최하나 Ha-na Choi , 정종진 Jong-jin Jeong

DOI: Vol.16(No.4) 1-27, 2012

This study was the case study applying the cognitive behavioral therapy, art therapy, and parent counseling as integrative counseling for the peer relationship improvement of the compulsive behavior in children. The research problems are as follows: (1) How can the compulsive behavior in children be decreased through the application of integrative counseling? (2) How can the compulsive behavior in children be improved through application of integrative counseling? In order to solve the issues of this study and to achieve the purpose of integrative counseling, the integrative counseling was conducted for 14th sessions from August 2011 until October 2011 based on the children of 5th grade of M elementary school in Pohang of North Kyongsang province under parental consent. Changing perceptions of the surrounding about children were examined through the observation records of the counselors, parents, peers before and after and middle counseling, and meeting after a consultation, in addition, the data was analyzed by conducting the peer relationship skills scale, sentence completion test, KSD Test. The results of this study are as follows: First, the integrative counseling decreased the automatic thought of the compulsive behavior in children, and stress at home so it became the opportunity to experience the desirable peer relationship by decreasing the compulsive behavior. Second, the integrative counseling developed the confidence of the compulsive behavior in children and increased the self esteem so it improved the peer relationship. Throughout the results of this study, it can be recognized that the integrative counseling has positive impact on the peer relationship of the compulsive behavior in children.

강박행동, 또래관계, 통합적 상담, 사례연구, Compulsive Behavior, Peer Relation, Integrative Counseling, Case Study

이준석 Joon-suk Yi

DOI: Vol.16(No.4) 29-52, 2012

This research was designed to determine the psychometric evidence for repl acing core subtests with supplementary subtests of Korean Wechsler Adult I ntelligence Scale, Fourth Edition (K-WAIS-Ⅳ) by using confirmatory factor analysis. WAIS-Ⅳ(and K-WAIS-Ⅳ) was markedly different from its predece ssors in terms of item content and structure. The latest revision includes six new subtests, eliminates the VIQ and PIQ, and provides factor-based indexes in addition to a FSIQ. The 10 core subtests are grouped into four domain in dex (Verbal Comprehension, Perceptual Reasoning, Working Memory, Processi ng Speed). And there are five supplemental subtests that may be substituted, if necessary, for one or more of the core subtests. The hypothetical factor st ructure of the K-WAIS-Ⅳ was supported in these analyses. But the psycho metric evidence does not support the substitutability of supplementary subtests of Verbal Comprehension, Perceptual Reasoning, Working Memory, and Proce ssing Speed.

K-WAIS-Ⅳ, 지능, 확인적 요인분석, Intelligence, CFA

정용석 Yong-seok Chung

DOI: Vol.16(No.4) 53-73, 2012

This study aimed to study the educational supports to children with developmental disabilities. And this study had focus on exploring educational supports and inclusion settings to the severity of disabilities. Conclusion from this study are as follows. First, there were no individual differences in educational supports to the degree of severity of disabilities for children with disabilities, both educational settings including regular class, special class, and special school and special education laws for persons with disabilities and others. Second, it was estimated that the degree of severity of disabilities had an effect on choosing educational settings such as regular class, special class, and special school, while we did not provide an efficient educational program to meet with the degree of severity of children with disabilities in educational settings. Suggestions from conclusion and discussion are as follows. First, it is suggested that we need to improve educational supports to meet with educational needs of children with deveopmental disabilities such as severities for children with disabilities. Second, it is suggested that inclusion is not the purpose of special education but one of educational settings in special education.

