소시오드라마가 특수교육대상 학생 어머니의 양육스트레스, 우울, 부모효능감에 미치는 효과Effects of sociodrama on parenting stress, depression, and parenting self-efficacy in mothers of adolescents receiving special education
- Authors
- 한종숙; 안정원
- Issue Date
- Aug-2017
- Publisher
- 한국가정간호학회
- Keywords
- 소시오드라마; 스트레스; 우울; 자기효능감; 특수교육; Sociodrama; Stress; Depression; Self efficacy; Special education
- Citation
- 가정간호학회지, v.24, no.2, pp 200 - 209
- Pages
- 10
- Journal Title
- 가정간호학회지
- Volume
- 24
- Number
- 2
- Start Page
- 200
- End Page
- 209
- URI
- https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/5472
- DOI
- 10.22705/jkashcn.2017.24.2.200
- ISSN
- 1738-7590
- Abstract
- Purpose: This study aimed to evaluate the effects of sociodrama on mothers of adolescents receiving special education at school. Methods: The participants were 30 mothers of adolescents with autism and intellectual, physical, emotional, and behavioral disability (experimental group=8, control group=16, 4 excluded). Sociodrama was conducted over 6 weeks (6 sessions). Data were collected using a mixed method. A constructed questionnaire on parenting stress, depression, and parenting self-efficacy was distributed before and after the intervention. A focus group interview was conducted subsequently. Data were collected from May to June 2016 and analyzed using Wilcoxon-Mann-Whitney test and a content analysis. Results: The intervention group showed significant changes in parenting stress (Z=-2.34, p=.019), depression (Z=-.3.46 p=.001), and parenting self-efficacy (Z=-2.82, p=.029) compared with the control group. Results of the qualitative analysis exhibited two themes, namely “changes” and “healing and challenges, ” which were divided into 4 categories and 9 sub-categories. Conclusion: Sociodrama was effective in reducing the level of parenting stress and depression, and increased the level of parenting self-efficacy in participants. Sociodrama can be recommended as an intervention program for parents raising adolescents receiving special education.
Purpose: This study aimed to evaluate the effects of sociodrama on mothers of adolescents receiving special education at school. Methods: The participants were 30 mothers of adolescents with autism and intellectual, physical, emotional, and behavioral disability (experimental group=8, control group=16, 4 excluded). Sociodrama was conducted over 6 weeks (6 sessions). Data were collected using a mixed method. A constructed questionnaire on parenting stress, depression, and parenting self-efficacy was distributed before and after the intervention. A focus group interview was conducted subsequently. Data were collected from May to June 2016 and analyzed using Wilcoxon-Mann-Whitney test and a content analysis. Results: The intervention group showed significant changes in parenting stress (Z=-2.34, p=.019), depression (Z=-.3.46 p=.001), and parenting self-efficacy (Z=-2.82, p=.029) compared with the control group. Results of the qualitative analysis exhibited two themes, namely “changes” and “healing and challenges, ” which were divided into 4 categories and 9 sub-categories. Conclusion: Sociodrama was effective in reducing the level of parenting stress and depression, and increased the level of parenting self-efficacy in participants. Sociodrama can be recommended as an intervention program for parents raising adolescents receiving special education.
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