본 연구는 ADHD 아동의 또래관계에 관한 최근 국내외 연구들을 고찰하여 ADHD 아동의 또래관계에 영향을 미치는 여러 요인들을 살펴보고 그 특성을 이해하는데 목적이 있다. 이를 위해 1988년부터 2011년까지 ADHD 아동의 또래관계를 다룬 국내외 학술지 58편을 검토하였다. ADHD 아동의 또래관계 증진을 위해 가장 많이 사용되는 사회기술훈련은 ADHD 아동의 특정한 사회기술 및 기능을 향상시킴으로써 어느 정도 긍정적인 효과를 가져왔지만 여러 가지 한계점도 나타났다. 최근의 연구결과들은 행동치료 및 인지행동치료 기반의 사회기술훈련이 왜 ADHD 아동의 또래관계에 효과적이지 못한지 그 이유에 대해 다양한 관점을 제시하고 있다. ADHD 아동은 하위유형이나 공격성 및 공존장애의 유무에 따라 또래관계에서 상이한 행동패턴을 보였다. 이들은 사회정보처리과정의 결핍, 긍정착각오류, 정서지각 능력의 결함, 공감 및 사회적 관점 수용 능력의 부족과 같은 인지적 오류 및 정서지각 능력의 결함을 가지고 있어 또래관계에서 어려움을 경험할 수 있다. 또한, 단순히 ADHD 아동의 행동 변화에만 초점을 맞추는 것이 아니라 ADHD 아동을 둘러싼 주변의 부정적인 편견에도 개입할 필요가 있다. 연구결과에 기초하여 논의 및 시사점이 제시되었다.
The purpose of this study was to provide a comprehensive research review. In doing so, the current study provided a better understanding of peer relationship of children with ADHD, and suggestions for future research. This study reviewed 58 articles published in international and domestic journals from 1988 through 2011. Previous literatures implied that social skills training based on behavioral and cognitive behavior therapy produced partially positive outcomes on peer relationship of children with ADHD, but showed limitations on the treatmen. However, recent research revealed that the subtypes of ADHD, gender differences, aggression, and comorbidities of ADHD could influence peer interaction of children with ADHD. Additionally, ADHD children having cognitive errors and impaired emotional recognition might have more chance to peer victimization. Furthermore, ADHD children might suffer from a negative social stigma in peer group relationships. Based on the review, findings and implications are discussed.
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