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Viability of Traditional Weaving for Psychological Wellbeing - Implications for School Intervention Practice -

유순화|권영숙|디나 제이컵 야디키
한복문화학회 (The Society of Korean Traditional Costume)|2018.06|한복문화 (Journal of Korean Traditional Costume)|제21권 제2호|pp. 95-106|DOI http://dx.doi.org/10.16885/jktc.2018.6.21.2.95

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키워드

심리적 안녕감긍정심리학Positive Psychology행복감HappinessPsychological WellbeingWeaving ActivityPositive Education직조활동긍정교육
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초록

본 연구에서는 직조 활동과 심리적 안녕감의 관계를 탐색함으로써 직조활동이 학생들의 심리적 안녕감을 향상시키는 학교개입 방안의 하나로 활용될 수 있음을 제안하고자 하였다. 심리적 안녕감은 심리학의 최근 경향인 긍정심리학에서 제시된 개념으로서, 행복감 혹은 심리적 행복감으로도 표현된다. 본 연구에서는 학생들의 심리적 안녕감을 향상시킬 수 있는 긍정교육 방안의 하나로 직조활동 프로그램을 제안하였다. 문헌에 의하면, 학교와 같은 교육환경에서 실시되는 전통적인 직조활동은 학생들의 타고난 긍정적 자질을 키워줌으로써 긍정정서를 고양시키고 생산적인 사회적 관계를 형성하는 데 도움이 된다고 한다. 이를 위하여 첫째, 최근 심리학의 경향인 긍정심리학에서 제시하는 심리적 안녕감에 대해 간략히 소개하였다. 둘째, 학교에서 활용될 수 있는 긍정심리 개입인 긍정교육의 틀을 제시하였고, 셋째, 직조활동과 심리적 안녕감의 관계를 설명하였으며, 넷째, 심리적 안녕감 향상을 위한 직조활동 개입 프로그램을 제시하였다. 끝으로, 이러한 프로그램이 학교에서 성공적으로 실천되어 학생들의 심리적 안녕감을 향상시킬 수 있도록 돕는 교사와 학교관리자의 역할에 대하여 논의하였다. 본 연구에서 제안된 직조활동 프로그램은 학생들의 긍정 정서와 최적의 기능을 촉진함으로써 심리적 안녕감을 향상시킬 수 있는 기회를 제공할 것으로 기대된다.

Abstract

In this study, we explore the relationship between weaving activity and psychological wellbeing, and suggested that weaving activity can be used as one of the school intervention methods to improve students' psychological wellbeing. Psychological wellbeing is a concept presented in positive psychology, which is a recent field of psychology, and is expressed as happiness or psychological wellbeing. In this study, we propose a weaving activity program as one of the positive educational methods to improve psychological wellbeing of students. According to the literature, traditional weaving activities conducted in an educational environment such as a school can enhance positive emotions of students and help to build positive social relations. First, we briefly introduced the aspects of psychological wellbeing presented in positive psychology, which is a recent field of psychology. Second, the framework of positive education, a positive psychological intervention is suggested which can be utilized in school. Third, we explained the relationship between weaving activity and psychological wellbeing. Fourth, we presented intervention program for weaving activity to improve psychological wellbeing. Finally, we discussed the role of teachers and school administrators in helping these programs to be successful in school and improve students' psychological wellbeing. The weaving activity program proposed in this study is expected to provide opportunities to improve psychological wellbeing by promoting positive emotion and optimal functioning of students.

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