본 연구의 ADHD 아동의 공감능력을 알아보고 공감프로그램을 적용하여 그 효과를 알아보고자 하는데 목적이 있다. 이를 위해 선행연구의 공감검사를 수정, 보완하여 만들고 ADHD 초등학생 전학년을 대상으로 공감능력 검사를 실시하였다. 그 결과 ADHD 공감능력은 일반아동보다 유의미하게 낮은 것으로 나타났다. 다음으로 공감 능력 검사에 참여한 ADHD 아동 중에 공감 점수가 낮고 또래관계에 어려움이 있는 아동을 대상으로 공감프로그램을 적용하였다. 그 결과 프로그램 전후에 공감능력에서 유의미한 변화를 나타냈다. 요약하면 ADHD 아동의 공감능력은 일반 또래 아동보다 낮은 수준에 있으며 공감 프로그램을 적용한 결과 긍정적인 효과가 있었다. 따라서 또래 보다 공감능력이 낮은 ADHD 아동에게 공감 능력 향상을 위한 공감프로그램은 효과적인 ...
본 연구의 ADHD 아동의 공감능력을 알아보고 공감프로그램을 적용하여 그 효과를 알아보고자 하는데 목적이 있다. 이를 위해 선행연구의 공감검사를 수정, 보완하여 만들고 ADHD 초등학생 전학년을 대상으로 공감능력 검사를 실시하였다. 그 결과 ADHD 공감능력은 일반아동보다 유의미하게 낮은 것으로 나타났다. 다음으로 공감 능력 검사에 참여한 ADHD 아동 중에 공감 점수가 낮고 또래관계에 어려움이 있는 아동을 대상으로 공감프로그램을 적용하였다. 그 결과 프로그램 전후에 공감능력에서 유의미한 변화를 나타냈다. 요약하면 ADHD 아동의 공감능력은 일반 또래 아동보다 낮은 수준에 있으며 공감 프로그램을 적용한 결과 긍정적인 효과가 있었다. 따라서 또래 보다 공감능력이 낮은 ADHD 아동에게 공감 능력 향상을 위한 공감프로그램은 효과적인 중재방법이 될수 있을 것으로 사료된다.
본 연구의 ADHD 아동의 공감능력을 알아보고 공감프로그램을 적용하여 그 효과를 알아보고자 하는데 목적이 있다. 이를 위해 선행연구의 공감검사를 수정, 보완하여 만들고 ADHD 초등학생 전학년을 대상으로 공감능력 검사를 실시하였다. 그 결과 ADHD 공감능력은 일반아동보다 유의미하게 낮은 것으로 나타났다. 다음으로 공감 능력 검사에 참여한 ADHD 아동 중에 공감 점수가 낮고 또래관계에 어려움이 있는 아동을 대상으로 공감프로그램을 적용하였다. 그 결과 프로그램 전후에 공감능력에서 유의미한 변화를 나타냈다. 요약하면 ADHD 아동의 공감능력은 일반 또래 아동보다 낮은 수준에 있으며 공감 프로그램을 적용한 결과 긍정적인 효과가 있었다. 따라서 또래 보다 공감능력이 낮은 ADHD 아동에게 공감 능력 향상을 위한 공감프로그램은 효과적인 중재방법이 될수 있을 것으로 사료된다.
In the case of children with ADHD, their problems with peer relationships and social behavior have significant effects on their overall school life and quality of life. There are increasingly more studies trying to take an approach to their sociality issues in the emotional aspect. Empathy has been ...
