학교기반 사회정서학습(SEL) 예술치유 프로그램이 청소년의 사회정서 역량에 미치는 효과 연구

초록

The purpose of this study was to examine the effects of a school-based Social and Emotional Learning (SEL) art therapy program on adolescents’ social-emotional competency and emotional changes and to explore how social-emotional learning experiences are developed in school art education. Participants were 171 first-year middle school students in Gyeonggi Province, including 110 in the experimental group and 61 in the control group. After pretesting group homogeneity, the experimental group participated in a 16-session SEL art therapy program, held twice a week for 45 minutes per session. Program effectiveness was examined using the Social Emotional Competency (SEC) Scale, the Difficulties in Emotion Regulation Scale (DERS), and the Emotional and Behavioral Drawing Test (EBDT). Data were analyzed using independent-samples t-tests, mixed repeated-measures ANOVA, and qualitative analysis of students’ worksheets, reflection journals, artworks, and observation records. The results showed that the program significantly improved adolescents’ social-emotional competency. Although no significant group differences were found in emotion regulation difficulties, the experimental group showed reduced internalized withdrawal and emotional instability. Qualitative findings indicated improvements in emotional awareness, self-understanding, empathy, cooperation, responsible decision-making, emotional stability, and self-acceptance through art activities. This study developed and validated a school-based SEL art therapy program integrating SEL, the Expressive Therapies Continuum (ETC), group art therapy, and the 2022 Revised Korean National Art Curriculum, demonstrating the educational value of fostering social-emotional experiences through school art education.

키워드