집단놀이치료 프로그램이 지적장애 아동의 사회적 기술에 미치는 효과
The Effects of Group Play Therapy on the Social Skills of Children with Intellectual Disabilities
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본 연구는 집단놀이치료 프로그램이 지적장애 아동의 사회적 기술 증진에 효과가 있는지 알아보았다. 연구 문제는 첫째, 집단놀이치료프로그램이 지적장애 아동의 사회적 기술 척도 점수변화에 미치는 효과를 알아본다. 둘째, 집단놀이치료 프로그램이 지적장애 아동의 친사회적 행동에 미치는 효과를 알아본다. 연구대상은 D시에 소재한 A센터를 이용하는 만10-12세 지적장애 진단을 받은 아동 7명을 선정하였다. 선별된 7명의 아동들은 무선적으로 실험집단과 통제집단으로 구분하였다. 집단놀이치료 프로그램은 주 2회씩 6주간 총 12회기를 실시하였다. 사회적 기술 변화를 알아보기 위해 사전, 사후에 사회적 기술 척도를 비교하였고, 실험집단 아동의 사회적 기술 행동 변화를 보기 위해 프로그램의 1회기와 12회기를 제외한 10회기 동안 실험집단 지적장애 아동의 집단 내의 친사회적 행동 변화를 측정하였다. 본 연구의 결과는 다음과 같다. 첫째, 실험집단 지적장애 아동의 사회적 기술척도는 사전검사에 비해 사후검사에서 증가되었다. 둘째, 회기가 진행될수록 실험집단 지적장애 아동의 친사회적 행동의 발생 빈도가 꾸준히 증가되며 사회적으로 증진된 모습을 보였다. 본 연구는 지적장애 아동의 사회적 기술을 증진시키는데 집단놀이치료 프로그램이 유용함을 알 수 있었다.
Abstract
This study was conducted to investigate whether group play therapy program is effective in improving social skills of children with intellectual disabilities. First, the effect of the group play therapy program on the changes in the scores of the social skills scale of children with intellectual disabilities is investigated. Second, find out the effects of group play therapy program on pro-social behavior of children with intellectual disabilities. The subjects of the study were 7 children that were diagnosed with intellectual disabilities aged 10-12 using the A center located in D city. The group play therapy program was conducted twice a week for a total of 12 sessions for 6 weeks. As a result of the study, the social skill scale of children with intellectual disabilities in the ex�perimental group was increased in the post-test compared to the pre-test. Second, as the session progressed, the incidence of pro-social behaviors of children with intellectual disabilities in the experimental group steadily increased and showed social improvement.
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