발달장애 아동⋅청소년의 사회성, 정서지능, 자기표현이 또래관계에 미치는 영향

Abstract

Objectives The purpose of this study is to identify the characteristics of sociality, emotional intelligence, self-expression, and peer relationship according to the degree of disability and treatment area of children and adolescents with developmental disabilities, and at the same time examine the relative influence of related variables on the peer relationship.
 Methods This study conducted a questionnaire survey on children and adolescents with developmental disabilities between the ages of 3 and 18, centering on 4 private treatment centers and 2 facilities dedicated to disability in D Metropolitan City. Reliability analysis, frequency analysis, F-test, descriptive statistical analysis, correlation analysis, and hierarchical regression analysis were performed using SPSS 25.0 program after coding and data cleaning process.
 Results First, looking at the average of related variables of children and adolescents with developmental disabilities, social performance and emotional intelligence were 3.30 and 3.27, respectively, above the average at 5-point Likert. Second, as a result of correlation analysis of the relevant variables in this study, all sub-variables of sociality and emotional intelligence showed a significant positive correlation, and for the total self-expression, negative self-expression and non-verbal self-expression showed a significant negative correlation as a sub-factor. Third, as for the relative influence of related variables on the peer relationship, the degree of disability, the control variable in Model 1, had an effect on the peer relationship.
 Conclusions First, it is necessary to improve social performance and emotional intelligence in order to adapt well to school life and improve peer relationships of children and adolescents with developmental disabilities. In order to understand other people s emotions and to manage emotions well, active special education is needed at school and at home. Second, in school education or special treatment education, a planned social-emotional learning opportunity should be provided suitable for the starting stage and life age.