조기종결 내담자 및 상담자 변인 연구

심혜숙,안이환 부산대학교 학생생활연구소 2000 硏究報 Vol.32 No.1

상담 연구의 영역은 상담자 변인, 내담자 변인, 상담자와 내담자의 상호작용 과정, 상담형태에 따른 상담성과로 구분할 수 있다. 본 연구는 내담자 변인 가운데 조기종결 내담자에 대한 특성이 언급되었다. 또한, 조기종결에 대응하는 상담자 변인에 관한 연구는 미미하므로 상담자 변인을 분리하여 종합적으로 제시하였다. 조기종결 내담자에 대한 연구는 조기종결 변인, 조기종결 내담자의 특성, 장기 및 단기상담과 조기종결의 관계, 조기종결과 심리검사로 구성되어 있으며, 내담자의 특성별 상담방식에 대한 전망을 결론과 함께 제시하였다. 상담자 변인은 객관적/주관적인 치료상황에 따른 특성과 객관적/주관적인 치료-특수 상태에 따른 특성으로 구분하고 각 영역별로 하위 변인을 자세히 언급하였다. 현재까지 조기종결 내담자 및 상담자 변인에 대한 종합적이고 체계직인 연구가 국내에서는 이루어지지않고 있으므로 본 연구의 내용은 외국의 사례에 대한 문헌연구로 한정하였다. 또한, 높은 조기종결 비율에 대한 대안으로 내담자 유형별 상담, 메뉴얼에 따른 상담, 단기상담을 결론으로 제시하였다. Research area in counseling can be divided into counselor variables, client variables, counselor-client interaction process, and counseling outcome. In this study, among client variables, characteristics of prematurally terminated clients were described, Counselor variables were also described because until recently, little research on counselor variables relating to premature termination in psychotherapy has been done. The characteristics of prematurally terminated clients were described in the order of premature-termination variable, psychological characteristics of prematurally terminated clients, the relationship between short and long psychotherapy and premature termination and premature termination and psychological testing variables. For describing counselor variables, counselor variables were divided into two-part, objectiv/subjective cross-specific traits and objective/subjective cross-specific traits and objective/subjective cross-specific states and each part were discussed according to sub-variables. Since, no research on counselor variables in relation to the prematurally terminated clients was found, this study was done mainly based upon the foreign liteiature. Brief therapy, therapy based upon therapist manual, and therapy considering client personality types were suggested as strategies for decreasing high-premature termination ratio.

성인교육으로서의 MBTI 전문교육에 대한 인론적 고찰

심혜숙,신영규 한국심리유형학회 2002 심리유형과 인간발달 Vol.9 No.-

본 연구는 심리유형론을 바탕으로 하는 MBTI 전문교육을 성인교육의 관점에서 고찰하고자 하였다. 성인교육에 관해 살펴본 다음, MBTI 교육의 목적, 철학 및 기본전제와 단계, 그리고 지도자의 역할을 성인교육의 관점에서 이론적으로 비교 분석하였다. 그 결과 성인교육의 원리인, 자발성의 원리, 경험의 원리, 다양성의 원리, 실용성의 원리가 MBTI 교육에 적용되고 있음이 논의되었다. 그리고 MBTI 전문교육이 학습목표, 학습계획, 학습자의 욕구진단, 실행과 평가에 있어 학습자가 관여되는 성인교육으로써 실제 진행되고 있음이 밝혀졌다. 따라서 MBTI 전문교육이 정보와 기술 전달의 수동적 주입식 교육이기보다 자기 성장을 지향하는 자기 주도적 성인교육으로 진행되고 있음이 분석되었다. The purpose of this study was to examine the MBTI qualifying education in the context of adult education theory. Thus the MBTI qualifying education was analized in terms of the goal, philosophy, basic beliefs, program structure, facilitator's role and educational steps of the adult education theory. The analysis pointed out that there is no difference between the MBTI qualifying education and adult education in above mentioned areas. Moreover, the results of the comparative analysis showed that the workshop style of program setting, the emphasis on the warming up phase, and the learners' active participation in learning schedule, goal, and evaluation which are the basics of adult learning embed in the MBTI qualifying education. Therefore the literature research shows that the MBTI qualifying education is a self-directed learning adult education which meet the adult need to fulfill the on-going desire for growth.

