ScholarWorks@숙명여자대학교

초록

This study aimed to develop and implement a group art therapy program based on Winnicott’s object relations theory for children in residential care and to examine changes in their social-emotional competence. Eighteen children residing in two childcare facilities in region A participated. Based on a needs assessment, an eight-session program of 90 minutes each was designed, but due to institutional constraints, four sessions per facility were conducted, including rapport-building and termination phases. Pre- and post-tests of social-emotional competence, the Tree Drawing Test(TDT), and behavioral observation records were used to collect data. Wilcoxon signed-rank tests were conducted to examine changes in social-emotional competence, and qualitative changes were explored through drawings and behavioral observations. The results were as follows. First, the program development process was based on the needs assessment and reflected the developmental requirements and characteristics of children in residential care, emphasizing play-centered activities and physical and sensory stimulation. Second, pre- and post-test scores of social-emotional competence increased for all participants, although the changes were not statistically significant. Third, TDT and behavioral observations revealed positive changes in self-expression, emotional stability, and interpersonal relationships. These findings suggest that object relations-based group art therapy is a useful approach for promoting social-emotional growth and emotional and behavioral development in children in residential care, and that art therapy provides a nonverbal medium for children to explore and express their emotions and relationships.