본 연구의 목적은 보육교사의 심리적 안녕감을 위한 집단미술치료 프로그램을 개발하고, 개발된 집단미술치료 프로그램을 적용하여 보육교사의 심리적 안녕감에 미치는 효과를 양적 분석과 질적 분석을 혼합하여 효과를 검증하는데 있다.
첫째, 프로그램은 한국청소년정책연구원(2001)에서 제시한 모형과 김창대 등(2015)이 제안한 개발과정을 참고하여 구성하였다. 1단계인 계획단계에서는 프로그램 개발의 필요성과 목표를 설정하고, 선행연구와 문헌고찰을 하였으며, 현재 어린이집에 종사하는 보육교사와 원장, 어린이집에 영유아를 보내고 있는 어머니들의 욕구를 분석하였다. 2단계인 설계단계는 프로그램을 구성하는 단계로서, 예비프로그램을 구성하고 1차 전문가들의 자문을 받았으며, 프로그램 측정 도구를 선정하였다. 3단계인 실행단계는 예비프로그램을 실시 및 수정?보완하는 단계로서, 현재 어린이집에 종사하는 보육교사 6명을 대상으로 예비프로그램을 실시하였고 그에 대한 평가와 소감문을 받아 분석하였다. 분석한 내용을 바탕으로 수정?보완한 예비프로그램을 전문가들의 타당도 평가거친 후 재수정?보완하여 프로그램을 확정하였다. 4단계인 평가단계에서는 확정된 집단미술치료 프로그램을 실시하고 사전?사후?추후검사와 자가척도검사를 통해 양적분석을 실시하였다. 또한 회기진행과정 및 회기관찰, 연구대상자의 소감문, 프로그램 종결 후 자신의 변화에 대한 소감문을 통하여 질석분석을 실시하였다.
둘째, 개발된 프로그램의 효과성 검증을 위한 내용은 다음과 같다. 연구대상은 부산광역시에 거주하며 현재 어린이집에서 보육을 담당하고 있는 교사를 대상으로 하였다. 대상자 표집은 의도표집으로 민간어린이집 3곳과 가정어린이집 2곳을 방문하여 연구목적과 방법을 설명하고 참여 신청을 받았다. 참여 신청을 한 3개 기관 중 민간어린이집 1곳의 보육교사 12명을 실험집단으로 구성하였고, 나머지 어린이집의 보육교사 중 프로그램 참여를 희망한 12명을 통제집단으로 구성하였다. 통제집단은 실험집단의 프로그램이 끝난 후 추후 프로그램을 실시하였다.
프로그램은 실험집단을 대상으로 2017년 11월 29일부터 2018년 2월 9일까지 주 2회로 회기당 80분씩 총 12회기를 실시하였다. 연구설계는 실험 통제집단 사전-사후-추후검사 설계 방법으로 하였다. 집단별로 프로그램 시작 전에 사전검사를 실시하였으며, 프로그램 종료 후 사후검사를 실시하고 4주후에 추후검사를 통해 지속성을 알아보았다. 본 연구의 자료분석은 양적 분석과 질적 분석을 병행한 혼합분석 방법을 적용하였다. 양적분석은 SPSS 22.0 for Windows 프로그램을 이용하여 검사시기와 집단에 따른 차이는 반복측정변량분석을 하였다. 그리고 상호작용효과가 나타나는 경우에는 단순주효과 검증을 하고 집단과 검사시기별 효과를 비교하기 위해 사후분석(Duncan)을 실시하였다. 또한 매회기마다 자기보고식 척도를 활용하여 측정한 점수의 변화를 제시하였다. 또한 질적분석에서는 Strauss와 Corbin(1998)이 제안한 개방적 코딩법을 통해 의미단위→의미주제→본질적주제로 부호화하고 범주화하여 분석하였다.