내담자의 심리유형과 상담에 대한 기대에 따른 집단상담 치료적 요인에 대한 연구

심혜숙,최지화 한국심리유형학회 2002 심리유형과 인간발달 Vol.9 No.-

본 연구의 목적은 상담의 과정과 결과에 중요한 영향을 미치는 내담자 변인으로 확인되고 있는 내담자의 심리 유형과 상담에 대한 기대에 따라 달리 지각되는 집단상담의 치료적 요인을 밝히고자 하는 것이며, 그 결과는 다음과 같다. 첫째, 내향형(Ⅰ) 내담자들이 외향형(E) 내담자들에 비해 상담에 있어 책임성에 대한 기대를 높게 가지며, 지표 Ⅱ, Ⅲ, Ⅳ에 따른 기대 차이는 나타나지 않았다. 둘째, 내담자의 동기, 상담자의 호감과 양육성에 대한 기대를 제외한 모든 상담에 대한 기대는 집단상담을 마친 이후에 의미 있고 도움이 되었다고 지각하는 치료적 요인과 통계적 유의미한 상관관계가 있는 것으로 나타났다. 그리고 마지막으로 지표 Ⅰ에서는 내향형(I)이 외향형(I)보다 대인관계 행동의 학습(항목 25)에서 높은 지각을 나타냈고, 지표 Ⅱ에서는 감각형(S)이 직관형(N)보다 항목 29(지도와 조언)과 항목 4(자기문제 이해), 항목 11(자신과 대인관계 이해), 항목 20(집단 밖에서의 변화를 위한 노력)에서 논은 지각이 나타났으며, 지표 Ⅲ에서는 사고형(T)과 감정형(F) 간에 집단상담 치료적 요인 지각에 차이가 없는 것으로 나타났으며, 지표 Ⅳ에서는 인식형(P)이 판단형(J)보다 타인과의 상호작용을 통한 학습, 항목 26(보편성)에서 통계적으로 유의하게 높게 지각하는 것으로 나타났다. The purpose of this study was to find out the therapeutic factors in group counseling according to the clients' psychological type and expectations for counseling. The subjects for the present research were 61 group counseling participants. The subjects were given questionnaires after last 'session. The tools of measurements in this study were "Myers-Briggs Type Indicator; MBTI", "Expectations About Counseling; EAC(Tinsley, Workman and Kass, 1980)", "Critical Incidents Questionnaire; CIQ(Bloch et. al., 1979)", "The Group Counseling Helpful Impacts Scale; GCHIS(Kivlighan, Multon and Brossart, 1996)". The data collected was analyzed by statistical method of mean, standard deviation, t-test, ANOVA, Scheffe test and correlations through the SPSS program. The results of this study can be summarized as follows; 1. One of the four preferences of the MBTI were significantly related to the EAC scales. The Extraversion type reported higher expectation of clients' responsibility significantly higher than Introversion type. 2. All Expectations for counseling except the expectations of clients' motivation, counselors' nurturance and attractiveness related to the therapeutic factors. 3. Three of the four preferences of the MBTI were significantly related to the GCHIS. The Introversion type showed greater emphasis on Interpersonal learning than Extraversion type. The Sensing type placed greater emphasis on guidence and advise, problem understanding, self-understanding, interpersonal -understanding and effort for change than iNtution type. The Perceiving type took greater emphasis on learning from interaction with each other and universalization than judging type. The conclusion is that knowing the effects of clients' individual differences based on the psychological type and expectations of the clients for counseling on the therapeutic factors leads to more effective group counseling process.

