청소년 대상 분노조절 프로그램의 최근 연구동향 및 뇌교육 적용 가능성 탐색

국문 초록 (Abstract)

청소년의 비행이 사회 문제로 부각되면서 이를 해결하기 위한 노력들이 사회각계각층에서 여러 가지 형태로 나타나고 있다. 청소년 분노조절 프로그램은 이런노력의 일환으로서 충동성과 공격성을 가진 청소년들로 하여금 자신들의 분노정서를 조절할 수 있도록 돕는 프로그램이다. 기존 연구들에서는 주로 심리학 및 교육학 관점에서 청소년기 분노조절과 관련된 방법 및 프로그램들이 제시되어있다.여기에 청소년기 행동의 근원적 원인 해결에 중요한 역할을 할 수 있는 ‘뇌교육’관점의 분노조절 프로그램의 연구가 활성화 된다면 많은 청소년들에게 도움을 줄 것으로 기대된다.본 연구의 목적은 선행연구 분석을 통해 정서조절에 효과가 입증된 뇌교육 인성프로그램을 기반으로 한 분노조절 프로그램의 적합성과 함께 내용요소들을 제시하는데 있다. 이를 위해 본 연구에서는 2000년부터 2010년까지의 최근 국내외 분노조절 관련 연구 중 정서 및 행동문제를 가진 청소년을 대상으로 한 분노조절 프로그램을 분석하였다. 구체적으로 청소년에게 제공되는 분노조절 프로그램의 국내외 최근 연구들의 구성 내용요소 및 대상집단, 실험기간 및 결과, 참고프로그램등을 분석하였다. 그리고 프로그램 내용요소를 분노인식과 인식변화에 따른 인지적 요소, 자신 및 타인의 정서이해를 다룬 정서적 요소, 그리고 행동적인 분노조절훈련을 위한 행동적 요소로 분류하고 각 요소가 차지하는 차수를 함께 프로그램 별로 비교 분석하였다. 또한 프로그램 참여유발 흥미요소와 각 연구들이 가지고 있는 특징 및 주목할 만한 결과들을 중심으로 하는 차별적 특성 등의 분석결과를 통해 분석항목별로 시사점을 제안하였다.

목차 (Table of Contents)

• 목 차
• 국문초록 ··························································································································· i
• Ⅰ. 서 론 ······················································································································ 1
• 1. 연구의 필요성 및 목적 ·································································································· 1
• Ⅱ. 이론적 배경············································································································ 4
• 1. 분노···································································································································· 4
• 1) 분노의 개념···················································································································· 4
• 2) 분노와 청소년의 뇌 ···································································································· 5
• 3) 분노와 정서교육 ············································································································ 6
• 2. 분노조절 프로그램 ·········································································································· 7
• 1) 인지적 치료 분야·········································································································· 7
• 2) 이완 치료 분야 ·············································································································· 7
• 3) 기술 훈련 치료 분야 ···································································································· 8
• 3. 뇌교육 인성 프로그램 ···································································································· 9
• 1) 개념 ································································································································ 9
• 2) 뇌교육 인성프로그램 구성요소··············································································· 10
• 3) 뇌교육과 정서교육····································································································· 15
• Ⅲ. 연구 방법 ············································································································ 17
• 1. 분석 대상 프로그램 선정 ·························································································· 17
• 2. 분석 요소 및 방법 ······································································································ 17
• 3. 분석 비교표 ·················································································································· 18
• Ⅳ. 분노조절 프로그램 분석 결과 ········································································ 19
• 1. 분노조절 프로그램의 적용대상 및 기간 ································································ 19
• 2. 분노조절 프로그램 내용요소 분석 ·········································································· 20
• 3. 분노조절 프로그램 흥미요소 분석 ·········································································· 23
• 4. 분노조절 프로그램 차별성 요소 분석 ···································································· 24
• 5. 대표적 참고 분노조절 프로그램 ·············································································· 31
• 1) 청소년의 분노조절 훈련프로그램··········································································· 31
• 2) 비행청소년 분노조절 교육 프로그램 개발 및 효과 연구 ································· 32
• 6. 분노조절 프로그램의 분석결과 요약 및 시사점 ·················································· 36
• Ⅴ. 뇌교육 기반 분노조절 프로그램 제안····························································· 41
• 1. 분노조절로서 뇌교육 프로그램의 적합성 ···························································· 41
• 2. 뇌교육 기반 분노조절 프로그램 구조화 ································································ 44
• 1) 인지영역······················································································································· 44
• 2) 정서영역······················································································································· 45
• 3) 행동영역······················································································································· 47
• 3. 기존 및 뇌교육 기반 분노조절 프로그램 비교 ···················································· 48
• ⅤI. 결론 및 제언······································································································· 51
• 참 고 문 헌 ··························································································································· 53
• ABSTRACT ····························································································································· 64