참고문헌
- 고보선, 성지현 (2019). 유아의 사회적 위축과 유아교육기관 적응의 관계: 교사-유아 관계 및 어머니의 자녀 또래관계 관리전략의 조절효과. 한국심리학회지: 발달, 32(1), 45-67. https://doi.org/10.35574/KJDP.2019.03.32.1.45
- 권연희 (2014). 남녀 유아의 수줍음과 또래괴롭힘 피해 간 관계에 대한 교사-유아 관계의 중재효과. 한국보육지원학회지, 10(5), 25-45. https://doi.org/10.14698/jkcce.2014.10.5.025
- 김민정, 엄정애 (2005). 유아의 혼자 놀이와 기질 및 문제 행동과의 관계. 아동학회지, 26(5), 1-14.
- 김윤경, 김정모 (2004). 사회적 위축 유아의 사회성 변화에 대한 인지행동 놀이치료의 효과. 특수교육재활과학연구, 43(2), 193-215.
- 김정민, 이미영 (2011). 불안장애 아동을 위한 아동 CBT 집단과 아동 CBT/모 CBT 집단 간의 효과 비교. 인지행동치료, 11(1), 17-39.
- 박유나, 도현심 (2006). 유아기 아동을 위한 수줍음 극복 프로그램의 효과. 아동학회지, 27(5), 109-122.
- 서유진 (2005). 아동의 수줍음, 자녀의 또래관계에 대한 어머니의 개입행동 및 아동의 사회적 능력간의 관계. 이화여자대학교 석사학위논문.
- 송진영, 송진숙 (2015). 학령전환기 유아의 문제행동에 대한 연구. 한국보육지원학회지, 11(3), 85-102. https://doi.org/10.14698/jkcce.2015.11.085
- 이유선, 한유진 (2015). 아동중심 집단놀이치료 프로그램이 위축성향 유아의 일상적 스트레스, 불안, 또래상호작용 및 뇌파변화에 미치는 효과. 한국보육지원학회지, 11(1), 249-267. https://doi.org/10.14698/jkcce.2015.11.249
- 이효신, 강민주 (2007). 사회극놀이 활동을 통한 위축된 유아의 또래 상호작용 변화. 특수교육재활과학연구, 46(2), 154-178.
- 추수정, 홍주연 (2020). 집단치료놀이 프로그램이 위축유아의 사회성 발달에 미치는 영향. 놀이치료연구, 24(3), 79-91. https://doi.org/10.32821/JPT.24.3.79
- 허계형 (2021). 유아 교사의 사회인구학적 배경 및 문제행동 관련 변인에 따른 문제행동 유형 인식. 열린유아교육연구, 26(1), 145-163. https://doi.org/10.20437/KOAECE26-1-06
- 허은하, 김상림 (2021). 유아의 또래상호작용이 학령초기 학교적응에 미치는 종단적 영향: 자아존중감 및 학업능력의 매개효과. 한국생활과학회지, 39(4), 565-579. https://doi.org/10.5934/kjhe.2021.30.4.565
- 현인순, 박선희 (2009). 창의적 극놀이가 유아의 수줍음, 불안감, 자기주장성, 자아존중감에 미치는 영향. 아동교육, 18(3), 277-293.
- 홍예지, 안혜령, 이강이, 최나야 (2018). 만 5세 유아의 또래놀이 단절과 학교준비도의 관계: 사회적유능감의 조절효과. 인간발달연구, 25(3), 133-152. https://doi.org/10.15284/kjhd.2018.25.3.133
- Asendorpf, J. B. (1990). Beyond social withdrawal: Shyness, unsociability, and peer avoidance. Human Development, 33(4-5), 250-259.https://doi.org/10.1159/000276522
- Barbu, S. (2009). Similarity of behavioral profiles among friends in early childhood. Child Health and Education, 1(1), 5-18.
