인간행동과 음악연구 (Journal of Music and Human Behavior)

  • 제18권2호
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  • Pages.45-66
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  • 2021
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  • 2288-2774(pISSN)
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  • 2799-9076(eISSN)
한국음악치료교육학회 (Korean Music Therapy Education Association)
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그룹 랩만들기의 치료적 적용: 경도지적장애 청소년의 의사소통기술 향상 사례

Case Study on Enhancing Communication Skills of Adolescents With Mild Intellectual Disabilities Through a Group Rap Making

  • 투고 : 2021.09.01
  • 심사 : 2021.10.29
  • 발행 : 2021.11.30
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초록

본 연구는 경도지적장애 청소년 대상 그룹 랩만들기가 해당 청소년의 의사소통기술을 향상시키는지 알아보고자 실시된 사례연구이다. 연구 대상은 경도지적장애로 진단받은 만 14-15세의 청소년 3명이다. 본 연구에서 그룹 랩만들기는 랩의 구성요소인 비트, 벌스, 훅, 추임새를 치료적으로 활용하여 소통 맥락 구성, 소통 내용 완성 및 창작, 소통 내용의 적용이라는 3단계로 구성되었고, 회기별 50분씩, 주 2회, 총 6회기 진행되었다. 랩만들기가 적용된 후 경도지적장애 청소년의 의사소통기술 변화를 알아보기 위해 대상자들이 구성하고 부른 랩 가사를 분석하였고, 음악 활동 안에서 나타나는 요구·질문하기 및 정보제공하기 행동을 사건 기록법으로 측정하였다. 또한 프로그램 전후 대상자의 보호자들이 사회적 의사소통 체크리스트를 평정하도록 하였다. 연구 결과, 랩 가사에서 대상자들이 자신의 의견을 자발적으로 표현하는 시도가 증가하는 것을 확인할 수 있었고, 랩 구성 과정에서 자신의 의견을 요구하거나 질문하는 행동 역시 증가하는 것으로 나타났다. 사회적 의사소통 체크리스트에서도 대상자의 기능수준에 따라 개별 차이가 있긴 했지만 전반적으로는 평정 점수가 향상된 것으로 나타났다. 이러한 연구결과를 통해 일부 임상 대상군에게 제한적으로 사용되었던 랩만들기가 경도지적장애 청소년에게도 적용할 수 있음을 제시할 수 있었고, 자신의 의견을 표현하고 타인과 의견을 공유하고 조율하는 능력을 촉진할 수 있는 의미 있는 중재 방안이 될 수 있음 역시 확인할 수 있었다.

This study aimed to develop a group rap making program and examine its applicability to improve communication skills of adolescents with mild intellectual disabilities (ID). Three adolescents with ID participated in a total of six 50-minute group sessions over 4 weeks. The group rap making program included three stages: understanding the context of communication, learning how to communicate with others, and applying the communicative behaviors in a group setting. To examine changes in the participants' communication skills, the rap lyrics constructed by participants were analyzed and communicative behaviors were observed during sessions and analyzed in terms of asking questions and providing information to others. Also, a social communication skills checklist was rated by the participant's caregivers. The analysis of rap lyrics showed that the expressions included in the rap were diversified as the session proceeded. Changes in observed behaviors supported that participants became to engage in communication with others more actively in order to complete the group rap. While the social communication skills checklist tended to increase, there was a difference in degree of change depending on the level of language communication skills. These results indicate that a group rap making can be an effective option for these adolescents to learn how to communicate with their peers, which presents implications for how rap making can be used for therapeutic purpose with more diversified population.

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