발달장애, 교육적 지원, 정애정도, 통합교육, 학습지원, Developmental Disabilities, Educational Support, Degree of Severity, Inclusion, Learning Support

한진희 Jin-hee Han , 우주영 Ju-young Woo

DOI: Vol.16(No.4) 75-104, 2012

This research has been proceeded in order to understand how parents training program through the filial therapy affects on children self-determinism and variation of peer relationship among 5 year children. The result of this research is as follow. First, It is revealed parent's training program through filial therapy influences on children self-determinism. Children who participated in the program had more points and children self-regulation, competence, and relationship (mother's sensitivity) are increased and matched with the result of children self-determinism on quality analysis. Second, It is revealed parent's training program through filial therapy influences on variati on of peer relationship. The points of positive and negative peer relationship have been increased before and after the test, negative expressed emotion has been decreased, and the relationship with friends and siblings has been improved. The significance of this research is parents training program through filial therapy demonstrates the variation of children self-determinism and peer relationship and it presents the basis of materials that promotes the growth of normal children through non-therapeutic parents training program.

부모-자녀 놀이치료, 자기결정성, 또래관계, Filial Therapy, Self-Determinism, Peer Relationship

최국환 Gug-hwan Choi

DOI: Vol.16(No.4) 105-124, 2012

This study was conducted to exam attitudes of students and teachers in a special education major and to see its associated attitude variables of contacts and personality types. A total of 84 students in a special education and teachers majoring in a special education at the graduate school of education participated in this study. The attitudinal measure of SADP-R and the personality inventory of MBTI were utilized. The results indicated that students in special education major were found to have more positive attitudes toward individuals with disabilities than the counterpart teachers’ group majoring in special education at the graduate school of education. Close contacts with people with mental retardation were found to have an attitudinal difference within the student group, however no differences were found in MBTI total dimension, the combined dimension, and the bipolar dimension. Students tend to have type indicators of INFP, ISFP and ISTJ, and teachers were mostly held for ST types in the combined dimension. This study suggested that attitude change programs would need to be accessed at the graduate level curricula for the effectiveness of inclusive education.

장애인에 대한 태도, 성격유형, SADP, 특수교육, Attitudes toward People with Disabilities, Personality Types, Special Education

장혜성 Hae-song Chang

DOI: Vol.16(No.4) 125-148, 2012

This qualitative study was based on perceptions from teachers who teach children with disabilities, and it focus on how music activities in inclusive day-care centers are practiced. Data from seven week records of observation of two researchers and interview of eight teachers who support children with disabilities, were analyzed. Two results(first: Playing musical instruments and rhythmic movement are valuable activities for children with disabilities. Second: Singing is difficult activities to children with disabilities.) and fifteen sub results are released. Playing musical instruments and rhythmic movement are valuable activities for the improvement of children with disabilities and especially musical activities help children with disabilities develop social skills and self-care skills. But singing is very difficult activities to the children with disabilities who have speech and language disorders. So, in order to maximize the participation of children with disabilities, such instructional strategies as instructional accomodations and adaptations, classroom environments to promote desirable music activities of children with disabilities, peer-mediated instruction, teacher directed instruction, and family involvement should be developed. And it is suggested that not only singing but also qualitative music activities in inclusive day-care centers should be developed for improvement of children with disabilities.

음악활동, 발달지체유아, 통합어린이집, 교수전략, 질적연구, Music Activities, Children with Disabilities, Inclusive Child-Care, Instructional Strategies, Qualitative Study

김정은 Jung-eun Kim , 박병도 Byung-do Park

DOI: Vol.16(No.4) 149-169, 2012

This study purposed to analysis the gap in those of empowerment, teacher’s professionalism and organizational culture caused by such factors as the extent of age, scholastic career, academic background, children age of daycare center for children with disabilities teachers. And the study was analysed the impact which daycare center for children with disabilities teachers' professionalism and organizational culture stress has on their teacher empowerment. The subjects of this study were 182 daycare center for children with disabilities teachers working at special daycare center. The results of this study were as followed; First, daycare center for children with disabilities teachers’ empowerment differed in age, scholastic ability, academic background. Second, daycare center for children with disabilities teachers’ professionalisms differed in age, scholastic ability, academic background. Third, daycare center for children with disabilities teachers’ organizational culture differed in academic background. Finally, vocational ethics, socioeconomic status, autonomy and inner organizational culture factor accounted for 53% of empowerment on special daycare center for children with disabilities teachers.

