무용/동작심리치료가 저소득층 학교부적응 청소년의 스트레스 대처능력과 자아존중감에 미치는 영향
The Effects of Dance/Movement Psychotherapy on Stress-Coping Skills and Self-Esteem of School-Maladjusted Adolescents in Low-Income
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This is an experimental study to verify effects of the dance/movement psychotherapy on stress-coping skills and self-esteem of school-maladjusted adolescents in low-income. Subjects are 30 middle school students who are on government-supported social welfares for low income family. The subjects had difficulty in adjusting themselves to school life with suspensions and warnings for confusion and frustration. The subjects are divided to two groups -- treatment group and waiting group. Homogeneity and distribution of two groups are verified by a t-test and a distribution analysis. Subjects in the treatment group participated in a dance/movement psychotherapy program to promote stress-coping skills and self-esteem. On the other hand, subjects in the waiting group participated in an after- school study. Results of this study indicates as follows: Firstly, subjects in the treatment group demonstrated improvement of active-stress coping skills. However, the passive-stress coping skill are not significantly improved. This is an indication for effects of a dance/movement psychotherapy that develop stress-coping skills of school-maladjusted adolescents by using emotional exchange techniques. Secondly, subjects in the treatment group demonstrated improvement of self-esteem in school and family settings, while the self-esteem in total areas and peer relationship do not show significant changes. This shows that the dance/movement psychotherapy for the subjects in the treatment group develops peer relationships in school and enables them to understand peer members' personality.
Abstract
This is an experimental study to verify effects of the dance/movement psychotherapy on stress-coping skills and self-esteem of school-maladjusted adolescents in low-income. Subjects are 30 middle school students who are on government-supported social welfares for low income family. The subjects had difficulty in adjusting themselves to school life with suspensions and warnings for confusion and frustration. The subjects are divided to two groups -- treatment group and waiting group. Homogeneity and distribution of two groups are verified by a t-test and a distribution analysis. Subjects in the treatment group participated in a dance/movement psychotherapy program to promote stress-coping skills and self-esteem. On the other hand, subjects in the waiting group participated in an after- school study. Results of this study indicates as follows: Firstly, subjects in the treatment group demonstrated improvement of active-stress coping skills. However, the passive-stress coping skill are not significantly improved. This is an indication for effects of a dance/movement psychotherapy that develop stress-coping skills of school-maladjusted adolescents by using emotional exchange techniques. Secondly, subjects in the treatment group demonstrated improvement of self-esteem in school and family settings, while the self-esteem in total areas and peer relationship do not show significant changes. This shows that the dance/movement psychotherapy for the subjects in the treatment group develops peer relationships in school and enables them to understand peer members' personality.
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