- Berenguer, C., Baixauli, I., Gomez, S., Andres, M. D. E. P., & De Stasio, S. (2020). Exploring the impact of augmented reality in children and adolescents with autism spectrum disorder: A systematic review. International Journal of Environmental Research and Public Health, 17(17), 6143. https://doi.org/10.3390/ijerph17176143
- Bowker, J. C., & Raja, R. (2011). Social withdrawal subtypes during early adolescence in India. Journal of Abnormal Child Psychology, 39, 201-212. https://doi.org/10.1007/s10802-010-9461-7
- Chronis-Tuscano, A., Rubin, K. H., O'Brien, K. A., Coplan, R. J., Thomas, S. R., Dougherty, L. R. et al. (2015). Preliminary evaluation of a multimodal early intervention program for behaviorally inhibited preschoolers. Journal of Consulting and Clinical Psychology, 83(3), 534. https://doi.org/10.1037/a0039043
- Coplan, R. J., Liu, J., Ooi, L. L., Chen, X., Li, D., & Ding, X. (2016). A person-oriented analysis of social withdrawal in Chinese children. Social Development, 25(4), 794-811. https://doi.org/10.1111/sode.12181
- Coplan, R. J., Ooi, L. L., Xiao, B., & Rose-Krasnor, L. (2018a). Assessment and implications of social withdrawal in early childhood: A first look at social avoidance. Social Development, 27(1), 125-139. https://doi.org/10.1111/sode.12258
- Coplan, R. J., Schneider, B. H., Matheson, A., & Graham, A. (2010). 'Play skills' for shy children: Development of a Social Skills Facilitated Play early intervention program for extremely inhibited preschoolers. Infant and Child Development, 19(3), 223-237. https://doi.org/10.1002/icd.668
- Coplan, R. J., Schneider, B. H., Ooi, L. L., & Hipson, W. E. (2018b). Peer-based interventions for behaviorally inhibited, socially withdrawn, and socially anxious children. In W. M. Bukowski, B. Laursen, & K. H. Rubin (Eds.), Handbook of peer interactions, relationships, and groups (pp. 657-675). The Guilford Press.
- Coplan, R. J., & Weeks, M. (2010). Unsociability in middle childhood: Conceptualization, assessment, and associations with socioemotional functioning. Merrill-Palmer Quarterly, 56(2), 105-130. https://doi.org/10.1353/mpq.2010.a449934
- Davis, S., Packer, R., & Pierce, A. (2022). Evaluating the effectiveness of supporting young quiet, shy and/or anxious primary school children in Wales, using two targeted intervention programmes. Education 3-13, 1-17. https://doi.org/10.1080/03004279.2022.2131455
- Doh, H. S., & Falbo, T. (1999). Social competence, maternal attentiveness, and overprotectiveness: Only children in Korea. International Journal of Behavioral Development, 23(1), 149-162. https://doi.org/10.1080/016502599384044
- Eggum-Wilkens, N. D., Zhang, L., An, D., & Clifford, B. N. (2022). Shyness in School. Routledge.
- Fantuzzo, J., Manz, P., Atkins, M., & Meyers, R. (2005). Peer-mediated treatment of socially withdrawn maltreated preschool children: Cultivating natural community resources. Journal of Clinical Child and Adolescent Psychology, 34(2), 320-325. https://doi.org/10.1207/s15374424jccp3402_11
- Gladstone, G. L., & Parker, G. B. (2006). Is behavioral inhibition a risk factor for depression?. Journal of Affective Disorders, 95(1-3), 85-94. https://doi.org/10.1016/j.jad.2006.04.015
- Heiser, N. A., Turner, S. M., Beidel, D. C., & Roberson-Nay, R. (2009). Differentiating social phobia from shyness. Journal of anxiety disorders, 23(4), 469-476. https://doi.org/10.1016/j.janxdis.2008.10.002
- Hirshfeld-Becker, D. R., Masek, B., Henin, A., Blakely, L. R., Rettew, D. C., Dufton, L. et al. (2008). Cognitive-behavioral intervention with young anxious children. Harvard review of psychiatry, 16(2), 113-125. https://doi.org/10.1080/10673220802073956
- Jones, K. M., Schulkin, J., & Schmidt, L. A. (2014). Shyness: Subtypes, psychosocial correlates, and treatment interventions. Psychology, 5(3), 244-254. https://doi.org/10.4236/psych.2014.53035
- Karami, B., Koushki, R., Arabgol, F., Rahmani, M., & Vahabie, A. H. (2021). Effectiveness of virtual/augmented reality-based therapeutic interventions on individuals with autism spectrum disorder: A comprehensive meta-analysis. Frontiers in Psychiatry, 12, 665326. https://doi.org/10.3389/fpsyt.2021.665326
- Kendall, P. C., Crawley, S., Benjamin, C., & Mauro, C. (2012). Brief Coping Cat: The 8-session therapist manual. Workbook Publishing.
