공감반응과제를 통해 알아본 ADHD 아동의 공감능력 특성
The Characteristics of Children with ADHD Empathic Ability through the Empathy Response Task
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초록
본 연구는 ADHD 아동과 일반 아동 간 공감능력 비교를 통하여 ADHD 아동의 공감능력 특성을 살펴보는데 목적이 있다. 연구 대상은 초등학교 1∼6학년의 ADHD 아동 96명과 일반 아동 64명이며, Ricard와 Kamberk-Kilicci(1995)의 공감반응과제를 사용하여 인지적 공감능력과 정서적 공감능력을 측정하였다. ADHD 아동과 일반 아동 간 공감능력을 비교하기 위하여 두 집단간 공감능력의 차이를 검증하였으며, 학년에 따른 차이도 검증하였다. 이를 위해 독립표본 t검증과 일원배치 분산분석(one-way ANOVA)을 실시하였으며, 사후분석은 Scheffé 검증을 활용하였다. 이에 대한 연구 결과로 첫째, ADHD 아동과 일반 아동 간의 공감능력은 차이가 있다. 공감반응과제에서 ADHD 아동이 일반 아동보다 낮은 인지적, 정서적 공감능력을 보여주었다. 둘째, ADHD 아동과 일반 아동 간 학년별 공감능력은 1학년부터 6학년까지 모든 학년 간에 차이가 있다. 또한 일반 아동은 집단 내 학년 간 차이가 뚜렷하게 나타난 반면 ADHD 아동은 집단 내 학년 간 차이가 나타나지 않아, 연령 증가에 따른 공감능력 발달이 이루어지지 않는 것을 알 수 있다. 이러한 결과를 통해 ADHD 아동의 공감능력에 대한 정보를 제공하고, ADHD 아동의 공감능력을 향상시킬 수 있는 교육적 중재에 관한 접근 방향을 제시하였다.
Abstract
The purpose of this study was to compare the empathic ability between children with ADHD and normal children, and to investigate the empathic ability characteristics of children with ADHD. The subjects of the study were 96 children with ADHD and 64 normal children. The Empathy Response Task (ERT; Ricard and Kamberk-Kilicci, 1995) were adopted to measure their cognitive and affective empathic ability. To compare the empathic ability between children with ADHD and normal children, the study verified the differences of the empathic ability between the two groups, and more concretely verified the differences according to school year. For the above verification, independent sample t-test and one-way ANOVA were performed, and Scheffé test was used for post-hoc analysis. The findings of the study were summarized as follows: First, there were differences in the empathic ability between children with ADHD and normal children. Regarding the Empathy Response Task, children with ADHD showed lower cognitive and affective empathic ability than normal children. Second, as for the difference of empathic ability by school year between children with ADHD and normal children, there were differences in the empathic ability according to grade from the first to the sixth grade. In addition, normal children is pronounced difference between the school year in the group, while children with ADHD does not appear the school year in the group, it can be seen that the development of empathic ability with aging does not occur. From the above results, provides information on the empathic abilities of children with ADHD, proposed the approach direction of the educational interventions to improve the empathic ability of children with ADHD.
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