통 해 아동·청소년이 새로 배운 기술을 자동화할 수 있다. 즉, VR 속에서 아동·청소년의 분노를 반복적으로 이끌어내 정서적 몰입 상태를 유지하면서 반복적으로 연습할 수 있는 이점이 있다. 마지막으로, 향후 개발될 통합적 분노조절 VR-CBT 내용 구성의 예와 전반적 절차에 관련한 내용 을 제시했다. The purpose of this study is to introduce and review the intervention effects of various 3) traditional psychotherapy approaches and using virtual reality (VR) as treatment interventions for attention deficit/hyperactivity disorder (ADHD) and behavioral disorder (CD) among adolescents. In particular, in this study, considering the potential advantages of VR utilization and effective traditional psychotherapy mechanisms, such as biofeedback for attention enhancement of children and adolescents with antisocial and aggressive behavior disorder, Cognitive Behavior Therapy (CBT) for reducing reactive aggression, impulsive and aggressive behavior and anti-social behavior as well as improving anger awareness, social skills (the ability to create contextual and appropriate solutions to social problems), reinforcement-based decision-making, response suppression, emotional empathy, positive social behavior/prosocial behavior, and Multi-Systemic Therapy (MST) programs for A multi-systemic therapy (MST) program based on family-centered and community-based treatment for adolescents who committed serious crimes that could be abused were presented. In addition, “Your Skills,” a treatment program for aggressive children and adolescents using VR, focuses on reducing children's aggressive behavioral problems by reinforcing emotional regulation and social information processing skills. This is a repetitive practice system in which children and adolescents with impulsive and aggressive behavior focus on anger recognition, anger regulation, and social problem solving in virtual social interactions. Participants practice repeatedly in moderate-level or more appropriate anger-provoking situations using VR. Children and adolescents can automate new technologies they have learned through this repetitive practice procedure. In other words, there is an advantage that it can be repeatedly practiced while maintaining the emotional immersion anger-state of children and adolescents in VR. Finally, an example of integrated anger management VR-CBT content configuration to be developed in the near future was also presented.

유아의 그리기표상능력과 기관적응능력ㆍ주의력결핍ㆍ사회성 간의 관계

김채연,지성애 한국영유아교원교육학회 2015 유아교육학논집 Vol.19 No.1

The purpose of this study was to analyze the relationships among young children’s drawing representation ability, preschool adjustment, attention deficit, and sociality. The subjects used in this study were 200 five-year-old children who attend day care centers and kindergarten, and whose mean age is 70.51 months. For data collection, the study utilized ‘The Drawing Representation Inventory’, a ‘Korean version of ADHD Rating Scales (K-ARS)’ and ‘Bronson Social Behavior Inventory’ and ‘Preschool Adjustment Questionnaires’. Pearson’s correlation and Multi-Regression Analysis were used to analyze the data. The results of this study indicate that there were significant positive and negative correlations among young children’s drawing representation ability, preschool adjustment, attention deficit, and sociality. Moreover, the results of this study also indicate that school adjustment is the predicted variable that has the most significant relative effect on young children’s drawing representation ability. Also, the results of this study indicate that sociality is a variable that predicts young children’s drawing representation ability, whereas attention deficit is a negative variable that predicts young children’s drawing representation ability. 본 연구는 만 5세 유아의 그리기표상능력과 기관적응능력, 주의력결핍 그리고 사회성 간의 관계를 분석하여 유아의 기관적응능력에 관한 기초정보를 제공하는 데 목적이 있다. 본 연구대상은 유아교육기관에 재원중인 만 5세 유아 총 200명으로 평균 월령은 70.51개월이었다. 그리기표상능력평가척도, 유아주의력결핍검사도구(K-ARS), Bronson사회성행동검사도구, 유아교육기관적응척도(PAQ)를 통하여 연구자료를 수집하고, 수집된 연구자료는 Pearson 적률상관과 단계적 중다회귀분석을 통해 검증하였다. 연구결과 유아의 그리기표상능력과 유아의 기관적응과 주의력결핍 및 사회성이 유의미한 정적 및 부적상관이 있는 것으로 나타났다. 또한 유아의 기관적응능력이 그리기표상능력을 가장 강력하게 설명하는 영향력 있는 예측변인으로 나타났으며, 이어서 사회성도 그리기표상능력을 설명하는 예측변인으로 밝혀졌다. 반면, 주의력결핍은 유아의 그리기표상능력을 부적으로 설명하는 예측변인으로 밝혀졌다.