양적분석결과 심리적 안녕감에서는 검사시기간의 상호작용효과와 집단의 주효과, 검사시기의 주효과에서 통계적으로 유의미하였다. 실험집단의 자기보고식 척도점수는 프로그램이 진행됨에 따라 점수가 증가하였다. 따라서 집단미술치료 프로그램은 보육교사의 심리적 안녕감에 긍정적인 효과가 있었으며, 그 효과가 지속되고 있음을 알 수 있었다.
질적 분석 결과 집단미술치료 프로그램에 참여한 집단원의 매회기 활동경험에 관한 자료를 수집한 후 분석한 결과 67개의 의미단위와 20개의 의미주제, 5개의 본질적 주제가 도출되었다. 본질적 주제는<지쳐있는 나>, <나의 걸림돌>, <닫힌 나를 열어준 미술치료>, <재발견한 나>, <희망을 품은 나>로 나타났다. 집단원은 집단이라는 공동체 안에서 미술활동을 하며 카타르시스를 경험하고 작품을 통하여 자신에 대해 알아차리게 되면서 자신의 생각과 감정을 수용하게 되어 긍정적인 자아형성과 적극적인 삶의 자세를 갖게 되었다. 또한 집단원간의 지지를 통한 긍정적 대인관계 및 환경에 주어진 상황에 대해 능숙하게 대처하고 극복할 수 있는 힘이 생겼다. 따라서 집단미술치료프로그램은 보육교사의 심리적 안녕감에 긍정적인 영향을 미친다는 결론을 얻을 수 있었다.
본 연구의 의의는 다음과 같다. 첫째, 선행연구에서 나타난 문제점과 한계점을 타당한 근거를 토대로 수정?보완하여 구체적이고 체계적인 4단계 프로그램 개발모형을 제시했다는 점에서 의의가 있다. 둘째, 보육교사에게 친숙한 미술매체를 활용한 집단미술치료 프로그램을 개발하고 효과성을 제시하여 보육현장에서 심리적 안녕감 향상을 위해 실제적으로 사용할 수 있도록 한 점에서 의의가 있다. 셋째, 미술치료 프로그램의 결과 및 과정평가를 병행하여 실시했다는 점에서 의의가 있다. 보육교사의 심리적 안녕감을 위한 집단미술치료 프로그램의 효과를 양적 분석을 통하여 검증하였고, 프로그램 경험내용을 질적 방법으로 분석함으로써 어떠한 과정을 통하여 변화가 되었는지 좀 더 깊이 있게 탐색할 수 있었다.
따라서 보육교사의 승급?보수교육 및 평가인증 교육과 함께 보육교사들이 직접 체험을 통하여 자신의 삶을 조명해 보고 삶의 질을 높일 수 있도록 심리적 안녕감을 위한 집단미술치료 프로그램이 적용되기를 기대한다.

The purpose of this study was to develop a group art therapy program for psychological well-being of child care teachers and to apply the developed program to verify its effects on the psychological well-being of child care teachers using the mixed analysis method combining quantitative and qualitative approaches.
First, the group art therapy program was constructed by referring to the model proposed by the National Youth Policy Institute (2001) and the development process proposed by Kim et al.(2015). In the first stage for planning, the necessity and goals of program development were set, previous research and literature were reviewed, and the needs of child care teachers currently working in daycare centers, operators of daycare centers, and mothers sending their infants to daycare centers were analyzed. The second stage was the design step to construct the program, and at this stage, a preliminary program was constructed, primary consultation with experts was performed, and a program assessment tool was selected. The third stage as the implementation phase, was the step at which the preliminary program was implemented, modified, and supplemented. The preliminary program was implemented with six daycare teachers currently working in daycare centers as the participants, and their evaluations and reviews were collected and analyzed. Based on the analysis results, the program was modified and supplemented, and through the validity evaluation of the modified program by experts, the program was finalized. In the fourth stage, which was the step for evaluation, the developed group art therapy program was implemented, and quantitative analysis was carried out using the pre-, post-, and follow-up tests, and the self-report scale. Qualitative analysis was conducted using the process of each session, observation records of each session, and the participants'' reviews of their experiences, and their descriptions of their changes after the program was completed.