임파워먼트, 전문성 인식, 조직문화, Empowerment, Professionalism, Organizational Culture

이은미 Eun-mi Lee , 김성수 Sung-su Kim

DOI: Vol.16(No.4) 171-193, 2012

This research closely looks into the psychological discontinuity and continuity of children from multicultural family youth from accompanied entry in their panoramic life through the narrative approach and then delves into what types of educational support they need, questing for the meaning of ‘Now’ and ‘Here’ in the context of their life-span developmental aspect. Consequently, to support this qualitative research, there are three multicultural family adolescents from accompanied entry in Korea who are currently diagnosed as anxiety disorder. They were born in their own native countries and have already grown up their adolescence via their childhood and then came into foreign country, Korea. This paper qualitatively analyzes the content as follows: firstly collects their self-narrative sample data through in-depth interview with three multicultural family adolescents from accompanied entry who are currently diagnosed as anxiety disorder; secondly reorganizes by each episode periodically in their lifetime according to diachronical changes and phenomena; lastly qualitatively analyzes the whole content. As a result, it is found that their emotional-behavioral disorders are caused by mutual influences from organic and environmental factors. Especially, they have been felt their identity confusion and psychological anxiety due to change of their language, culture, and living environment though they have just followed their family to Korea, and thereby they have been complained about the anxiety about their vague and yet unstable life in the future in Korea. Consequently multilateral support would be required not to be discriminated or left them out of main stream of their immigrated society in the changed life of the language, culture, and living environment.

중도입국 다문화 청소년, 자기이야기, 정서·행동장애, 불안장애, 심리적 시간의 단절성과 연속성, 삶의 의미 탐색, 교육적 지원, Multicultural Family Youth from Accompanied Entry, Self-Narrative, Emotional-Behavioral Disorder, Anxiety Disorder, Discontinuity and Continuity of Psychological Period, Searching for Life, s Meaning, Educational Support

장오선 Oh-sun Chang , 강창욱 Chang-wook Kang

DOI: Vol.16(No.4) 195-218, 2012

The purpose of this study was to identify the influence on communicative skills of autistic children with difficulties on communication by applying the enhanced milieu teaching. The enhanced milieu teaching was mediated through cooking and baking activities, that children had been interested in. This study examined the enhancement of the child’s communicative skills by focusing on the child’s communicative skills(asking for help) and spontaneous utterance. The data was processed by converting percentage of communicative skills(asking for help) and spontaneous utterance into a graph. As a result, communicative skills(asking for help) and spontaneous utterance of the child showed high rate of improvement, and high uttering rate continued during the maintenance period.

강화된 환경중심 언어중재, 자폐성장애, 의사소통기능, 자발발화, Enhanced Milieu Teaching, Autistic Children, Communicative Skills, Spontaneous Utterance

추연구 Youn-gu Chu , 김은영 Eun-young Kim

DOI: Vol.16(No.4) 219-237, 2012

Sexuality Education for the students with intellectual-developmental disabilities has been studied as a crucial factor to the enhancement of Quality of life. The purpose of the present study was to review Korean research on sexuality education for students with Intellectual and developmental disabilities from 19 97 through September 2012 to investigate what aspects of the program contents were studied in order to provide basics materials in this area. Eleven studies met research criteria of the present study were selected and analyzed in terms of research themes, participants, procedures and methods, and resources provided. Based on the analysis of the previous research, it was suggested what should be taken into consideration in designing sexuality education program as well as practicing the program in class.