학습부진 아동의 학습된 무기력을 위한 독서치료 효과 분석

조미숙,심혜숙 부산대학교 과학교육연구소 2005 교사교육연구 Vol.44 No.-

The purpose of this study is to find out what influence bibliotheraphy has on underachivers' learned-helplessness. For this study, the a hypothesis are as follows. This study was proceeded by the below procedure. The object for this study is 30 middle school students of first graders whose performance level is within twenty percents. These students are divided two groups which is 15 for an experimental group and the others for a control group respectively. Students who are in the experimental group were put bibliotheraphy into operation ten times after school. The program used for this study was bibliotheraphy by Watson(1994), and I re- organized this program for making it more proper to middle school students. After performing bibliotheraphy with the resources like books and videos, four-stage-discussion by Watson were proceeded. The results of this rearch are summarized as follows: First, students in experimental group made meaningful improvement on dimension of lack of self-confidence comparing to students in control group after the bibliotheraphy program. Second, students in experimental group made meaningful improvement on dimension of depression and negative cognition comparing to students in control group after the bibliotheraphy program. However, there was not any meaningful improvement on dimension of passivity, lack of self-control, lack of continnuation, lack of display, and lack of responsibility. Through these consequences, I found out bibliotheraphy has efficacy on decreasing uderachiver’s learned helplessness especially in the aspect of lacking confidence and negative recognition. Therefore, bibliotheraphy can be an effective remedy for underachivers and also be a precaution beforehand as the guide of school work. Through deeper investigation, pending task of this study is to develop clinical bibliotheraphy program helping learners who are in difficulties in studying due to many kinds of emotional problems.

고등학생의 열등감과 학업적 자기효능감을 위한 Adlerian 집단상담의 효과 분석

권기양,심혜숙 부산대학교 과학교육연구소 2005 교사교육연구 Vol.44 No.-

The purpose of this study is to investigate the effects of Adlerian Group Counseling Program which was based on individual psychology on inferiority feelings and academic self-efficacy of the academic high school students. For this study, the following hypotheses were established. First, there would be significant decrease in inferiority symptoms including three subordinate factors (sensitiveness, negativeness, retreat) for high school students after the treatment. Second, there would be significant increase in academic self-efficacy including three subordinate factors (self-confidence, self-regulatory efficacy, task difficulty preference) for high school students after the treatment. The subjects of this study were 27 first grade students of academic high school in Busan. 12 students were assigned to an experimental group and 15 were assigned to a control group. The study progressed through three stages : pre-test, experimental intervention (participation in the program by the experimental group), post-test. The experimental group participated in 15 sessions of 50 minutes each over six months. Inferiority Symptom scale (Yim, Gie-Hong) and Academic Self-efficacy scale (Kim Ah-yeong, Park In-yeong) were administrated in both experimental and control group.The results from this study were as follows; First, Adlerian Group Counseling Program significantly decreased the total scores in inferiority symptoms and the each score in three subordinate factors (sensitiveness, negativeness, retreat) for the experimental group subjects. Second, Adlerian Group Counseling Program significantly increased the total scores in the academic self-efficacy and the each score in three subordinate factors (self-confidence, self- regulatory efficacy, task difficulty preference) for the experimental group subjects. Based on the above results, it can be concluded that Adlerian Group Counseling Program is very effective in helping the high school students reduce the level of inferiority symptoms and elevate the level of their academic self-efficacy. Therefore, Adlerian Group Counseling Program can be strongly suggested as a useful means for high school students' self-growth and improvement for their fruitful school lives.

여고생의 과외체험활동이 심리적 독립에 미치는 영향

정창건,심혜숙 부산대학교 과학교육연구소 2006 교사교육연구 Vol.45 No.-

Today individual life with independence is being more and more interfered with by value confusions and diversified life styles. Currently, school education does not meet requirements for the proper development of young people and provides few realistic experiences to them. Environments of school education are not contributing to developing students’ spirit of inquiry, progressiveness and autonomy. Extracurricular experiences at their discretion without instruction by professionals may distort the growth and development of individuals of young people. For man, experiences may become the milestone of his whole life. Thus the purpose of this study is to show that the character education or development of young people, which may be ignored in school, can be complemented by a variety of experiences outside school. In the study, the program of extracurricular experiences and psychological separation were used as independent and dependent variables, respectively. This researcher measured the psychological separation of 200 second-grade students of B girl's high school. Out of the students, 19 who were low in the measurement were selected and then randomly divided into experimental and control groups. The former group consisted of 9 members and the other, 10. To measure psychological separation, the researcher used Psychological Separation Inventory by Hooffman(1984). In relation, the pre-test was made in the early of the 1st semester, and the post-test in late September after the program during the semester and vacation. The program was implemented over 9 sessions for 3 months. The program had something to do with homes for older people, rehabilitation centers, musical concerts, yoga, marathon, home visit MBTI test & climbing Data obtained from the study were analyzed using T-test and processed using SPSS/PC. Results of the study can be summarized as follows ; 1. In the pre-test, the two groups could be regarded similar with each other. Scores for the measurement of psychological separation in the pre-test were all higher than in the other test, except in relation to 'attitudinal independence from father'. 2. The mean difference test made in relation to scores obtained from the post-test showed that out of 8 sub-areas of psychological separation, functional and attitudinal independences from mother and conflictive separation from father were statistically significantly different between the experimental and control groups(p<.05). 3.The experimental group that participated in a variety of extracurricular experiences showed more increase in scores for psychological separation measurement than the control group. These results make clear that extracurricular experiences influence girl high school students' psychological separation. This indicates that the school-level development and implementation of programs of extracurricular experiences is the way to realizing the purpose of school education. Finally, the researcher would suggest that there are a number of extracurricular experiences whose effects are discontinuously made beyond time.

