이 연구의 목적은 현재 음악치료 교육과정 중에 있는 사람들이 음악 전공, 비전공 여부에 따라 음악치료 교육과정에 대해 어떤 인식 차이를 보이는지 알아보기 위한 것이었다. 연구 대상은 2005년 5월 현재 숙명여자대학교 음악치료대학원 재학생들로, 이들 중 93명이 조사에 참여하였다. 수거된 93부의 설문지 중 완성되지 않거나 이중으로 답한 설문지 7부를 제외한 총 86부의 설문지가 통계 처리되었다. 설문지는 총 20문항으로 각 문항은 자기 보고식의 Likert형 5점 척도로 되어있었다. 연구 결과는 첫째, 음악 전공, 비전공의 여부는 음악치료사 교육과정에 대한 견해(교과목에 대한 만족도와 선호도)에 유의한 영향을 미치지 않는 것으로 나타났다. 둘째, 음악 전공, 비전공의 여부는 음악치료사 교육과정에서 지각한 임상상황에서의 자신감(음악기술과 임상기술의 자신감) 중 음악기술 영역에 유의한 영향을 미치는 것으로 나타났는데, 음악 전공자의 자신감이 비전공자보다 높은 것으로 나타났다. 임상기술 영역은 전공여부에 영향을 받지 않는 것으로 나타났다. 셋째, 음악 전공, 비전공의 여부는 좋은 음악치료사가 될 수 있다는 기대감(음악치료사 교육과정과 음악치료사로서 자각하는 자질에 대한 기대감)에 유의한 영향을 미치지 않는 것으로 나타났다.
While music therapy courses in undergraduate programs are offered in the U.S., only graduate programs are offered in Korea so that there should be restrictions on completing units in the curriculum of graduate school of music therapy. Owing to this situation, there are few music related courses in the curriculum of music therapy graduate programs in Korea. But students have been admitted into graduate programs regardless of their undergraduate majors. Viewing these situations, the objective of the study is to investigate the differences in the recognition of the curriculum of music therapy between graduate students of music therapy those who majored in music and those who did not at their undergraduate levels. The sample group for the questionnaire was consisted with 93 graduate students of music therapy from Sookmyung Women\'s University who were currently, as of May 2005, enrolled in school. Except 7 questionnaires which were not completed or doubly replied, 86 questionnaires were statistically examined. The questionnaire was consisted with 20 questions and each question was a self-report type with 5-point Likert scaling. According to this study, the following three conclusions can be drawn; First, regardless of their major in undergraduate schools, there is no statistically significant influence on opinions about music therapy curriculums(the degree of satisfaction with music therapy courses and preference to them.) Second, regardless of their major in undergraduate schools, there is a statistically significant influence on self-confidence in music skills among opinions about self-confidence at clinical situation(self-confidence in music skill and clinical skill) perceived in the curriculum of music therapy; those who majored in music at undergraduate schools are more confident in music skill than those who did not. However, it has no statistically significant influence on self-confidence in clinical skill. Third, regardless of their major in undergraduate schools, there is no statistically significant influence on the expectation of being a good music therapist(the expectation for aptitude in music therapy courses and capability for perception as a music therapist).
1.방법 2.결과 3.결론 및 논의 <참고문헌>
