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KMID : 1094520190220040489
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Korean Journal of Play Therapy
2019 Volume.22 No. 4 p.489 ~ p.515
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A Study on the Change Process and Meanings of Interactional Behavior and Empathy of Special Teachers Participating in Group Theraplay
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Oh Ji-Hyun
Kim Jin
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Abstract
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The purpose of this study is to elucidate the change process and meanings of a special teacher's interactional behavior and empathetic responses in the process of group theraplay. The interactional behavior and empathic response of an elementary school special teacher who participated in the group theraplay was measured and the patterns of the change were analyzed. This study attempted an produce an integrated analysis by collecting quantitative and qualitative data for the overall understanding of a single case. The results of the study revealed that the interactional behavior and empathic ability of the participants was gradually improved during the program. Next, the characteristics of the participant's change was derived from a total of five themes: ‘Antipathy and Confusion’, ‘Interviewing myself not wanting’, ‘Children's change’, ‘The real reason I'm not comfortable with’ and ‘Free to put down the burden’. The implications were ‘To be build relationships with play’ and ‘To be aware’. The participant was able to become happier with the children through self-reflection, facing their own inadequacies, and became better able to accept and empathize with the children. This study was interpreted and discussed as a possible theoretical framework for child counseling through the playful interactional experience of a special teacher. It is meaningful in that we explored the possibility of a connection between the special education site and the field of child counseling.
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KEYWORD
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elementary school special teacher, interaction behavior, empathy, child counseling, group theraplay, qualitative case study
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