고등학생의 자기표현과 자아존중감 향상을 위한 독서요법효과분석

선효원,심혜숙 부산대학교 과학교육연구소 2006 교사교육연구 Vol.45 No.-

The purpose of this study is determine effects of the reading therapy program on the self-expression and self-esteem of boy students of academic high schools. For the purpose, this researcher surveyed 2nd-grade boy students of academic high schools located in Busan. All of the surveyed students, 170 in number, were asked to receive self-expression and self-esteem tests before the program is applied. Out of them, 30 who were low in both self-expression and self-esteem were selected. Then out of the thirty, 20 who wanted to participate in the program wore finally selected. Those 20 participants were divided into experimental and control groups, each consisting of 10 members. The reading therapy program used here was first developed by Watson(1994), and adapted by this researcher appropriately. The program was applied on the basis of 2 hours(120 min.) a session. Group activities under the program were made over 10 sessions totally, with 2 session a week based. The control group was not treated in any way over the same sessions. In the study, the following research questions were given. 1. Will the reading therapy program increase self-expression? 2. Will the reading therapy program improve self-esteem? Scales by Rakos & Schroeder were used as a device for measuring the subjects' self-expression. And Coopersmith's scale(1969) was applied to the measurement of the subjects' self-esteem. For data collected here, means of scores obtained from self-expression and self-esteem tests before the application of the program, similarities between the experimental and control groups, means of scores from such tests after the program and differences between the two groups were all processed through t-test. Results of the study can be summarized as follows. 1. The self-expression of the experimental group which participated in the reading therapy program was significantly higher than that of the control group, at the significance level of P < .05. 2. The self-esteem of the experimental group significantly improved more than that of the other group, at the significance level of P < .05. In conclusion, the reading therapy program improved self-expression and self-esteem significantly. This study was carried out on 2nd-grade boy students of academic high schools, so its results are difficult to be generalized. In future, therefore, it is needed to examine effects of the program on the self-expression and self-esteem o high schools for male, female and the both sexes and compare results of the examination.

Jung의 심리경향에 따른 청소년의 대인관계 성향분석

김명귀,심혜숙,채준호 한국심리유형학회 2000 심리유형과 인간발달 Vol.7 No.-

본 연구는 청소년의 심리경향에 따라 대인관계 성향이 어떻게 달라지는지를 분석하여 청소년이 자신과 타인에 대한 이해를 통해 좀 더 원활한 대인관계를 맺는데 도움을 줄 수 있는 기초자료를 제공하는데 있다. 연구 대상은 울산시내 ㅈ여자고등학교 여학생 194명과 부산시내 ㄷ고등학교 남학생 211명으로 MBTI검사와 대인관계 성향검사를 실시하였다. 그 결과, 심리경향의 네가지 선호지표(E-I, S-N, T-F, J-P)에 따른 대인관계 성향이 각각 유의미한 차이가 있는 것으로 나타났으며, 기질과 기능에 따른 대인관계 성향에서는 동정적-수용적 성향에서, 주기능에 따른 대인관계 성향에서는 지배적-우월적, 동정적-수용적, 사교적-우호적, 과시적-자기도취적 성향에서 유의미한 차이가 나타났다. 또 성별에 따른 대인관계 성향에서는 지배적-우월적, 독립적-책임감적, 경쟁적-공격적, 반항적-불신적 성향에서 차이가 있는 것으로 밝혀졌다. 이러한 연구결과는 청소년의 대인관계 성향은 심리경향에 따라 달라진다고 볼 수 있다는 것이다.

