본 연구는 자녀들의 발달적 특징에 따른 부모역할에 대한 지식과 이해 부족으로 어머니의 부모역할에 대한 실패를 부적절한 모-자관계와 자녀의 부적응적인 형제관계의 원인으로 간주하고, 유아기 자녀의 형제관계 개선을 궁극적 목적으로 하여 부모-자녀 놀이치료 프로그램을 개발하고, 형제관계에 문제를 가진 유아와 어머니에게 프로그램을 적용한 후 형제관계 개선의 효과를 가정과 놀이치료실에서 알아보고자 하였다. 본 연구에서 밝혀진 결과를 요약하면 다음과 같다....
본 연구는 자녀들의 발달적 특징에 따른 부모역할에 대한 지식과 이해 부족으로 어머니의 부모역할에 대한 실패를 부적절한 모-자관계와 자녀의 부적응적인 형제관계의 원인으로 간주하고, 유아기 자녀의 형제관계 개선을 궁극적 목적으로 하여 부모-자녀 놀이치료 프로그램을 개발하고, 형제관계에 문제를 가진 유아와 어머니에게 프로그램을 적용한 후 형제관계 개선의 효과를 가정과 놀이치료실에서 알아보고자 하였다. 본 연구에서 밝혀진 결과를 요약하면 다음과 같다. 첫째, 본 연구에서는 자녀의 형제관계 개선을 목적으로 Guerney(1964)의 부모-자녀 놀이치료 이론에 근거하여 4개 과정 즉, 교육 과정, 놀이치료 과정, 피드백 과정, 그리고 평가 과정으로 구성된 부모-자녀 놀이치료 프로그램을 개발하였다. 둘째, 본 부모-자녀 놀이치료 프로그램을 통하여 모 공감 능력은 세 하위영역 즉, 수용적 의사소통, 자녀의 자기 안내 허용, 그리고 개입에서 모두 평가시기에 따라 점진적인 점수의 향상을 보였다. 셋째, 본 부모-자녀 놀이치료 프로그램을 통하여 모-자 상호작용 능력은 모-자 상호작용 평가의 13개 항목에서 점수의 증가를 나타내었다. 넷째, 본 부모-자녀 놀이치료 프로그램을 통하여 형제간 갈등은 횟수, 지속시간, 강도 측면에서 점차적인 감소를 보여 긍정적인 변화를 나타내었다. 다섯째, 본 부모-자녀 놀이치료 프로그램을 통하여 형제간 상호작용에서 긍정적 상호작용 빈도는 점진적으로 증가하고 부정적 상호작용 빈도는 지속적으로 감소하였다.
본 연구는 자녀들의 발달적 특징에 따른 부모역할에 대한 지식과 이해 부족으로 어머니의 부모역할에 대한 실패를 부적절한 모-자관계와 자녀의 부적응적인 형제관계의 원인으로 간주하고, 유아기 자녀의 형제관계 개선을 궁극적 목적으로 하여 부모-자녀 놀이치료 프로그램을 개발하고, 형제관계에 문제를 가진 유아와 어머니에게 프로그램을 적용한 후 형제관계 개선의 효과를 가정과 놀이치료실에서 알아보고자 하였다. 본 연구에서 밝혀진 결과를 요약하면 다음과 같다. 첫째, 본 연구에서는 자녀의 형제관계 개선을 목적으로 Guerney(1964)의 부모-자녀 놀이치료 이론에 근거하여 4개 과정 즉, 교육 과정, 놀이치료 과정, 피드백 과정, 그리고 평가 과정으로 구성된 부모-자녀 놀이치료 프로그램을 개발하였다. 둘째, 본 부모-자녀 놀이치료 프로그램을 통하여 모 공감 능력은 세 하위영역 즉, 수용적 의사소통, 자녀의 자기 안내 허용, 그리고 개입에서 모두 평가시기에 따라 점진적인 점수의 향상을 보였다. 셋째, 본 부모-자녀 놀이치료 프로그램을 통하여 모-자 상호작용 능력은 모-자 상호작용 평가의 13개 항목에서 점수의 증가를 나타내었다. 넷째, 본 부모-자녀 놀이치료 프로그램을 통하여 형제간 갈등은 횟수, 지속시간, 강도 측면에서 점차적인 감소를 보여 긍정적인 변화를 나타내었다. 다섯째, 본 부모-자녀 놀이치료 프로그램을 통하여 형제간 상호작용에서 긍정적 상호작용 빈도는 점진적으로 증가하고 부정적 상호작용 빈도는 지속적으로 감소하였다.
This study was conducted with the aim of improving sibling relationships of children. A program utilizing filial therapy was developed, and its effectiveness for young children experiencing problems with sibling relationships and their mothers was evaluated. The subjects of this study were three pai...
