ScholarWorks@숙명여자대학교

초록

The purpose of this study was to investigate whether group art therapy implemented in schools changed the peer relationship interactions and social behaviors of lower-grade elementary school students. Participants were 10 lower-grade elementary school students who had experienced difficulties forming peer relationship interactions during a period when social distancing became the norm due to COVID-19, and were selected by their homeroom teachers. The study was conducted over 17 weeks, from May to November 2024, excluding the summer vacation, for a total of 34 sessions, with two 70-minute sessions per week. To observe changes in peer relationship interactions, the study utilized behavioral change observation, the Tree Drawing Test, and the Kinetic School Drawing (KSD). To observe changes in social behavior, the homeroom teacher developed a revised and supplemented version of the California Preschool Social Competency Scale (CPSCS) to measure changes in basic social behaviors. The results of this study are as follows. First, group art therapy in schools resulted in positive changes in the peer relationship interactions of lower-grade elementary school students. Second, group art therapy in schools resulted in positive changes in the social behavior of lower-grade elementary school students. This study confirmed that group art therapy in schools had a positive effect on peer relationship interactions and social behavior in lower-grade elementary school students.

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