In multi-cultural families, parental divorce is a major emotional and environmental change to children and children 's emotions. It can be seen as a risk factor that causes behavior problems. Multi-cultural family children have sporadic problems such ... In multi-cultural families, parental divorce is a major emotional and environmental change to children and children 's emotions. It can be seen as a risk factor that causes behavior problems. Multi-cultural family children have sporadic problems such as cultural adjustment problems, language problems, and school adjustment problems. In addition to these specific problems of these multi-cultural family children by such parental divorce cases, since there are many children expressing behavioral and emotional problems such as anxiety, depression, atrophy, aggression, and distraction in the home and school scene, the intervention of art theraphy is needed to alleviate these behavioral and emotional problems. Therefore, this study aims to investigate the effects of art therapy on the emotional and behavioral problems of children in multi-cultural divorced family put in an unstable parenting environment due to parental divorce, and also aims to provide basic clinical data of art therapy as a case applied to children of multi-cultural divorced families. The participants in this study was 12-year-old child of multi-cultural divorced family in the 5th grade of elementary school, suffering from learning under-achievement and maladjustment of school life due to unstable parenting attitude after their divorce. As a result of comprehensive psychological research, participants were ed to have emotional and behavioral problems, parent-child unstable interaction problems, and cognitive learning problems. This study is about a single case of personal art therapy that has been conducted 21 times in total and was implemented from April 6, 2016 to September 30, 2016, once a week for 70 minutes. To reduce the emotional and behavioral problems of children, the early stages of art therapy (1 to 5 sessions) was focused on establishing trust between children and researchers and providing opportunities for free self-expression through media work. The middle stage of art therapy (6th to 15th sessions) was conducted to express children 's desire and emotion, re-experiencing their positive emotions, to form a sense of security through emotional acceptance and support. In the latter period (Session 16 ~ 21), the goal was to strengthen internal resources and improve the ability to control emotion. The test was implemented using the child and adolescent behavior ratings scale by a tool of K-CBCL(Korea-Child Behavior Checklist) to examine the anxiety, depression, atrophy, social immaturity, aggression, distraction, and somatic symptoms objectively. In addition, compared and analyzed before and after the art therapy of pre and post inspection based on House-Tree-Person (HTP) test, Dynamic Family Planning (KFD) test, and Dynamic School Life (KSD) test, which are projection figure inspectors. The contents of the daily life and interpersonal aspects were supplemented by the findings of the mother and the teachers in charge who were the main care-giver of the child. According to these purpose, the results of this study are as follows. First, there was a significant difference which is meaningful in the pre- and post-test results of the K-CBCL for mothers, the Behavior Rating Scale of children and adolescents. The T score of internalizing problem behaviors decreased to the normal range in the clinical range. The T score of pre-externalizing problem behavior was very high at the post test, though it had not reached in the clinical range, while in the post- test, the problem behavior T score has decreased. Also, in sub-scales such as anxiety and depression, social immaturity, physical symptoms, aggression, and perceived distraction, T score were all decreased. Second, there was a meaningful change in comparison of pre- and post- test results of house-tree-person (HTP), dynamic familyization (KFD), and dynamic school life (KSD) test which reflects a child's own projection of picture. Anxiety, depression, social immaturity, and aggressiveness were all reduced compared to the pre- test, and the positive emotional experience was able to reliably recognize the environment surrounding him and express his or her own positive future. Third, children 's high level of anxiety, tension, feeling unfitted, and frustration were solved through re-experiencing of positive relationships such as unconditional acceptance and support, empathy and the level of social relations such as family relationship and peer relationship has been improved. Fourth, there were positive changes that children can solve negative emotions such as anxiety and depression through creative activities of art therapy process, reduce problematic behaviors in home and school by improving the ability to control emotion, furthermore express hopes for family and dreams of the future. Based on the conclusions above, I hope that children of multi-cultural divorced family who are showing emotional and behavioral problems to be able to dream for their positive future, and also hope that this study will be useful on the clinical scenes of the art therapy for the related children.
|