In the case of children with ADHD, their problems with peer relationships and social behavior have significant effects on their overall school life and quality of life. There are increasingly more studies trying to take an approach to their sociality issues in the emotional aspect. Empathy has been reported to have close relations with the social behavior of children, but there is a lack of research on the empathy of children with ADHD and empathy programs for them. This study thus set out to examine the empathy of children with ADHD, apply the empathy program to promote their empathy, and test its effects. For those purposes, the study set the following research questions: First, are there any differences in empathy between children with ADHD and typical group? Second, are there any differences in empathy among children with ADHD according to the grades? Third, does an empathy program have effects on the empathy of children with ADHD? In an effort to answer those questions, the study took the following procedures: First, the empathy scale was devised to figure out the empathy of children with ADHD. The empathy scale was comprised of pictures and stories fit for the level of elementary school students based on the picture-story measure with its validity and reliability tested in a preliminary study. The completed empathy inventory was administered to typical children and children with ADHD to understand their empathy. Secondly, an empathy program was developed to promote the empathy of children with ADHD. The empathy program was reorganized by consulting the empathy programs introduced in previous studies, containing a variety of activity to stimulate the interest of children with ADHD, motivate them, and encourage their happy participation. Two groups participated in the program with one being a lower grade group and the other being an upper grade group. Each of the two groups participated in the program twice per week over nine weeks, which led to a total number of 18 sessions. After the application of the program, its effects were investigated by analyzing the results of post-test and behavioral observation. Those procedures led to the following findings: First, children with ADHD were significantly lower in overall empathy and cognitive and emotional empathy than typical group, which indicates that they have difficulties with understanding and empathizing with others for their ideas and feelings. Second, there were no differences by grade in the empathy of children with ADHD, which implies that there is no difference in the empathy of children with ADHD between the lower and upper grades and that the empathy of children with ADHD does not develop according to the grades. Third, the study administered the empathy program to children with ADHD and found significant differences in their empathy scores between the pre- and post-test, which suggests that the empathy program had positive effects on the empathy of children with ADHD. The findings show that children with ADHD were lower in empathy than typical group and that there were no differences by grade in their empathy. While it was confirmed that children with ADHD experienced difficulties with empathizing with others, many of them showed no differences in empathy. Considering them, an inquiry into variables to distinguish children with ADHD in a lower level of empathy from those in a higher level of empathy will generate important data to support researches on the empathy of children with ADHD. In addition, the empathy program turned out to have positive influences on the improved empathy of children with ADHD, which implies that an empathy program can be an intervention to increase their empathy and raises a need for ongoing researches in the area.
In the case of children with ADHD, their problems with peer relationships and social behavior have significant effects on their overall school life and quality of life. There are increasingly more studies trying to take an approach to their sociality issues in the emotional aspect. Empathy has been reported to have close relations with the social behavior of children, but there is a lack of research on the empathy of children with ADHD and empathy programs for them. This study thus set out to examine the empathy of children with ADHD, apply the empathy program to promote their empathy, and test its effects. For those purposes, the study set the following research questions: First, are there any differences in empathy between children with ADHD and typical group? Second, are there any differences in empathy among children with ADHD according to the grades? Third, does an empathy program have effects on the empathy of children with ADHD? In an effort to answer those questions, the study took the following procedures: First, the empathy scale was devised to figure out the empathy of children with ADHD. The empathy scale was comprised of pictures and stories fit for the level of elementary school students based on the picture-story measure with its validity and reliability tested in a preliminary study. The completed empathy inventory was administered to typical children and children with ADHD to understand their empathy. Secondly, an empathy program was developed to promote the empathy of children with ADHD. The empathy program was reorganized by consulting the empathy programs introduced in previous studies, containing a variety of activity to stimulate the interest of children with ADHD, motivate them, and encourage their happy participation. Two groups participated in the program with one being a lower grade group and the other being an upper grade group. Each of the two groups participated in the program twice per week over nine weeks, which led to a total number of 18 sessions. After the application of the program, its effects were investigated by analyzing the results of post-test and behavioral observation. Those procedures led to the following findings: First, children with ADHD were significantly lower in overall empathy and cognitive and emotional empathy than typical group, which indicates that they have difficulties with understanding and empathizing with others for their ideas and feelings. Second, there were no differences by grade in the empathy of children with ADHD, which implies that there is no difference in the empathy of children with ADHD between the lower and upper grades and that the empathy of children with ADHD does not develop according to the grades. Third, the study administered the empathy program to children with ADHD and found significant differences in their empathy scores between the pre- and post-test, which suggests that the empathy program had positive effects on the empathy of children with ADHD. The findings show that children with ADHD were lower in empathy than typical group and that there were no differences by grade in their empathy. While it was confirmed that children with ADHD experienced difficulties with empathizing with others, many of them showed no differences in empathy. Considering them, an inquiry into variables to distinguish children with ADHD in a lower level of empathy from those in a higher level of empathy will generate important data to support researches on the empathy of children with ADHD. In addition, the empathy program turned out to have positive influences on the improved empathy of children with ADHD, which implies that an empathy program can be an intervention to increase their empathy and raises a need for ongoing researches in the area.
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