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¹ßÇàÇÐȸ : Çѱ¹ÀÎÁöÇൿġ·áÇÐȸ [Korean Association Of Cognitive Behavioral Therapy]
¹ßÇàÁ¤º¸ : ÀÎÁöÇൿġ·á Á¦ 15±Ç 1È£ pp.57-75(19 pages)
¹ßÇà³âµµ : 2015
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º» ¿¬±¸´Â Ç¥ÇöÀû ±Û¾²±âÀÇ ÇѰ踦 º¸¿ÏÇÑ ¼ºÀå ±Û¾²±â(
Growth-Writing)°¡ ¿ë¼ ¹× ÁÖ°üÀû ¾È³ç°¨¿¡ ¹ÌÄ¡´Â ¿µÇâÀ» °ËÁõÇÏ¿´´Ù. ÃÑ 92¸íÀÇ ´ëÇлý Âü°¡ÀÚµéÀº ¼ºÀå ±Û¾²±â Áý´Ü, Ç¥ÇöÀû±Û¾²±â Áý´Ü ¹× ¹«Ã³Ä¡ ÅëÁ¦ Áý´Ü¿¡ ¹«¼±ÀûÀ¸·Î ÇÒ´çµÇ¾ú´Ù. °¢ Âü°¡ÀÚµéÀº ±Û¾²±â Àü ¿ë¼¿Í ÁÖ°üÀû ¾È³ç°¨ Áú¹®Áö¸¦ ÀÛ¼ºÇÏ¿´°í, 3ȸ¿¡ °ÉÄ£ ±Û¾²±â¸¦ ½ÃÇàÇÑ ÈÄ µ¿ÀÏÇÑ Áú¹®Áö¸¦ ´Ù½Ã ÀÛ¼ºÇÏ¿´´Ù. ¿¬±¸ °á°ú, ¼ºÀå ±Û¾²±â Áý´ÜÀº Ç¥ÇöÀû ±Û¾²±â¿Í ÅëÁ¦ Áý´Ü¿¡ ºñÇØ, ±Û¾²±âÀÌÈÄ ¿ë¼ ¼öÁØ¿¡¼ ´Ù¼Ò°£ÀÇ ÁõÁøÀ» º¸¿´´Ù. ÁÖ°üÀû ¾È³ç°¨ÀÇ °æ¿ì, ¼ºÀå ±Û¾²±â Áý´Ü°ú Ç¥ÇöÀû ±Û¾²±â Áý´Ü ¸ðµÎ ÅëÁ¦ Áý´Ü¿¡ ºñÇØ ±Û¾²±â ÀÌÈÄ À¯ÀǹÌÇÑ Áõ°¡¸¦ º¸¿´´Âµ¥, ¼ºÀå ±Û¾²±â Áý´Ü°ú Ç¥ÇöÀû ±Û¾²±â Áý´ÜÀÇ Â÷ÀÌ´Â À¯ÀǹÌÇÏÁö ¾Ê¾Ò´Ù. ¿¬±¸ÀÇ °á°ú´Â ¼ºÀå ±Û¾²±â¿ÍÇ¥ÇöÀû ±Û¾²±â ¸ðµÎ ÁÖ°üÀû ¾È³ç°¨¿¡ È¿°ú°¡ ÀÖÀ¸¸ç, ƯÈ÷ ¼ºÀå ±Û¾²±â´Â ¿ë¼¿¡ ±àÁ¤ÀûÀÎÀÌÁ¡ÀÌ ÀÖÀ½À» ¹àÇû´Ù. ÁÖ¿ä °á°úµéÀ» ¹ÙÅÁÀ¸·Î ¼±Ç࿬±¸¿ÍÀÇ Â÷ÀÌÁ¡ ¹× Á¦ÇÑÁ¡, ÃßÈÄ ¿¬±¸¸¦À§ÇÑ Á¦¾ð µîÀÌ ³íÀǵǾú´Ù.
This study examined the effec
ts of Growth-Writing designed to supplement the limitations of ExpressiveWriting on forgiveness and subjective well-being. 92 students were randomly assigned to 3 groups:Growth-Writing(n=31), Expressive Writing(n=30), Control(n=31). Participants completed the EFI,PANAS, and SWLS before writing, and after 3 sessions of writing, they completed the samequestionnaires. As a results, the Growth-Writing group showed statistically significant increases inforgiveness compared with the expressive writing and control groups. Both writing groups exhibited asignificant improvement on the scores of the subjective well-being compared with control. However, bothwriting groups made no differences unexpectedly. The results of study revealed that both Growth-Writingand Expressive Writing offer superior benefits to writer¡¯s the subjective well-being, and especiallyGrowth-Writing was an effective method to the scores of the forgiveness. Implications for research on theeffects of the Growth-Writhing are discussed. (ÀÌÇÏ »ý·«)
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