open access
메뉴
open access
메뉴
본 연구는 면담자의 태도와 그림 그리기 활동이 아동의 기질적 특성에 따라 회상 보고 정확성에 미치는 영향을 살펴보고자 하였다. 치과 진료가 예약되어 있는 만 5-10세 아동 100명을 대상으로 면담자의 태도(지지적 vs. 비지지적)와 그림 그리기 활동 여부에 따른 아동 기억의 정확성과 기질적 특성 간의 관계성을 살펴보았다. 연구 결과, 면담자의 지지적 태도는 개방형 질문에 대한 아동의 자발적 보고를 향상시켰다. 또한 구두 보고만 있었던 조건에 비해 그림 그리기 기회가 제공된 조건에서 아동의 자발적 보고가 많았다. 한편 아동의 연령을 고려한 경우 나이든 아동 보다 어린 아동의 기억이 면담자의 태도 특성과 그리기 활동 여부에 더 많은 영향을 받는 것으로 나타났다. 또한 아동의 기질적 특성을 고려한 경우 면담자의 지지적 태도와 그림 그리기 활동이 아동의 기억에 미치는 긍정적 효과는 특히 수줍음 경향성이 높은 아동에게 유의하게 나타났다. 이와 같은 결과를 바탕으로 어린 아동이나 기질적으로 수줍음이 많은 아동을 대상으로 하는 면담에서 면담자 태도의 중요성과 그리기 활동과 같은 부가적 도구의 활용 가치에 대해 논의하였다.
The objective of this study was to empirically explore the effects of structural features of interviews, such as interviewer’s attitude and drawing activities on the accuracy of children’s recall. To this end, the accuracy of memory recalls by 100 children of age 5-10 who had pediatric dentistry appointments was assessed by controlling their age, interviewer’s attitude (supportive vs. unsupportive), and whether or not they were given a chance to draw their experiences during the interview. The findings indicated that interviewer’s supportive attitude and drawing activity had positive effects on children’s recall. More specifically, children assigned to a supportive interviewer group showed higher accuracy and less error than children assigned to an unsupportive interviewer group. Furthermore, children who were given the chance of drawing provided more accurate free recall than those who were only allowed oral reporting. These results were especially heightened among children who exhibited a higher tendency of shyness. In addition, compared to older children, younger children were found to be relatively more influenced by the interviewer’s attitude and drawing activity. Based on these findings, this study discussed the significance of interviewer’s supportive communication as well as the usefulness of drawing as one of the supplementary tools during investigative interviews.
곽금주, 김연수, 이승진 (2015). 면담의 환경적특성 및 아동의 의도적 통제 수준이 아동기억의 정확성에 미치는 영향. 인간발달연구, 22(1), 167-193.
김태경, 이영호 (2010). 아동 진술조사 지침서(성폭력 피해 아동과의 조사적 면담을 중심으로). 두감람나무.
대검찰청. 범죄통계 (2015)
Brown, D. A. (2011). The use of supplementary techniques in forensic interviews with children. In M. E. Lamb, D. La-Rooy, L. C. Malloy, &C. Katz (Eds.), Children’s Testimonies: A Handbook of Psychological Research and Forensic Practice (pp. 217-250) (2nd ed.). UK: Wiley.
Baker-Ward, L., Quinonez, R. B., Milano, M., Lee, S., Langley, H., Brumley, B., & Ornstein, P. A. (2015). Predicting children’s recall of a dental procedure: Contributions of stress, preparation and dental history. Applied Cognitive Psychology, 29(5), 775-581.
Bruck, M., Melnyk, L., & Ceci, S. J. (2000) Draw it again Sam: he effect of drawing on children’s suggestibility and source monitoring ability. Journal of Experimental Child Psychology, 77(3), 169-196.
Butler, S., Gross, J., & Hayne, H. (1995). The effect of drawing on memory performance in young children. Developmental Psychology, 31(4), 597-608.
Cohen-Liebman, M. S. (1999). Draw and tell:Drawings within the context of child sexual abuse investigations. The Arts in Psychotherapy, 26(3), 185-194.
Cornah, C. E., & Memon, A. (1996). Improving children’s testimony: The effects of social support. In biennial meeting of the American Psychology-Law Society, Hilton Head, TX.
Davis, S. L., & Bottoms, B. L. (2002). Effects of social support on children’s eyewitness reports:a test of the underlying mechanism. Law and human behavior, 26(2), 185-215.
Davis, L. E., & Thomas, G. V. (2001). Effects of drawing on children’s item recall. Journal of Experimental child Psychology. 78(2), 155-177.
Drucker, P. M., Greco-Vigorito, C., Moore-Russell, M., Avaltroni, J., & Ryan, E. (1997). Drawing facilitates recall of traumatic past events in young children of substance abusers. In Paper presented at the biennial meeting of the Society for Research in Child Development Washington, DC.
Goodman, G. S., Hirschman, J. E., Hepps, D., & Rudy, L. (1991). Children’s memory for stressful events. Merrill-Palmer Quarterly, 37(1), 109-157.
Green, V. (Ed.). (2003). Emotional Development in Psychoanalysis, Attachment Theory and Neuroscience:Creating Connections. New York: Brunner-Routledge.
Greenstock, J., & Pipe, M. E. (1997). Are two heads better than one? Peer support and children’s eyewitness reports. Applied Cognitive Psychology, 11(6), 461-483.
Gross, J., & Hayne, H. (1998). Drawing facilitates children’s verbal reports of emotionally laden events. Journal of Experimental Psychology:Applied, 4(2), 163-179.