학습장애 분야 국내 중재연구 고찰

유영미 ( Young Mi Yu ),박순길 ( Soong Il Park ),김영숙 ( Young Suk Kim ),서아람 ( A Ram Seo ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.3

This study focused on reviewing national literature on learning disabilities in reading, writing, maths, and social skill deficits. 150 theses and 41 journal articles from 2000 to 2012 were included in this study. There were 54 theses on learning difficulties in reading, 65 theses on learning difficulties in writing, and 53 theses on learning difficulties in maths. There were 16 journal articles on social skill deficits. The Results were as follows: First, it was found that amongst the journal articles that focused on learning difficulties in reading, they tended to study strategies for better reading comprehension. Second, the studies on writing-related learning difficulties mainly focused on strategies for the quality enhancement of forming sentences. Third, most of the research on learning disabilities in maths analyzed the ability to use learning strategies. Fourth, most studies on social skill deficits focused on the application of the effective social skill programs. Therefore, it was believed that most Korean research was directed at various areas including reading, writing, and maths. However, the need for more research on social skill deficits should be emphasized.

초기 청소년기 우울에 대한 주의력 결핍 · 과잉행동의 영향에 있어서의 성별에 따른 차이

최정아(Jung-Ah Choi) 한국콘텐츠학회 2014 한국콘텐츠학회논문지 Vol.14 No.11

본 연구는 초기 청소년기의 주의력 결핍 및 과잉행동이 어떠한 경로를 통하여 우울에 영향을 미치는지, 그리고 그러한 경로에서 성별에 따른 차이가 존재하는지 검증하고자 하는 것이다. 이를 위하여 본 연구에서는 한국아동?청소년패널조사(KCYPS) 초등학교 4학년 3차년도 자료에 대하여 구조방정식 다집단분석을 이용하여 실증적 검증을 실시하였다. 분석 결과, 주의력 결핍 및 과잉행동은 사회적 위축과 교우관계를 통하여 직, 간접적으로 우울에 유의한 영향을 미치는 것으로 나타났으며, 이러한 경로 가운데 주의력 결핍 및 과잉행동과 우울 간의 관계에서 성별에 따른 차이가 존재하는 것으로 확인되었다. 이렇게 도출된 연구결과에 근거하여 주의력 결핍 및 과잉행동의 증상을 경험하고 있는 청소년의 우울에 대한 예방 및 개입과 관련된 함의가 제시되었다. The purpose of this study is to examine the associations among attention deficit/hyperactivity, social withdrawal, peer relationships, and depression in early adolescence. Gender differences in the associations were also examined. This study investigated these relationships and the gender differences using structural equation modeling multi-group analysis. The third wave data from Korea Children and Youth Panel Survey (KCYPS) of fourth graders were analyzed. The results indicated that attention deficit/hyperactivity had significant effects on depression directly and indirectly through social withdrawal and peer relationships. These results suggest that new programs should be developed to prevent or alleviate depression associated with attention deficit/hyperactivity among adolescents. Specifically, social withdrawal and peer relationships need to be emphasized in planning prevention or intervention programs to promote mental health of adolescents with attention deficit/hyperactivity.

주의력결핍 과잉행동장애 환아들의 인지 행동적 특성과 정량 뇌파와의 관계 : 후향적 단면 연구

오수환(Soohwan Oh),정유숙(Yoo Sook Joung),윤희준(Hee Joon Yoon),이동익(Dong Ik Lee),김병욱(Byung Wook Kim),박정아(Jung Ah Park),이서지(Suzie Lee),이빛나(Bitna Lee) 대한신경정신의학회 2018 신경정신의학 Vol.57 No.3