Second, the effectiveness of the developed program was verified as follows. The participants of this study were child care teachers living in Busan Metropolitan City who were currently in charge of child care in daycare centers. The sampling of the participants was conducted by purposive sampling, and three private daycare centers and two home daycare centers were visited to explain the purpose and method of this study and ask them to participate in the study. The experimental group consisted of 12 child care teachers working in one private daycare center among the three institutions that agreed to participate in the study. The control group consisted of 12 teachers who voluntarily agreed to participate in the program among the child care teachers working in the remaining two daycare centers that applied for participation in the study. For the control group, the follow-up program was conducted after the program for the experimental group was completed.
The program for the experimental group consisted of a total of 12 sessions, and it was conducted for 80 minutes per session, two times per week from November 29, 2017 to February 9, 2018. The study design was based on the pre-test post-test follow-up test control group experimental design. The pre-test for each group was conducted before the implementation of the program, the post-test was performed after the completion of the program, and then the follow-up test was performed after four weeks. The data analysis of this study was carried out by the mixed method combining quantitative and qualitative analyses. Quantitative analysis was conducted by performing repeated measures ANOVA using SPSS 22.0 for Windows program to examine the differences by test time and group. When there was an interaction effect, the test of simple main effects was performed and the Duncan''s post hoc test was conducted to compare the effects by group and test time. In addition, the changes in the scores measured by the self-report instrument at each session were presented. In the qualitative analysis, the data were analyzed through encoding and categorization into meaning units, themes, and essential themes by the open coding method proposed by Strauss and Corbin (1998).
The results of the quantitative analysis showed that the interaction effect between test time period and group, the main effect of group, and the main effect of test time period were statistically significant in the level of psychological well-being. The self-report scale scores of the experimental group were increased as the program was proceeded with. Therefore, the group art therapy program was shown to have a positive effect on the psychological well-being of child care teachers and it was also found that the effect was maintained after the completion of the program.
To conduct qualitative analysis, the data about the activity experiences of each session of the group members participating in the group art therapy program were collected and analyzed. As a result, 67 meaning units, 20 meaning themes, and 5 essential themes were derived. The essential themes derived through this process were ''I, an exhausted person'', ''My stumbling block'', ''Art therapy that opened my closed mind'', ''Rediscovered myself'', ''I as a person having found hope in life.'' As the group members experienced catharsis while performing art activities in the group as a community and gained an understanding of themselves through their artworks, they got to accept their own thoughts and emotions, and were able to form positive self-identity and adopt an active attitude toward life. They also formed positive interpersonal relations through the support of group members and gained the ability to cope with or overcome a given situation efficiently. Therefore, it was concluded that the group art therapy program had a positive effect on the psychological well-being of the child care teachers.
The significant results and implications of this study can be summarized as follows. First, it is a meaningful result that this study proposed a concrete and systematic 4-stage program development model through modification and supplementation to address the problems and limitations shown by previous studies based on reasonable grounds. Second, in this study, a group art therapy program using art materials familiar to child care teachers was developed and its effectiveness was shown so that it can be practically used to improve psychological well-being in the field of child care. Third, it is also meaningful that the analysis of the results of the art therapy program and the evaluation of the process were performed in parallel. The effects of the group art therapy program on the psychological well-being of child care teachers were verified through quantitative analysis, and an in-depth exploration of the process through which changes occurred was conducted by the qualitative analysis of the contents of the experience of the program.
Therefore, it is hoped that the group art therapy program for psychological well-being will be applied with child care teachers'' promotion in-service training and education for accreditation so that child care teachers can look back on their life and enhance their quality of life through their first-hand experiences.