도벽은 남의 물건을 ‘훔치는 행위’가 습관화된 버릇으로서 주인의 눈을 피해서 하는 그릇된 행위 중의 하나로 특히 어려서부터 어떤 목적의식이나 윤리관념이 없는 경우에 쉽게 형성된다(곽성구. 1977). 도벽은 주로 국민학교에서 중학교 과정까지 나타나는 일과성 행동 중 흔히 볼 수 있는 행통패턴으로, 호기김에서 시작하여 의지와 감각적인 욕구사이의 갈등에서 의지가 약해진 경우에 습관화된다. 즉 정서적 불안과 인격발달의 미숙 등 심리적 원인이 행동으로 옮겨진 현상이며, 사회에 적응하기 위한 일종의 왜곡된 자기 표현의 방법이기도 하며, 일탈행위와 복합적으로 결합되어 나타나기도 한다. 이 같은 도벽은 부모나 부모의 기준에 대한 아동의 적대감을 나타내며, 훔친 물건이 ‘부모의 사랑, 힘, 혹은 권위에 대한 상징’ 이 된다(Chapman. 1974).
This case study attempted to improve positive self-concept and concentration. There were 46 sessions and each session lasted approximately 50 minutes. The subject was male, 10-years old, 5th grade at primary school. Then he had parents and one younger sister The results of this case study were as follows: Fìrst, the thievish behavior of child was disappeared because mother cared for him. Second, the child‘s self-esteem was improved with self-identity through art activity and therapist\'s support. Third, he was able to verbalize his own ideas and feelings and to control his own needs. also his concentration was improved more than the first stage. Forth, he got acquainted with new friends because of his social skills which was improved through art therapy. he had out of dirty habits in relation to clothes and his things in home life. Consequently. it was found that the art therapy program is effective in this subject.
Ⅰ. 서론 Ⅱ. 연구방법 Ⅲ. 회기별 요약 및 해석 Ⅳ. 결론 참고문헌
