한부모 가정 아동을 위한 무용동작치료 개발 연구
Dance Movement Therapy program model for Children in Single-Parent Families
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초록
Children in disorganized single-parent families fail to receive full emotional, physical care from their parent. Emotional Problems, including a sense of loss concerning a single parent from family disorganization and anxiety and psychological conflicts in relationships with the single parent who takes care of children, arise as important problems single-parent families suffer from. This study researched and developed a specialized dance movement therapy program model with a four-stage strategy and applied the model. It aimed to provide children with opportunities for positive emotional experiences and close interactions through creative physical movements and artistic experiences and promote improvement of their self-esteem, relatedness, creativity, and positive emotions. This study was conducted on 16 alienated frail children and their rearers in disorganized single-parent families, beneficiary families, and lower classes that were using child welfare centers on the skirts of Seoul. Most of the children had single mother or father, grandmother, or grandfather, who participated in economic activities as their rearer, and significantly lacked conversation or emotional exchanges within family because the rearer returned home late. This study obtained the following results:There was significant correlation between the whole self-esteem and self-esteem among peers, the whole self-esteem and self-esteem at home, and the whole self-esteem and self-esteem at school. There was also significant positive corelation between self-esteem among peers and self-esteem at home. This implies that home and peer relations are closely related to each other:the higher self-esteem students have among peers, the higher self-esteem they have at home. A dance/movement inventory was developed to observe and analyze pre- and post-movement of children with the objective of assessing their psychological and physical changes. This inventory is divided into four main categories―body, movement, self-formation and emotion, and sociality―and contained a total of 20 questions in a five-point scale. Participant, rearer, and participating institution satisfaction also turned out to be high.
Abstract
Children in disorganized single-parent families fail to receive full emotional, physical care from their parent. Emotional Problems, including a sense of loss concerning a single parent from family disorganization and anxiety and psychological conflicts in relationships with the single parent who takes care of children, arise as important problems single-parent families suffer from. This study researched and developed a specialized dance movement therapy program model with a four-stage strategy and applied the model. It aimed to provide children with opportunities for positive emotional experiences and close interactions through creative physical movements and artistic experiences and promote improvement of their self-esteem, relatedness, creativity, and positive emotions. This study was conducted on 16 alienated frail children and their rearers in disorganized single-parent families, beneficiary families, and lower classes that were using child welfare centers on the skirts of Seoul. Most of the children had single mother or father, grandmother, or grandfather, who participated in economic activities as their rearer, and significantly lacked conversation or emotional exchanges within family because the rearer returned home late. This study obtained the following results:There was significant correlation between the whole self-esteem and self-esteem among peers, the whole self-esteem and self-esteem at home, and the whole self-esteem and self-esteem at school. There was also significant positive corelation between self-esteem among peers and self-esteem at home. This implies that home and peer relations are closely related to each other:the higher self-esteem students have among peers, the higher self-esteem they have at home. A dance/movement inventory was developed to observe and analyze pre- and post-movement of children with the objective of assessing their psychological and physical changes. This inventory is divided into four main categories―body, movement, self-formation and emotion, and sociality―and contained a total of 20 questions in a five-point scale. Participant, rearer, and participating institution satisfaction also turned out to be high.
참고문헌 (14)
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