산림치유를 적용한 학교폭력예방프로그램 개발 및 효과 연구 : 부적응집단 중학생 중심으로 = A Study on Development of School Violence Prevention Program that Applied Forest Therapy and Effectiveness -Centering on Middle School Students with Inability to Adapt to School-

다국어 초록 (Multilingual Abstract)

The contemporary society is drastically changing. Under such a change, humans encounter all kinds of incidents at every moment. In particular, the time of middle school days has many elements of stress in pressure from school and parents for academic accomplishment, competitive relationship with peers, conflict with teachers, poor school environment and the like. Through significant scientific researches in the recent days, forest promotes the human health and reduces stress with its great influence. By facilitating this healing function of forest, it would be great to introduce the preventive and leading program against school violence to see a great result, and in fact, some of the advanced countries, including the US, have undertaken the forest therapy programs for youths in trouble to obtain outstanding effect.
Under this study, the middle school students with inability to adapt to school were taken as subjects to develop the school violence prevention program by applying the forest therapy. The program was divided into 3 phases of beginning, intermediary and final phases, and it was comprised with a total of 12 times with 4 times for each phase.
In addition, under this study, the developed program was applied to find out the changes in students before and after the forest therapy for those students with inability to adapt to school and the following results was obtained.

First, by utilizing Canopy 9, the heart rate variability (HRV) was measured, and the result did not show statistically noticeable difference in the contrast group that did not have the forest therapy for the stress resistance and stress index. The stress resistance with the experiment group with the forest therapy did not show statistically noticeable difference but the stress index had the result clearly reduced for the stress index after the forest therapy. In addition, in order to find out the physiological change before and after the forest therapy, the LF as the activity index for sympathetic nerve and the HF as the activity index for parasympathetic nerve were measured to show that the LF was reduced after the forest therapy while the HF was increased after the forest therapy.

Second, as a result of finding out the differences of the contrast group and the experiment group through the stress questionnaires, the factors of learning issues did not show statistically noticeable difference in the contrast group and the experiment group implemented for the forest therapy did not show statistically noticeable difference either. Accordingly, with respect to academic issues, the forest therapy program is confirmed as not influencing on the outcome. In the teacher problem aspect, the contrast group did not have statistically noticeable difference. However, the experiment group with the forest therapy did show statistically noticeable difference that the forest therapy program had a great influence for the teacher problem. In the peer problem aspect, the contrast group did not have statistically noticeable difference. However, the experiment group with the forest therapy did show statistically noticeable difference that the forest therapy program had a great influence for the peer problem. In the school environment problem aspect, the contrast group did not have statistically noticeable difference. However, the experiment group with the forest therapy did show statistically noticeable difference that the forest therapy program had a great influence for the school environment problem.

Third, the facilitator and teachers used the observatory assessment to measure the changes in the experiment group. As a result, both facilitator and teacher have shown with greater conditions for behavior pattern after the forest therapy than before the forest therapy.

And, fourth, through the landscaping structure technique, facilitator and teacher used the landscaping structure technique to measure the changes in the characteristics of reaction for the experiment group. As a result, the statistical difference was shown in the composition index with respect to deviation from boundary, integration, spatial use, quality of drawing line, and connection with different elements.

The statistical difference was shown with the reaction characteristics in colors to display the degree of colors, the number of index colors, color elements, stability of color, mixed color and appropriateness of color.

As a result of implementing the forest therapy program to the students with inability to adapt, they have shown improvement in stress, behavior pattern, reaction characteristics and the like. Therefore, it is concluded that the forest therapy program would be able to facilitate as a great educational program for the students with inability to adapt to school.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구 목적 4
• 3. 연구 가설의 설정 5
• Ⅱ. 연구사 7
• 1. 학교폭력의 개념 및 발생요인 7
• 2. 학교부적응의 개념 및 특성 11
• 3. 산림치유의 개념과 동향 13
• 4. 산림치유와 관련된 이론 15
• (1) Psycho-Evolutionary Theory(PET) 15
• (2) 주의회복이론(Attention Restoration Theory; ART) 16
• (3) 바이오필리아(Biophilia) 17
• 5. 산림치유 국내·외 연구 동향 18
• (1) 국내 사례 18
• (2) 국외 사례 20
• 6. 학교폭력예방프로그램 관련연구 23
• Ⅲ. 학교폭력예방프로그램 개발 26
• 1. 프로그램의 목적 26
• 2. 연구방법 27
• 3. 프로그램 개발 과정 27
• (1) ISD 모형 28
• (2) 델파이 기법 31
• (3) 분석 과정 33
• 4. 결과 및 고찰 34
• (1) 자료수집 및 프로그램 단원 초안과 선정 34
• (2) 프로그램 구성과 내용 40
• (3) 프로그램 수정·보완 44
• (4) 최종 프로그램 선정 결과 46
• Ⅳ. 효과성 검증 연구 47
• 1. 시간적 범위 47
• 2. 공간적 범위 48
• 3. 연구대상과 절차 및 방법 48
• (1) 연구대상 48
• (2) 연구절차 및 방법 49
• (3) 측정도구 51
• 4. 결과 및 고찰 56
• (1) 일반적 특성 56
• (2) 스트레스 분석 58
• (3) 가설검증 68
• (4) 고찰 76
• Ⅴ. 결론 81
• 1. 결론 81
• 2. 제언 83
• 참고문헌 85
• 부 록 96