earticle

영어

The purpose of this study was to find out children having problem behavior and treat them early and properly. In order toaccomplish the purpose, this study intended to find out the picture differences between children having problem behavior group and general children group using KSD which was simply designed to save time. In this study, I divided into children having problem behavior group and general children group using K-CBCL which was designed to address the problem of defining child behavior problems empirically. The specific research questions are following: 1. On the basis of the child behavior checklist (K-CBCL), when I apply the tool to over 95 percentile children, is there any difference between children having problem behavior group and general children group? 2. When I divided into two groups (children having problem behavior group and general children group) among over percentile children on the basis of K-CBCL, what are the characteristics on expression of school life (KSD)? Total 47 children, 25 elementary school fourth grade boys and 22 elementary school fourth grade girls, participated in this study and they were assessed by the child behavior checklist (K-CBCL). I found the differences between children having problem behavior group and general children group utilizing T-test (independent sample t-test) and manifested the difference of expression ofschool life (KSD). Regarding data analysis, I collected the questionnaires from the research participants and analyzed them using SPSS 14.0 program. Through t-scores of K-CBCL problem behavior syndromes and independent sample t-test, I analyzed and compared children having problem behavior group with general children group. I also utilized cross-tab to find out the probability of independence among the detailed categories (myself, teacher, and classmate) through school life records. The results of this study are following: 1. I analyzed the difference of mean using t-score 65 of K-CBCL problem behavior syndromes in independent sample t-test. There is a statistically significant difference between the two groups. Therefore, it was meaningful that I divided into groups by the difference of clinical problem behavior on the basis of t-score 65. 2. I investigated five categories (person’s behavior, characteristics, dynamics, style, and symbol) in school life (KSD) between the two general children group and children having problem behavior. First, teacher cooperation in person’s behavior had significant difference between two groups. Second, my face expression, focusing on teacher’s eyes, erasing myself, and lines of drawing teachers in person’s characteristics had significant difference between two groups. Third, teacher direction of person and the size of a classmate in person’s dynamics had significant difference between two groups.Fourth, there was no significant difference of person’s style between two groups. Fifth, there was also no significant difference of person’s symbol between two groups. This study researched the differences between general children and children having problem behavior using the child behavior checklist (K-CBCL). When I divided two groups by t-score 65, I found that there were significant differences between two groups and it was meaningful to find out specific parts which needed careful consideration in school life records (KSD) between two groups.

한국어

본 연구는 초등학교에서 문제행동을 가진 아동을 조기에 발견하고 치료하기 위해서, 적은 시간과 간편하게 실시할 수 있는 KSD를 사용하여 문제행동을 가진 아동과 일반 아동의 그림상의 차이를 살펴보려고 한다. 연구를 위해 초등학교 4학년 남 25명, 여 22명으로 총 47명을 아동；청소년 행동평가척도(K-CBCL) 활용하여 독립표본 T검정 (Independent samplet-test)으로 문제행동을 가진 아동집단과 일반 아동집단의 차이를 검정하고, 두 집단의 학교생활화(KSD)에 나타난 표현상의 차이를 살펴보았다. 자료 분석은 본 연구의 자료는 설문지를 통하여 수집된 자료를 통계 프로그램 SPSS 14.0을 사용하여 분석하였으며, K-CBCL 문제행동 증후군 척도 T점수를 통하여 일반아동과 문제행동아동 간에 독립표본 T-검정을 통하여 각 집단 간 평균 비교를 분석하였으고, 두 집단 간의 세부부분(나, 교사, 교우)에 대하여 교차분석을 실시하여 독립성 여부를 분석하였다. 본 연구를 통해 얻어진 결과를 요약하면 다음과 같다. 1. 아동；청소년 행동평가척도(k-CBCL)의 문제행동 증후군 척도 T점수 65를 통하여 일반아동과 문제 행동아동 간에 독립표본 T-검정을 통하여 각 집단 간 평균 비교를 분석하였는데 각각 의 문제행동 증후군 척도에서 통계적으로 유의한 차이가 나타났다. 따라서 T점수 65 점을 기준으로 나눈 두 집단이 다른 집단임을 알 수 있다. 2. 이 같은 절차로 나눈 일 반아동과 문제행동을 가진 아동 간에 학교생활화(KSD)에서는 인물상의 행위, 인물상 의 특징, 역동성, 양식, 상징의 5개의 영역을 살펴보았다. 첫째, 인물상의 행위에서는 교사 협동성 부분에 유의미한 차이가 있었다. 둘째, 인물상의 특징에서는 나 얼굴표 정, 교사눈 강조, 나 지우기, 교사 지우기, 교사를 그린 필압과 교사를 그린 선에서도 유의미한 차이가 있었다. 셋째, 역동성 부분에서는 교사 인물상 방향과 교우 인물상의 크기에서 유의미한 차이가 있었다. 넷째, 양식에서는 유의미한 차이가 나타난 부분이 없었다. 다섯째, 상징에서도 유의미한 차이가 나타난 부분이 없었다.