본 연구는 특수학교 정신지체학생을 대상으로 원예치료를 실시하여 적응행동과 생활기능의 향상 및 사회·심리·정서적 행동특성에 미치는 효과를 알아보고자 하였다. 연구결과 적응행동의 직업 전 활동, 자기관리의 솔선, 및 인내, 책임, 반사회적 행동, 반항, 신뢰성, 위축, 버릇, 대인관계예법, 발성습관, 증후적 행동에서 통계적으로 유의한 차이를 보였으며, 생활기능도 통계적으로 유의한 결과를 나타내며 하위영역의 행동적인 기능, 심리사회적인 기능, 일상생활 활동, 신체적인 능력의 순으로 향상되는 변화를 보였다. 사회·심리·정서적 행동특성역시 유의한 변화가 있으며 치료 기간 중 원예활동 평가의 변화결과 참여성, 관심 및 조력성, 언어소통 능력, 욕구 충동적 적응력, 대인관계 능력, 인지 및 문제해결 능력, 운동지각능력, 숙련도에서 유의한 향상을 나타냈다.

The purpose of this research was to investigate effect of horticultural therapy on the adaptation behavior and durability of students with mental retardation. Quasi-experimental research, which is one group test parted with pre, middle, post stage, was designed to this study. The independent variable includes horticultural program; dependent variables including evaluation of on the adaptation behavior, durability and social, mental, emotional behavior characteristic and horticultural activity. The experiment was accomplished to 14 retarded students except dropouts in J special school for 3 months twice a week divided into pre, middle, post stage, in order to investigate the effect of horticultural therapy. All collected data were analyzed with using SPSS 12.0 windows. In this study, general characteristics were showed into real number and percentage and repeated measured ANOVA test was performed to analyze dependent variables. As a statistically, there was significant difference in the adaptation behavior in experiment group. As a result that measured the effect of horticultural therapy on living function of students with mental retardation, all sub-domains of behavioral abilities, psychosocial abilities, activities of daily living, and physical abilities showed to be so effective that life habit of mental retarded students got changed for the better, their language expression was to be ample, and capacity of responsibility became increased. A result that measured social, mental, emotional behavior characteristic of students with mental retardation showed elevation of psychosocial behavior, but there was no difference in emotional behavior characteristic. In conclusion, horticultural therapy affects a positive influence on the adaptation behavior and durability of mentally retarded students, and also the development of long-term and systematic horticultural therapy program is required for emotional behavior characteristic.

ABSTRACT
  Ⅰ. 서론
  Ⅱ. 재료 및 방법
  Ⅲ. 결과
  Ⅳ. 고찰
  Ⅴ. 적요
  Ⅵ. 인용문헌

• 이민선(충남대학교 원예학과) | Lee Min-Sun
• 김희영(충청남도 공주시 농업기술 센터) | Kim hee-young
• 신정은(충남대학교 원예학과) | Shin jung-Eun
• 구자형(충남대학교 원예학과) | Ku Ja-Hyeong 교신저자