Guttmann, J., & Regev, D. (2004). The phenomenological approach to art therapy. Journal of Contemporary Psychotherapy, 34(2), 153-162.
Hamama, L., & Ronen, T. (2009). Drawing as a self-report measurement. Child and Family Social Work, 14(1), 90-102.
Hershkowitz, I. (2011). Rapport building in investigative interviews of children. In M. E. Lamb, D. J. La Rooy, L. C. Malloy, & C. Katz(Eds). Children’s testimony: A handbook of psychological research and forensic practice (pp.109-128). Chichester, UK: John Wiley &Sons, Ltd.
Katz, C. (2013). Stand by me: The effect of emotional support in investigative interviews with children. British Journal of Social Work, 46(4), 1-14.
Katz, C., Barnetz, Z., & Hershkowitz, I. (2014). The effect of drawing on children’s experiences of investigations following alleged child abuse. Child abuse & neglect, 38(5), 858-867.
Katz, C., & Hamama, L. (2013). “Draw me everything that happened to you”: Exploring children’s drawings of sexual abuse. Children and Youth Services Review, 35(5), 877-882.
Katz, C., & Hershkowitz, I. (2010). The effect of drawing on the richness of accounts provided by alleged victims of child sexual abuse. Child Maltreatment, 15(2), 171-179.
Lamb, M. E., Hershkowitz, I., Orbach, Y., & Esplin, P. W. (2008). Tell Me What Happened:Structured Investigative Interviews of child victims and Witness. West Sussex, England: John Wiley & Sons Ltd.
Lamb, M. E., Hershkowitz, I., Sternberg, K. J., Boat, B., & Everson, M. D. (1996). Investigative interviews of alleged sexual abuse victims with and without anatomical dolls. Child Abuse & Neglect, 20(12), 1251-1259.
Lamb, M. E., La Rooy, D., Malloy, L. C., & Katz, C. (2011). Children’s Testimony: A Handbook of Psychological Research and Forensic Practice (2nd ed.). Wiley Publications.
Malchiodi, C. A. (1998). Understanding Children’s Drawings. New York: Guilford Press.
Malloy, L. C., Lamb, M. E., & Katz, C. (2011). Children and the law: Examples of applied developmental psychology in action. In M. E. Lamb, & M. H. Bornstein (Eds.), Social and personality development (pp. 435-476). NewYork, NY : Psychology Press.
Marsac, M. L. (2008). Relationships among Psychological Functioning, Dental Anxiety, Pain Perception, and Coping in Children and Adolescents. Unpublished Doctoral Dissertation, The University of Toledo.
Moschini, L. B. (2005). Drawing the Line: Art Therapy with the Difficult Client. New Jersey:John Wiley.
Otgaar, H., Howe, M. L., Brackmann, N., & Smeets, T. (2016). The malleability of developmental trends in neutral and negative memory illusions. Journal of Experimental Psychology: General, 145(1), 31-55.
Pipe, M. E., Lamb, M. E., Orbach, Y., & Cederborg, A. C. (2007). Child sexual abuse:Disclosure, delay, and denial. Mahwah, NJ:Lawrence Erlbaum.
Poole, D. A., & Dickinson, J. J. (2013). Investigative interviews of children. In R. E. Holiday, & T. A. Marche(Eds.), Child forensic psychology: Victim and eyewitness memory (pp. 157-178). NY: Palgrave Macmillan.
Putnam, S. P., & Rothbart, M. K. (2006). Development of short and very short forms of the Children’s Behavior Questionnaire. Journal of personality assessment, 87(1), 102-112.
Roberts, J., & Taylor, C. (1993). Sexually abused children and young people speak out. In L. Waterhouse (Ed.), Child abuse and child abusers:Protection and prevention. London, England:Jessica Kingsley.
Salmon, K. (2001). Remembering and reporting by children: The influence of cues and props. Clinical Psychology Review, 21(2), 267-300.
Salmon, K., Bidrose, S., & Pipe, M. E. (1995). Providing props to facilitate children’s event reports: a comparison of toys and real items. Journal of Experimental Child Psychology, 60(1), 174-194.
Salmon, K., Roncolato, W., & Gleitzman, M. (2003). Children’s reports of emotionally laden events: Adapting the interview to the child. Applied Cognitive Psychology, 17(1), 65-79.
Silver, R. (2001). Arts as language: Access to thoughts and feelings through stimulus drawings. New York, NY: Brunner-Routledge.
Strange, D., Garry, M., & Sutherland, R. (2003). Drawing out children’s false memories. Applied Cognitive Psychology, 17(5), 607-619.
Wattam, C. (1992). Making a case in child protection. Harlow, England: Longman.
Weinle, C. A. (2002). Facilitating children’s emotional expression through drawing: Focus on children of divorce. Unpublished dissertation. Toledo, OH:The University of Toledo.
Wesson, M., & Salmon, K. (2001). Drawing and showing: Helping children to report emotionally laden events. Applied Cognitive Psychology, 15(3), 301-320.
Westcott, H. L., & Davies, G. M. (1996). Sexually abused children’s and young people’s perspectives on investigative interviews. British Journal of Social Work, 26(4), 451-474.
Yuille, J. C., & Cutshall, J. L. (1986). A case study of eyewitness memory of a crime. Journal of applied psychology, 71(2), 291-301.
Yuille, J. C., & Cutshall, J. L. (1989). Analysis of the statements of victims, witnesses and suspects. In J. C. Yuile (Ed.), Credibility assessment (pp. 175-191). Netherlands: Springer.
