용서 상담교육이 아동의 용서수준과정서지능에 미치는 영향 = The Effects of a Forgiveness Counseling-Education Program on the Degree of Forgiveness and Emotional Intelligence of Elementary School Students

다국어 초록 (Multilingual Abstract)

The purpose of study was to examine the effects of a forgiveness counseling education program on elementary school students' forgiveness and emotional intelligence. The subjects of this study are 16 female fifth grade students who were selected based on the level of their forgiveness and emotional intelligence(level under the mean). They were divided into an experimental group and a control group, and each group had 8 students. The research design of this study is based on a pre-test, a post-test and a follow-up test between the both groups. With the test data, the students feedbacks were collected to identify the subjects' responds to the program. The quantitative results of this study are as follows: First, the experimental-group having performed forgiveness education program has increased in the level of forgiveness and made a considerable increase in the sub-areas of forgiveness(emotion, cognition, and behavior) than the control group has. Second, the experimental group with forgiveness education program has improved in the level of emotional intelligence and showed a significant increase in the sub-areas of emotional intelligence(emotional recognition and expression, empathy, thought promotion, emotional control) than the control group has. These results were supported and intensified by qualitative data based on comment papers and questionnaire. This study shows that forgiveness education program can be an effective tool for the improvement of emotional intelligence. This study indicate that forgiveness educaton program would be able to make a good progress in overcoming serious school problems such as bullying, “wang-tta,” violence, misconduct, disobedience and hyperactivity caused by students with a low emotional intelligence.

국문 초록 (Abstract)

본 연구는 용서 상담교육이 초등학교 아동의 용서정도와 정서지능에 미치는 영향을 알아보기 위해 실시되었다. 서울시 소재 J초등학교 학생 120명을 대상으로 용서검사와 정서지능 검사를 실시한 후, 용서수준과 정서지능이 평균보다 낮은 여학생들 중 집단 프로그램 참여 희망자 16명을 선발하여 실험집단과 통제집단에 각각 8명씩 무선배정을 하였다. 실험집단 대상에게 일주일에 두 번, 회기당 60분씩 총 7회기에 걸쳐 실험처치 하였으며 통제집단은 무처치 하였다. 실험처치 후 집단간 용서수준검사와 정서지능검사의 사전, 사후, 추후 검사를 비교 분석하였고, 실험집단의 각 회기별 소감문, 연구자의 관찰기록, 프로그램 평가설문 등을 분석하였다. 연구결과 첫째, 용서 상담교육을 실시한 실험집단은 통제집단에 비해 용서수준이 유의미하게 증가하였으며, 용서수준의 하위변인인 인지적 용서, 정서적 용서, 행동적 용서수준도 모두 유의미하게 증가하였다. 둘째, 용서 상담교육을 실시한 실험집단은 통제집단에 비해 정서지능이 유의미하게 증가하였고, 정서지능의 하위변인인 정서인식 및 표현, 감정이입, 사고촉진, 정서조절은 유의미하게 증가하였으며 정서활용은 그 점수가 증가하였지만 유의미하지는 않았다. 이러한 결과는 질적 자료분석에 의해 지지되고 보충, 심화되었다.

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