- Knell, S. M., & Dasari, M. (2011). Cognitive-behavioral play therapy. In S. W. Russ & L. N. Niec (Eds.), Play in clinical practice: Evidence-based approaches (pp. 236-263). The Guilford Press.
- Lau, E. X., Rapee, R. M., & Coplan, R. J. (2017). Combining child social skills training with a parent early intervention program for inhibited preschool children. Journal of anxiety disorders, 51, 32-38. https://doi.org/10.1016/j.janxdis.2017.08.007
- Li, Y., Coplan, R. J., Wang, Y., Yin, J., Zhu, J., Gao, Z. et al. (2016). Preliminary evaluation of a social skills training and facilitated play intervention programme for extremely shy young children in China. Infant and Child Development, 25(6), 565-574. https://doi.org/10.1002/icd.1959
- Lian, X., & Sunar, M. S. (2021). Mobile augmented reality technologies for autism spectrum disorder interventions: A systematic literature review. Applied Sciences, 11(10), 4550. https://doi.org/10.3390/app11104550
- Matcha, W., & Rambli, D. R. A. (2013). Exploratory study on collaborative interaction through the use of augmented reality in science learning. Procedia Computer Science, 25, 144-153. https://doi.org/10.1016/j.procs.2013.11.018
- Nelson, L. J., & Evans-Stout, C. (2019). Teachers' beliefs regarding subtypes of socially withdrawn and aggressive behaviors on the playground across the early school years. Early Education and Development, 30(2), 145-158. https://doi.org/10.1080/10409289.2018.1544808
- Peacock, G. G., & Collett, B. R. (2011). Collaborative home/school interventions: Evidence-based solutions for emotional, behavioral, and academic problems. Guilford Press.
- Poole, K. L., & Schmidt, L. A. (2020). Early and later developing shyness in children: An investigation of biological and behavioral correlates. Developmental Psychobiology, 62(5), 644-656. https://doi.org/10.1002/dev.21937
- Poole, K. L., Van Lieshout, R. J., & Schmidt, L. A. (2017). Exploring relations between shyness and social anxiety disorder: The role of sociability. Personality and Individual Differences, 110, 55-59. https://doi.org/10.1016/j.paid.2017.01.020
- Rubin, K. H., Coplan, R. J., & Bowker, J. C. (2009). Social withdrawal in childhood. Annual Review of Psychology, 60, 141-171. https://doi.org/10.1146/annurev.psych.60.110707.163642
- Schmidt, L. A., & Poole, K. L. (2019). On the bifurcation of temperamental shyness: Development, adaptation, and neoteny. New Ideas in Psychology, 53, 13-21. https://doi.org/10.1016/j.newideapsych.2018.04.003
- Sette, S., Zava, F., Baumgartner, E., Baiocco, R., & Coplan, R. J. (2017). Shyness, unsociability, and socio-emotional functioning at preschool: The protective role of peer acceptance. Journal of Child and Family Studies, 26, 1196-1205. https://doi.org/10.1007/S10826-016-0638-8
- Smart, E., Green, V. A., & Lynch, T. E. (2016). Effectiveness of a video modelling intervention in a shy, withdrawn preschool child. Australasian Journal of Early Childhood, 41(3), 77-85. https://doi.org/10.1177/183693911604100310
- Tamir, D. I., & Hughes, B. L. (2018). Social rewards: From basic social building blocks to complex social behavior. Perspectives on Psychological Science, 13(6), 700-717. https://doi.org/10.1177/1745691618776263
- Xu, Y., Farver, J. A. M., Chang, L., Zhang, Z., & Yu, L. (2007). Moving away or fitting in? Understanding shyness in Chinese children. Merrill-Palmer Quarterly, 53(4), 527-556. https://doi.org/10.1353/mpq.2008.0005
- Yakubova, G., Defayette, M. A., Chen, B. B., & Proulx, A. L. (2023). The use of augmented reality interventions to provide academic instruction for children with autism, intellectual, and developmental disabilities: An evidence-based systematic review. Review Journal of Autism and Developmental Disorders, 10(1), 113-129. https://doi.org/10.1007/s40489-021-00287-2