Objective This study examined the association between the wave form in quantitative electroencephalography (QEEG) and the cognitive and behavioral characteristics measured by the Korean version of Wechsler Intelligence Scale for Children 4th edition (K-WISC-IV), Korean version of the attention deficit/hyperactivity disorder Rating Scale (K-ARS), and Korean version of Child Behavior Checklist (K-CBCL) in children diagnosed with ADHD. Method A retrospective cross-sectional study was performed on children aged 8 to 13 years, who were diagnosed with ADHD at Samsung Medical Center from November 2011 to March 2017. A total of 57 ADHD children were selected by a medical chart review. Their QEEG findings and psychological test results, including K-WISC-IV, K-CBCL, and K-ARS (n=42), were collected. The QEEG was analyzed by the ranges of Hz: delta (1 - 4 Hz), theta (4 - 8 Hz), alpha (8 - 12 Hz), and beta (12 - 25 Hz) and transformed to the z-scored relative power. The collected data were analyzed using Pearson and Partial correlation analysis. Results The Letter-Number Sequencing scores of K-WISC was positively correlated with fronto- central alpha. The hyperactivity/impulsivity scores of K-ARS were positively correlated with the theta/beta ratio. Among the items of K-CBCL, social immaturity was positively correlated with delta and theta, and negatively correlated with alpha. Social competence was negatively correlated delta and theta, and positively correlated with alpha. Conclusion These results suggest that the resting state QEEG results of children with ADHD may reflect their cognitive and behavioral characteristics, especially in working memory/executive function, hyperactivity/impulsivity, and sociality.

고기능 자폐장애 청소년과 아스퍼거장애 청소년의화용론적 특성: 질적, 양적 연구

서경희,안미경 한국정서ㆍ행동장애아교육학회 2011 정서ㆍ행동장애연구 Vol.27 No.1

본 연구의 목적은 2명의 고기능 자폐장애 청소년과 4명의 아스퍼거장애 청소년을 대상으로 일반 청소년 6명과의 비교를 통해 언어의 화용론적 특성을 살펴보는 것이었다. 연구방법으로는 아동이 주어진 20개의 단어를 상대방이 맞출 수 있도록 설명하는 단어 맞추기 과제와 5장의 사진을 중심으로 아동이 교사와 대화를 나누는 유도된 대화과제를 활용하였다. 그 결과 고기능 자폐장애 청소년과 아스퍼거장애 청소년은 단어 맞추기 과제에서 비교군에 비해 정보를 제공하는 능력이 뒤졌을 뿐 아니라 질적으로 다른 특성 즉, 자신만이 알 수 있는 사실로 설명하거나, 정보를 조직하지 못하고 낱낱으로 제공하고, 맥락을 참조하지 않고 설명하는 특성을 보였다. 유도된 대화과제에서는 다양한 화용론적 어려움들을 보였는데, 대화주제를 일방적으로 자신의 관심사로 몰고 가는 경향이 있는가 하면, 말의 결속력에서 큰 어려움을 보였고, 일부 단어를 부적절하게 사용하는 경우가 있었고, 화자와 청자의 역할을 번갈아가며 취하는 것이 어려웠고, 예의가 없어 보일 수 있는 행동특성들을 보였다. 이러한 특성에 근거한 중재방안에 관한 논의와 후속연구에 대한 제안이 이루어졌다. The purpose of this study was to investigate pragmatic competence in two adolescents with high-functioning autism(HFA) and four adolescents with Asperger disorder(AS) using two elicitation tasks. The first task was a kind of word quiz in which the adolescents were asked to explain 20 words and one adult should guess the word correctly. If the adult gives wrong answer, the adolescent should explain the word again. The second attempt to explain is regarded as a communication repair. Results showed relative to control group composed of 6 normal adolescents, those with FA or As were less competent in explaining words and using repair strategy. Those also showed qualitative different communicative behaviors due to a lack of theory of mind, a lack of knowledge about presupposition, and weak central coherence. The second task was an elicited conversation between one adolescent and one adult using five pictures. Language samples during conversation were coded for primarily the adolescents' inappropriate responses and odd speech. The results showed adolescents with HFA or AS have deficits in the management of topics, in using cohesive devices, in the use of word, in speaker-hearer role taking, and in using polite speech. The two elicitation tasks were useful to characterizing language use in adolescents with HFA or AS and showed some implications towards developing an effective tool to evaluate pragmatic deficits. Implications for practice and research are described.