The purpose of this study is to develop a play-therapy program for preschoolers with ADHD (Attention Deficit Hyperactivity Disorder). To enhance the effect of the therapy, this program is designed as a cognitivebehavioral game play-therapy which has integrated the psychodevelopmental characteristics and the results based on the preceding studies with cognitive-behavioral play-therapy. The main focus of this therapeutic program is to increase the appropriate skills and reduce the primary symptoms of attention-deficit hyperactivity after applying to the preschoolers and early school aged children. The program is constructed with the total 11 sessions to increase attention span, anger control, social skills and selfesteem. The development of the cognitive-behavioral game play-therapy demonstrates significant implications as it may apply not only to the children with ADHD, but also to those at high risk who show the tendency of ADHD at a rather earlier stage. It is also significant that the program may prevent the problem to intensify and the children may easily obtain their interest in the program and participate. In further studies, it suggests the need to verify the effect of the program and to develop the education and training programs not only for the ADHD children in early childhood but also to their parents and teachers
The purpose of this study is to develop a play-therapy program for preschoolers with ADHD (Attention Deficit Hyperactivity Disorder). To enhance the effect of the therapy, this program is designed as a cognitivebehavioral game play-therapy which has integrated the psychodevelopmental characteristics and the results based on the preceding studies with cognitive-behavioral play-therapy. The main focus of this therapeutic program is to increase the appropriate skills and reduce the primary symptoms of attention-deficit hyperactivity after applying to the preschoolers and early school aged children. The program is constructed with the total 11 sessions to increase attention span, anger control, social skills and selfesteem. The development of the cognitive-behavioral game play-therapy demonstrates significant implications as it may apply not only to the children with ADHD, but also to those at high risk who show the tendency of ADHD at a rather earlier stage. It is also significant that the program may prevent the problem to intensify and the children may easily obtain their interest in the program and participate. In further studies, it suggests the need to verify the effect of the program and to develop the education and training programs not only for the ADHD children in early childhood but also to their parents and teachers
I. 들어가는 말 II. 본론 III. 나가는 말 참고문헌
