다문화가정 소아우울증 아동의 학교생활 적응에 관한 사례연구

Abstract

Purpose: This study aims to investigate the school adjustment of children with depression from multicultural families by examining their self-perception, perception of their surroundings, and the process of school adjustment. While previous studies have analyzed the developmental characteristics and school adjustment trends of children from multicultural families using statistical methods, this study intends to complement these studies by focusing on the changes in the research subjects' self-perception, perception of their surroundings, and school adjustment. Methods: Based on qualitative research methods such as participant observation, interviews, and analysis of classroom materials, the process of school adjustment of children from multicultural families was analyzed at the sentence and event levels. By categorizing these analyses, the causes of school adjustment difficulties in children with depression from multicultural families were identified. A teacher-action research method was applied, focusing on enabling children to solve problems independently. Results: The findings revealed that the participating children faced significant challenges in school adjustment due to familial stressors, discrimination, and depressive symptoms. Despite these adversities, the children demonstrated resilience and gradually adapted to their school environment with consistent support from teachers and peers. The children's self-perception and social perception evolved through three distinct stages: (1) a gradual shift from isolation to connection; (2) the development of selfexpression through communication; and (3) the resolution of interpersonal conflicts. The process of school adjustment was categorized into two stages: (1) a period of initial challenges followed by proactive efforts towards adaptation; and (2) the attainment of a sense of belonging and the formation of new aspirations. Conclusion: Based on the study findings, it is imperative to create individualized educational environments that acknowledge and leverage the cultural diversity of children from multicultural families. Additionally, fostering collaborative partnerships between schools, healthcare providers, and families is crucial to support the holistic development of these children.