성교육, 지적 장애, 자기결정, Sexuality Education, Intellectual-Developmental Disabilities, Self-Determination

조일영 Il-young Cho , 정기훈 Ki-hun Jung , 정승은 Seung-eun Jung , 차경수 Kyung-su Cha , 김가은 Ka-eun Kim

DOI: Vol.16(No.4) 239-252, 2012

Although attention is one of the most important body-function in the life, there are lack of literature regarding physical approach to improve attention other than psychical approach. Especially in the children with developmental disabilities, they have more potential to get physically originated attention deficit compare to ordinary children. Thus, this study will examine the variation of attention when there are improvement in function of proprioception through the intervention of pelvic instability by sacro-occipital technique category II blocking. Among the undergraduate twenties 13 people are selected for this study. These people, screened from positive in arm fossa test, have weight bearing dysfunction of sacroiliac joint and neither orthopedical, neurological case history nor in any session of neurofeedback, chiropractic therapies. S.O.T pelvic block was used in this test as a intervention tool of category II blocking. Body sway and attention were examined by foot pressure, stroop test, and letter cancellation test which were checked before and after the intervention. Compare to before the intervention, body sway was decreased at after the intervention statistically. Attention was also showed statistically significant differences from before and after the intervention at stroop test and letter cancellation test. As a consequence of this study, we could assure that sacro-occipital technique category II blocking can affect positively to body balance and attention through sustaining normal function of proprioception from pelvic joint.

신체균형, 집중력, 고유감각, Sacro Occtipital Technique, Body Balance, Attention, Proprioception

홍은주 Eun-ju Hong , 서창원 Chang-won Seo

DOI: Vol.16(No.4) 253-278, 2012

The purpose of this study was to examine the effect of a Group Art Therapy Program(GATP) in interpersonal anxiety and withdrawn behaviors of students with mental retardation. This experiment on the effect of a GATP involved three female students who are mentally retarded, and show high interpersonal anxiety and are highly withdrawn socially. The experimental model for this GATP was conducted through instructional treatments, for a total of 18 times Each instructional treatment lasted about 50 minutes. The results of this experiment were recorded by Burks' Behavior Rating Scales(BBRS), the Child Behavior Checklist(CBC), the Kinetic School Drawing test(KSD), the Kinetic House Tree Person(KHTP), and by other observers'(homeroom teacher, parents, friends) reports related to the student's pre and post behavior. First, Test results found that interpersonal anxiety was decreased significantly in all subjects. This resulted from the typical domain of their interpersonal anxiety. Secondly, all subjects showed decreased post-test scores in levels of socially withdrawn behavior after the art therapy program domains were positively changed. Thirdly, positive features were observed in students'post KSD and KHTP scores.

정신지체, 집단미술치료, KSD, KHTP, 대인불안, 위축행동, Mental Retardation, Group Art Therapy Program, GATP, Interpersonal Anxiety, Socially Withdrawn Behavior

박현옥 Hyeon-ok Park , 이애연 Ae-yeon Lee

DOI: Vol.16(No.4) 279-295, 2012

This study was to identify the effects of the Taekwon Gymnastics program on participation attitude and self-esteem of children with intellectual disabilities. For this purpose, the following research question was formulated : What effects do Taekwon Gymnastics program on children with intellectual disabilities in participation attitude and self-esteem? The subjects of this study were 14 children with intellectual disabilities, who were 11.07 years old(average age), attended J helth center in Gwangju city. The experiment was conducted 1 times a week between March and July 2012. For this study, one group pretest-posttest design was used. To verify hypotheses of this study, frequency analysis and t-test were conducted by using SPSS Windows ver 12.0. The major findings of this study were as follows: First, Taekwon Gymnastics program was improved of participation attitude. Second, Taekwon Gymnastics program was improved of self-esteem. On the basis of the findings above, the researchers came to the conclusion that the Taekwon Gymnastics program had a positive influences on the improvement of participation attitude and self-esteem of children with intellectual disabilities.

태권체조, 체육수업 참여태도, 자아존중감, Taekwon Gymnastics, Participation Attitude, Self-Esteem