전개집단놀이치료가 집단따돌림 피해아동의 자아존중감과 사회성에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study is to testify the effect of group play therapy on school-bullying victims' self-respect and sociality. The subjects were total 15 children who were selected after sociometry and bullying-damage scale test conducted on 79 6th graders of J Elementary school located in Busan city. Out of them, 10 were selected considering their teachers' opinion and they were randomly placed into an experimental group and a control group by 5 each. The experimental group went through a group play therapy program based on Adler's individual psychology for 5 weeks, 2 times a week, totalling 10 sessions, with 50 minutes per session, during which nothing was carried out on the control group.
The data was treated with SPSS/WIN 10.0 program, in which standard deviation and mean of pretest and posttest of the groups were got and ANCOVA using the pretest scores as the covariate was carried out to find out if there was any difference between the groups in the average score of the test. The therapy course was recorded with a camcorder for 50 minutes every session and the change of children 1 s behavior was analyzed in quality.
The results of this study were as follows;
First, this program was effective for the improvement of self-respect of the subjects who participated in the experiment. The main effect of self-respect showed significant difference on the significance level p＜.05 as a whole. The main effect of the groups on each sub-category showed significant in social self-respect and self-respect at school. On the other hand, there was no significant difference in normal self-respect and domestic self-respect. From such result, hypothesis 1 of this study that "the subjects of the experimental group who participated in this program would show more significant improvement on the self-respect scale than those of the control group" was accepted.
Second, this program was effective for the improvement of sociality of the subjects who participated in the experiment. The main effect of self-respect showed significant difference on the significance level p＜. 05 as a whole. The main effect of the groups on each sub-category showed significant in reliance, diligence and stability. Sociability and law-abidingness showed statistical significance on the significance level. On the other hand, there was no significant difference in sociality at leadership. From such result, hypothesis 2 of this study that "the subjects of the experimental group who participated in this program would show more significant improvement on the sociality scale than those of the control group" was accepted.
Therefore, it is suggested that this Group Play Therapy Program has positive effect on school-bullying victims' self-respect and sociality. The meaning and suggestion of this study were mentioned.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 방법
• Ⅳ. 결과
• Ⅴ. 논의
• 참고문헌
• 〈Abstract〉