This study was conducted with the aim of improving sibling relationships of children. A program utilizing filial therapy was developed, and its effectiveness for young children experiencing problems with sibling relationships and their mothers was evaluated. The subjects of this study were three pairs of young children who exhibited problem behavior regarding sibling relationships and their mothers, all of whom were studied at the Child Intervention and Counseling Center of Pusan National University. The program consisted of ten 2-hour weekly sessions. The three cases were handled in the same a program at different periods. The children were selected using an interview, the House·Tree·Person Test (HTP), the Kinetic Family Drawing Test (KFD), the Sentence Completion Test (SCT), Sibling Relationship Questions, the Minnesota Multi-phasic Personality Inventor (MMPI), the Korean Personality Inventory for Children (KPI-C), and the Child Rearing Attitude Test. These assessment tools were used to analyze characteristics of the subjects. The effectiveness of the program was determined using a videotaped interview, Measurement of Empathy in Adult-Child Interaction (MEACI), the Parent-Child Interaction Play Assessment (P-CIPA), a type of sibling conflict assessment, and a sibling interaction assessment. This study was developed to improve the mother-child relationship as well as the sibling relationships of children. 「The Development and Effects of a Program Utilizing Filial Therapy to Improve Siblings Relationships」consisted of four main courses based on filial play therapy (Guerney, 1964) : an instructional course for the mother, a play therapy course, a feedback course, and an evaluation course. The instructional course for the mother was 60 minutes to 90 minutes long and consisted of 5 activities: mother report, discussion, individualized education, role play, and play introduction. The mother did the play therapy with the child or the sibling in the play therapy course. The feedback course consisted of video-feedback and supervision of a play therapy pre-session. The evaluation course was videotaped and observed to test the effectiveness of the program. The evaluation course consisted of a pre-program, middleⅠ(post 4 sessions), middleⅡ(post 7 sessions), and the post-program, for each case. The videotape that was taken at home consisted of a total of 8 sessions, twice each assessment period. The videotape in the play therapy room consisted of a total of 4 sessions, one per assessment period. The results of this study are as follows. First, the empathy ability of mothers increased gradually each assessment period for three sub-domains, including communication of acceptance, allowing the child self-direction, and involvement. Overall, in all cases, the empathy behavior of mothers reflected qualitatively positive changes each assessment period. Second, in the degree of mother-child interaction through the program, there were increases for 13 items in all three cases. Also there were positive changes in mother-child interaction behavior. Third, there was a gradual diminishment in the sibling conflicts, such as a decrease in the number of conflicts that occurred, in the length of the conflicts, and in the intensity of the conflicts. All of the changes were highly positive in all three cases. Fourth, as a result of the program, there was an increased frequency of the positive interaction of siblings and a decreased frequency of the negative interaction of siblings, in all three cases. This study considered that maladjustment of siblings and of the mother-child relationship was caused by the fact that mothers are wanting in knowledge and understanding of their children's developmental features and of parenting in general. In this program, mothers are trained as therapeutic agents to acquire child-centered play therapy skills for the benefit of their own children. According to the results of this study, 「The Development and Effects of a Program Utilizing Filial Therapy to Improve Siblings Relationships」is effective in developing proper sibling relationships through enhancing mother-child relationships.
This study was conducted with the aim of improving sibling relationships of children. A program utilizing filial therapy was developed, and its effectiveness for young children experiencing problems with sibling relationships and their mothers was evaluated. The subjects of this study were three pairs of young children who exhibited problem behavior regarding sibling relationships and their mothers, all of whom were studied at the Child Intervention and Counseling Center of Pusan National University. The program consisted of ten 2-hour weekly sessions. The three cases were handled in the same a program at different periods. The children were selected using an interview, the House·Tree·Person Test (HTP), the Kinetic Family Drawing Test (KFD), the Sentence Completion Test (SCT), Sibling Relationship Questions, the Minnesota Multi-phasic Personality Inventor (MMPI), the Korean Personality Inventory for Children (KPI-C), and the Child Rearing Attitude Test. These assessment tools were used to analyze characteristics of the subjects. The effectiveness of the program was determined using a videotaped interview, Measurement of Empathy in Adult-Child Interaction (MEACI), the Parent-Child Interaction Play Assessment (P-CIPA), a type of sibling conflict assessment, and a sibling interaction assessment. This study was developed to improve the mother-child relationship as well as the sibling relationships of children. 「The Development and Effects of a Program Utilizing Filial Therapy to Improve Siblings Relationships」consisted of four main courses based on filial play therapy (Guerney, 1964) : an instructional course for the mother, a play therapy course, a feedback course, and an evaluation course. The instructional course for the mother was 60 minutes to 90 minutes long and consisted of 5 activities: mother report, discussion, individualized education, role play, and play introduction. The mother did the play therapy with the child or the sibling in the play therapy course. The feedback course consisted of video-feedback and supervision of a play therapy pre-session. The evaluation course was videotaped and observed to test the effectiveness of the program. The evaluation course consisted of a pre-program, middleⅠ(post 4 sessions), middleⅡ(post 7 sessions), and the post-program, for each case. The videotape that was taken at home consisted of a total of 8 sessions, twice each assessment period. The videotape in the play therapy room consisted of a total of 4 sessions, one per assessment period. The results of this study are as follows. First, the empathy ability of mothers increased gradually each assessment period for three sub-domains, including communication of acceptance, allowing the child self-direction, and involvement. Overall, in all cases, the empathy behavior of mothers reflected qualitatively positive changes each assessment period. Second, in the degree of mother-child interaction through the program, there were increases for 13 items in all three cases. Also there were positive changes in mother-child interaction behavior. Third, there was a gradual diminishment in the sibling conflicts, such as a decrease in the number of conflicts that occurred, in the length of the conflicts, and in the intensity of the conflicts. All of the changes were highly positive in all three cases. Fourth, as a result of the program, there was an increased frequency of the positive interaction of siblings and a decreased frequency of the negative interaction of siblings, in all three cases. This study considered that maladjustment of siblings and of the mother-child relationship was caused by the fact that mothers are wanting in knowledge and understanding of their children's developmental features and of parenting in general. In this program, mothers are trained as therapeutic agents to acquire child-centered play therapy skills for the benefit of their own children. According to the results of this study, 「The Development and Effects of a Program Utilizing Filial Therapy to Improve Siblings Relationships」is effective in developing proper sibling relationships through enhancing mother-child relationships.
AI-Helper
※ AI-Helper는 부적절한 답변을 할 수 있습니다.