earticle

영어

The purpose of this thesis is to investigate how sandbox therapy effects adjustment to school and problematic behavior.
Accordingly, this research chose to consider two aspects of this theme. first, would sandbox therapy help improve the ability of children to adjust to school? second, would sandbox therapy decrease problematic behavior of children? the subjects of the preliminary investigation were 280 students from the fifth and sixth-year at an elementary school in the city of M. From among the students with low scores for the ability to adjust to school and with high scores for problematic behavior, an experimental group of five children and a control group of five other children were formed with the recommendations of the class teacher. Each subject individually completed twenty sessions of Sandbox Therapy. these sessions were once a week from June to October, 2009.
In order to discover the effectiveness of sandbox therapy, the quantitative analysis and the qualitative analysis were both done at the same time in this research. For the quantitative analysis of the before -after evaluation of the ability to adjust to school, the method of Kim, Yong-Nae (1993) as amended by Cho, Young-Nan (2005) was used. For an effective verification of a decrease in problematic behavior, the evaluation method produced by Lee, Sang-Bok and Yoon, Chi-Yeon (2006) was implemented. This method especially takes into consideration standards which are compatible with reality in Korea. The SPSS 15.0 program was used for the statistical analysis of the material gathered. The Mann-Whitney U Test was completed.
Concerning any change and adjustment in each experimental stage of Sandbox Therapy, the process according to the six growth stages of Boik-Good win (2000) was used. These stages are: 'world making', 'experiencing and rearranging', 'healing', 'picture taking', 'conversing' and 'disassembling'.
The following points are a summary of the results of this research:
First, Sandbox Therapy had a positive influence on improving the ability to adjust to school. After the program was established, the verification results for an improved ability to adjust to school showed that the scores of the experimental group had greatly increased in this area. The same results appeared statistically too. Concerning adjustment to school, sandbox therapy demonstrated positive changes in adjustment to school class, in relationships with friends and in adjustment to school life.
Second, sandbox therapy had a positive influence on problematic behavior of children. After Sandbox Therapy was implemented, the verification results for changes in problematic behavior of children showed that the scores of problematic behavior had greatly decreased. The same results appeared statistically too. Through sandbox therapy, the scores of problematic behavior of children greatly decreased in the areas of impulsiveness, carelessness and hyper-activity. The same results appeared statistically too. Sandbox therapy demonstrated a positive effect on changing problematic behavior.
Third, As each session progressed, there was an opportunity for change in the subject. The features of change would be revealed in an increased calmness, in improvement in the ability to express oneself verbally, in more peaceful relationships with friends, in positive thinking and insights, and in realistic adjustments and changes.
To synthesize the results of the above research, it has been verified that Sandbox Therapy produces positive effects for a change in children's activity. This is true both for children who find it difficult to adjust to school and children who have problematic behavior.

한국어

본 연구의 목적은 아동들의 부정적인 감정을 자연스럽게 해소하거나 정서를 이완시키는데 효과적인 것으로 알려져 있는 모래상자치료가 초등학교 아동의 학교적응력 향상과 문제행동 감소에 어떠한 영향을 미치는지 알아보는 데 있다. 본 연구의 대상 아동은 학교적응력 검사 점수가 낮고, 문제행동 검사 점수가 높은 아동들 가운데 담임선생님의 추전을 받아 10명이 최종 선정되었으며, 이들 중 5명은 실험집단으로, 5명은 통제집단으로 구성하였다. 연구 설계는 사전 검사, 프로그램 중재, 사후 검사 순으로 이루어졌다. 중재 프로그램은 20회기로 구성된 모래상자치료 프로그램을 활용하였다. 중재 단계는 세계 만들기, 경험하고 재배열하기, 이야기하기, 사진 찍기, 전이, 분해하기의 6단계로 구성하여 실시하였다. 본 연구의 결과 모래상자치료가 초등학교 아동의 학교적응력 향상과 문제행동 감소에 효과적인 것으로 나타났다.