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• W4384157421 abstract "본 연구에서는 인지행동 미술치료가 학교부적응 초등학생의 자아존중감과 자기표현 향상에 미치는 효과를 알아보는 데 목적이 있다. 연구대상은 K시에 거주한 초등학교 3학년 여자아이다. 미술치료 프로그램 진행은 2020년 9월 1일부터 2020년 11월 30일에 걸쳐 주 2회 50분씩 총 20회를 실시하였다. 프로그램 과정은 인지행동 이론에 따라 친밀감 형성 및 긴장 이완 단계, 자기 이해 및 자기표현 단계, 역기능적 인지행동 탐색 관계, 역기능적 인지행동 재구성 단계, 재구성된 인지행동 유지를 5단계로 나누어 진행하였다. 연구 도구로는 자아존중감을 측정하기 위한 자아존중감척도와 동적 집-나무-사람(K-HTP) 그림 검사, 자기표현을 측정하기 위한 대인관계척도와 학교생활화(KSD) 검사를 사전과 사후에 실시하였고 각 회기별 내용변화를 질적 분석하였다. 연구 결과는 다음과 같다. 첫째, 인지행동을 적용한 미술치료가 학교부적응 초등학생의 자아존중감에 긍정적인 효과를 미치는 것을 자아존중감척도와 K-HTP를 통해 확인하였다. 둘째, 인지행동을 적용한 미술치료가 학교 부적응 초등학생의 자기표현에 긍정적인 영향을 미치는 것을 자기표현 도와 KSD를 통해 확인하였다. 셋째, 인지행동 미술치료가 학교부적응 초등학생의 자아존중감과 자기표현에 미치는 효과를 회기별 관찰지를 통해 확인하였다. 본 연구는 그 결과를 통해 인지행동 미술치료가 학교부적응 초등학생의 자아존중감 및 자기표현 향상의 변화에 대한 근거를 제시하였으며, 상담 현장에서의 활용 가능성 및 경험적 단일사례연구 자료를 제공했다는 데 의의를 둔다.The purpose of this study is to investigate the effect of cognitive behavioral art therapy on the self-esteem and self-expression of depressed elementary school students. The subjects of the study were 9-year-olds living in K city, 3rd graders in elementary school, from September 2020 to November 2020, a total of 20 sessions of 50 minutes twice a week. Through the Cognitive Behavioral Art Therapy Program, self-understanding and self-expression are possible, and self-esteem can be improved by restoring confidence and correcting rational cognitive processes. The program was divided into the following stages: self-expression, dysfunctional cognitive behavior search relationship, dysfunctional cognitive behavior reconstruction, and reconstructed cognitive behavior maintenance. In the pre-test and post-test, self-esteem and self-expression scales were conducted, as well as K-HTP and KSD tests, and changes were compared and analyzed. A qualitative analysis was conducted to find out the subject's self-esteem, self-expressive behavior, and change process, etc. using observation sheets for each session. The results of this study are as follows. First, it was confirmed, through the self-esteem scale and K-HTP, that art therapy applying cognitive behavior had a positive effect on the self-esteem of depressed elementary school students. Second, it was confirmed, through the self-expression scale and KSD, that art therapy applying cognitive behavior had a positive effect on the self-expression of withdrawn elementary school students. Third, the effects of cognitive-behavioral art therapy on self-esteem and self-expression of depressed elementary school students were confirmed through observational papers during each session. Through the results, it was seen as meaningful that cognitive-behavioral art therapy presented the basis for the change in self-esteem and self-expression improvement of depressed elementary school students, and provided the possibility of use in the counseling field and empirical single case study data." @default.
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• W4384157421 date "2023-06-30" @default.
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• W4384157421 title "Cognitive-Behavioral Art Therapy to Improve Self-Esteem and Self-Expression in Depressed Elementary School Students" @default.
• W4384157421 doi "https://doi.org/10.33614/kccpa.2023.8.1.107" @default.
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