미술치료 프로그램이 지적장애학생의 자기표현에 미치는 영향

다국어 초록 (Multilingual Abstract)

Influence of Art Therapy Programs on the
Self-expression of the Students with Intellectual disability

Written by: Lee Eun Kyoung
Department of Special Education
Graduate School of Woosuk University
Directed by: Prof. Chung, Jin-Ja Ph.D.


<Abstract>
The goal of this study rests on finding the effect of art therapy on the self-expression of the students with intellectual disability by applying art therapy to the mentally-disabled, passive students lacking in verbal expressions.
The targets of this study are two intellectual disability students (one male and one female) attending at an integrated class of a middle school located in B-gun, Jeonrabuk-do and using a classroom run by a welfare center after school; and small group art therapy programs of 50 minutes at a time, once a week- a total of 17 sessions-were applied to them. In order to verify the effect of the study, a self-expression rating-scale test and a HTP(House-Tree-Person) picture test had been performed before and after the study for comparative reviews, and the changes in self-expression occurred over the course of each session were explained.
The conclusion obtained from the results of the hitherto study is as follows:
First, art therapy programs have a positive impact on the self-expression of intellectual disability students according to a self-expression rating scale.
Both of the target students, A and B, showed positive changes in the areas of self-expression, such as content, phonetic, or nominal aspects. After conducting the art therapy programs, the verified results of changes in self-expression based on the self-expression rating-scale test found that self-expression was improved from all targets.
The changes in self-expression for each object, student A scored 38 points in the preliminary test, while 59 in the follow-up test, showing 21-point increase, with student B scoring 41 points in the preliminary test, and 55 in the follow-up test, showing 14-point increase.
The students' voice became clear enough to make a hearer understood during conversation, and they became able to talk to others looking them in the eye, with significantly improved self-expression in terms of content, phonetic, and nominal aspects, freely letting their passive and negative feelings out through the art therapy; and the application of art therapy programs was effective in self-expression in terms of clearly improving their positive internal expressions, at the same time increasing voluntary verbal expressions with confidence in expression as a result of the art therapy programs allowing them to express their emotions.
Second, art therapy programs have a positive effect on self-expression illustrated in the HTP pictures drawn by the intellectual disability students.
Both of the target students showed positive changes; student A drew weak lines in the pictures in the preliminary test with anxiety and timidity, drawing pictures in which details of a house were omitted to a extent of being unable to recognize them, and showing hesitation even while drawing trees; however, in the follow-up test, the student expressed the essential parts of a house by including them in pictures, showing sharp details in the expression of tree pictures, and even in figure paintings, lines became stronger; at first the target said it wasn't intentional, but the target object had more details over time, and, as there were no omitted parts, the impressions of people's pictures became more stable. For student B, the small and slightly unstable figures in the initial stage turned into more stable, and their size grew, and the details became sharper. In the preliminary test, a friend's picture was drawn instead of a female figure, but, in the follow-up test, attempts of self-expression were found in self-portraits, and iterative and dependent expressions in the preliminary test were disappeared. As the weak and vague lines in the preliminary test had changed into thick and powerful lines resulted from growing confidence; and the passively drawn small pictures became larger, and the objectless paintings with unrecognizable shapes in the preliminary test changed into expressions with more details of the target objects, and distinctive idiosyncrasies of each individual demonstrated that the art therapy was effective in the self-expression of intellectual disability students.
Third, despite the differences in progress and works of the mentally-retarded students according to each individual and session, self-expressions became more diverse as more sessions unfolded, and expression in themes and creativity were improved as well as changes in forms. Judging from the fact their changes from being unable to express what they thought in the initial stage, with hesitation and timidity, to their having improved ability of expressing their ideas on their works to others, and their becoming more active implied that art therapy programs have positive impact on the self-expression of intellectual disability students.
The following suggestions are to be presented based on the aforesaid conclusion.
First, gender-control was failed in this study as the targets of this study only consisted of one male and one female intellectual disability student, resulting in constraints in generalization.
Second, now that research group is composed of a single small group, generalization of this study is limited. Therefore, it is necessary to conduct a comparative analysis by selecting experimental groups with the characteristics akin to iterative studies concerned with the same topic on the basis of the possibility demonstrated by this study and controlled groups.
Third, now that the researches on the applications of the art therapy programs with respect to improvement of self-expression are insufficient, sustained researches through case studies and group studies are required; and, to more accurately fathom the effect of art therapy programs, as the limitations of this study lie in that self-expression, the measurement of which is difficult, had been performed in such a short period of time, a long-term application of the program is requisite.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론 1
• 1. 연구의 의의 1
• 2. 연구의 목적 4
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 5
• 1. 지적장애학생의 자기표현 특성 5
• 2. 미술치료와 자기표현 11
• Ⅲ. 연구 방법 21
• 1. 연구 대상 21
• 2. 연구 도구 24
• 3. 연구 절차 26
• 4. 자료 처리 30
• Ⅳ. 결과 및 해석 31
• 1. 자기표현 평정척도에 나타난 자기표현의 변화 31
• 2. HTP에 나타난 자기표현의 변화 35
• 3. 회기별 자기표현의 변화 45
• Ⅴ. 결론 및 제언 62
• 참고문헌 65
• 영문초록 70
• 부 록 75