ISSN : 1229-0688
본 연구의 목적은 사회불안장애 청소년을 대상으로 인지적 내용을 다루는 인지행동치료 프로그램과 인지적 내용과 인지적 과정을 모두 다루는 인지행동치료·주의훈련 프로그램의 효과를 비교하는 것이다. 연구대상은 중학교 1학년 여학생 629명에게 KSAS-A와 SASC-R을 실시하여 각각 상위 10%에 중복 해당하는 56명을 1차 선발한 후 이 중 참가를 희망한 지원자 50명을 2차 선발하고 이들을 대상으로 소아정신과 전문의의 진단면접을 실시하여 사회불안장애 48명을 최종 선정하였다. 이들은 각각 인지행동치료(CBT)집단, 인지행동치료․주의훈련(CBT +AT)집단, 통제집단에 16명씩 무선 배정되었으며, 통제집단을 제외한 두 집단은 각각 2개의 소집단으로 나누어 주 1회 총 12회기 프로그램을 실시하였다. 프로그램 사전과 사후에 세 집단을 대상으로 SASC-R, FNE-B, SFA, 교사용 MESSY를 실시하였으며, 통제집단을 제외한 두 집단에게는 행동과제를 추가 실시하였다. 또한 CBT집단과 CBT+AT집단의 경우 프로그램 6회기 종료 후 중간 평가와 프로그램 종료 6개월 후 추후검사를 각각 실시하였다. 수집된 자료는 one-way ANOVA, 대응 t-test, ANCOVA, Scheffé검증을 사용하여 분석하였다. 연구 결과, 첫째, CBT집단과 CBT+AT집단 모두 사전검사에 비해 사후검사와 추후검사에서 각각 사회불안과 자기초점주의가 유의하게 감소한 반면 사회적 기술은 유의한 향상을 나타냈다. 둘째, 사후검사시 CBT집단과 CBT+AT집단은 통제집단에 비해, CBT+AT집단은 CBT집단에 비해 사회불안과 자기초점주의가 유의하게 낮았다. 셋째, 추후검사시 CBT+AT집단은 CBT집단에 비해 사회불안과 자기초점주의가 유의하게 낮았다.
This study aimed to compare the effects of cognitive-behavioral treatment(CBT) and cognitive-behavioral treatment with attention training(CBT+AT) for adolescents with social anxiety disorder. Both programs consisted of 12 weekly sessions, approximately 1.5-2 hours in duration. Pre-, mid-, post-, and follow-up tests were administered to the CBT group, the CBT+AT group, and/or the control group. The collected data was statistically analyzed through one-way ANOVA, paired t-test, ANCOVA, and Scheffé tests. The results of the study were as follows: 1) For the CBT group and the CBT+AT group, a significant decrease in social anxiety and self-focused attention was marked at the post- and follow-up test stages in relation to the pre-test. 2) In comparison with the CBT group, the CBT+AT group showed a significant decrease in social anxiety and self-focused attention at the post- and follow-up test stages.
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