또래관계 중심 중재가 ADHD 아동의 우정 발달과 사회적 기술에 미치는 영향: 질적·양적 연구
A Study on the Effects of Peer Relationships Focused Intervention on Dyadic Friendship Development, and Emotional Regulation and Social skills of ADHD Children: A Qualitative and Quantitative Study
2
조회
0
다운로드
27
인용
0
참고문헌
키워드
초록
본 연구는 5명의 ADHD 아동과 1명의 일반아동을 대상으로 소집단 또래관계 중심의 중재를 단기간 실시하여 우정의 발달양상과 정서조절 및 사회적 기술에 미치는 영향을 알아보았다. 중재 프로그램의 주된 내용은 친구를 사귀는데 필요한 여러 사회성기술과 사회인지기술로 구성되어있다. 중재는 한 회기 당 60분씩 10회기에 걸쳐 실시하였으며, 중재방법으로는 설명, 모델링, 역할극, 강화제 사용, 부모교육 등의 다양한 방법들이 사용되었다. 자료수집 방법은 교사와의 면담을 통한 질적인 자료수집방법과 행동평정척도를 통한 양적인 자료수집방법 모두를 사용하였다. 질적자료수집 결과 ADHD 아동들이 짝 친구와 동반하는 것을 즐기고, 서로 친밀해지고, 더 평등하고 협력적이 되며, 대화도 많아지고, 갈등이 감소하는 우정의 발달양상을 보였다. 양적자료수집 결과로는 정서조절 및 사회성기술에서의 향상이 나타났으며 가정이나 학교에서도 그 효과가 일반화되는 것으로 나타났다.
Abstract
Difficulty in social functioning especially in the context of a peer group, is one of the prominent features of ADHD. Hence, peer relationships focused intervention targeting ADHD childrens' dyadic friendship development was implemented. The participants were 5 boys with ADHD and one normal boy. The intervention program was mainly composed of peer relationship focused social skills and social cognitive skills and implemented using behavioral point system, modeling, role play, and parent education. Data was collected using qualitative and quantitative methods. Three teachers who led this intervention program were interviewed about the boys' dyadic friendship development, and emotional regulation and social skills. The mothers of ADHD boys completed the Emotional Regulation and Social Skills Questionnaire. This 5-week-long program produced substantial positive changes in the boys' dyadic friendship development, and emotional regulation and social skills. The potential effective components of the program and implications of the results were discussed.
참고문헌 (24)
- 안동현, "주의력결핍 장애아동의 사회기술훈련" (2008), 학지사
- American Psychiatric Association, "Diagnostic and statistical manual of mental disorders(4th ed. rev.)" (2000), Author
- Beaumont, R., "A multi-component social skills intervention for children with Asperger syndrome: The junior detective training program", Journal of Child Psychology and Psychiatry, 49(7), pp.743~753 (2008)
- Braaten, E. B., "Self-regulation of affect in attention deficit-hyperactivity disorder(ADHD) and non-ADHD boys: Differences in emphatic responding", Journal of Consulting and Clinical Psychology, 68(2), pp.313~321 (2000)
- Buhrmester, D., "Prosocial behavior in hyperactive boys: Effects of stimulant medication and comparison with normal boys", Journal of Abnormal Child Psychology, 20(1), pp.103~121 (1992)
- Connor, D. F., "Psychopharmacology of aggression I: A meta-analysis of stimulant effects on overt", covert aggression-related behaviors in ADHD, 2002, pp.41(3), 253~261
- Cowen, E. L., "Long-term follow-up of early detected vulnerable children", Journal of Consulting and Clinical Psychology, 41(3), pp.438~446 (1973)
- De Boo, G. M., "Social incompetence in children with ADHD: Possible moderators and mediators in social-skills training", Clinical Psychology Reviews, 27(1), pp.78~97 (2007)
- Erhardt, D., "Initial sociometric impressions of attention deficit hyperactivity disorder and comparison boys: predictions from social behaviors and from nonbehavioral variables", Journal of Consulting and Clinical Psychology, 62(4), pp.833~842 (1994)
- Faraone, S. V., "The age-dependent decline of attention deficit hyperactivity disorder: a meta-analysis follow-up studies", Psychological Medicine, 36(2), pp.159~165 (2006)
- Fonseca, D. D., "Emotion understanding in children with ADHD", Child Psychiatry Human Development, 40(1), pp.111~121 (2009)
- Frankel, F., "Social problems associated with ADHD vs. ODD in children referred for friendship problems", Child Psychiatry and Human Development, 33(2), pp.125~146 (2002)
- Hoza, B., "Self-perceptions of competence in children with ADHD and comparison children", Journal of Consulting and Clinical Psychology, 72(3), pp.382~391 (2004)
- Kats-Gold, I., "The role of simple emotion recognition skills among sxhool aged boys at risk of ADHD", Journal of Abnormal Child Psychology, 35(3), pp.363~378 (2007)
- Landau, S., "Peer relations of children with attention -deficit hyperactivity disorder", Reading and Writing Quarterly: Overcoming Learning Difficulties, 14(1), pp.83~106 (1998)
- Lemerise, E. A., "An integrated model of emotion processes and cognition in social information processing", Child Development, 71(1), pp.107~118 (2000)
- Mrug, S., "Discriminating between children with ADHD and classmates using peer variables", Journal of Attention disorders, 12(4), pp.372~380 (2009)
- Nijmeijer, J. S., "Attention-deficit", hyperactivity disorder and social dysfunctioning, 2008, pp.28(4), 692~708
- Parker, J. G., "Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction", Developmental Psychology, 29(4), pp.611~621 (1993)
- Parker, J. G., "Peer relations and later personal adjustment: are low-accepted children at risk?", Psychological Bulletin, 102(3), pp.357~389 (1987)
- Polanczyk, G., "The worldwide prevalence of ADHD: A systematic review and metaregression analysis", American Journal of Psychiatry, 164(6), pp.942~948 (2007)
- Reiersen, A. M., "Autistic traits in a population-based ADHD twin sample", Journal of Child Psychology and Psychiatry, and Allied Disciplines, 48(5), pp.464~472 (2007)
- Ronald, A., "Evidence for overlapping genetic influences on autistic and ADHD behaviours in a community twin sample", Journal of Child Psychology and Psychiatry, and Allied Disciplines, 49(5), pp.535~542 (2008)
- Santosh, P., "Social impairment in hyperkinetic disorder", European Child and Adolescent Psychiatry, 13(3), pp.141~150 (2004)