인식형 청소년의 자아개념, 목표관리 및 특성불안 변화를 위한 MBTI 교육프로그램 효과 검증

김명권,심혜숙 한국심리유형학회 2000 심리유형과 인간발달 Vol.7 No.-

본 연구에서는 MBTI의 타당도를 검증하기 위하여 505 명의 피험자를 대상으로 MBTI 실시 결과와 표준화 성격진단검사 결과와의 상관분석 및 일원변량분석을 실시 하였다. 그 결과, MBTI 선호지표 중 E는 안정성, 지배성, 사회성, 남향성, 충동성, 우월성과, I는 사려성, 동조성, 임상척도 전부와, S는 책임성, 동조성과, N은 사려성과, T는 안정성, 지배성, 책임성, 사려성, 남향성과, F는 사회성, 동조성, 충동성, 신경질경향과, J는 책임성, 사려성, 동조성과, P는 사회성, 남향성, 충동성과 유의한 정적 상관을 보였다. 그리고 4 기능유형 중 ST는 책임성, 남향성이, SF는 동조성이, NT는 안정성, 지배성, 사려성, 남향성이, NF는 사회성, 충동성이 타유형에 비해 점수가 유의하게 높았다. 또한 4 기질 중 SP는 충동성, 동조성, 불안경향, 신경질경향이, J는 책임성, 동조성이 타기질에 비해 점수가 유의하게 높았으며 NT와 NF기질은 기능유형과 동일하게 나타났다. This study aimed to develop and evaluate a program focused on helping psychologically vulnerable delinquents with P preferences (perceiving types) to adjust better in the society. When a program was carried on trying to help psychologically vulnerable perceiving types to improve their ineffective adjusting behaviors, a significant short-term positive changes took place to them. Three reliable psychological scales were employed to check how much they have changed in a positive way; Tenesse Selfconcept Scale, Goal-Management Scale and Spielberger's Trait Anxiety Inventory. The affirmative changes were obtained in several subscales of the Tenesse Self-Concept Scale, such as total positive self, self-identity, self-satisfaction, physical self, moral ethical self and personal self. Goal setting and Longrange planning were enhanced on the Goal-Management Scale. Traitanxiety was moderately reduced on the Trait Anxiety Inventory. This result manifested that with the aid of properly designed programs, young people with Perceiving preference would become more satisfied with themselves and thereby come to have better selfconcepts. As they become relatively free from the distressing anxieties, their energy may be more readily available to their goal achievements helping them to live better in the society. But in some subscales, there were no statistically significant differences between two groups, therefore some reformations are needed in the program content and procedure. Several suggestions and cautions in interpreting the experiment results and applying the program in the actual situations were mentioned.

MMTIC을 활용한 자아발견 집단상담이 소외학생의 자아정체감과 학교생활적응에 미치는 영향

오명금,심혜숙 한국심리유형학회 2001 심리유형과 인간발달 Vol.8 No.-

본 연구는 학급에서 소외되는 중학교에 재학중인 여학생들에게 MMTIC (Murphy-Meisgeier Type Indicater for Childre)을 활용한 자아발견 프로그램을 적용하여 여중생들의 자아정체감과 학교적응에 미치는 효과를 알아보고자 하였다. 청소년기는 자아 정체감이 형성되는 시기이므로 자신의 성격유형을 알고 자기의 잠재능력을 깨달아 긍정적인 삶의 태도를 형성하는데 목적을 두고 본 프로그램을 실시하였다. 본 연구의 결과를 요약하면 다음과 같다. MMTIC을 활용한 자아발견 집단상담 프로그램은 첫째, 자아정체감의 하위영역인 독특성향상에 큰 효과가 있으며 안정성, 자기수용능력 및 대인관계 영역은 점수향상은 있으나 유의미한 차이가 없으므로 소외된 여중학생의 자아 정체감 향상에 큰 변화가 없는 것으로 나타났다. 둘째, 소외된 여중학생의 학교생활 적응 향상에는 통계적 유의미한 변화가 있었다. 그리고, 하위영역인 교사와의 관계 및 학교수업 영역, 학교규칙 요인에도 영향을 미치며, 교우관계 영역은 점수향상은 있으나 유의미한 차이는 없었다. 또한 실험집단의 고립학생과 배척학생 모두 자아정체감 향상의 효과는 없으나 하위영역에서 배척학생은 자기수용과 대인관계에서 효과가 있는 것으로 나타났다. 학교생활 적응에서는 고립학생과 배척학생 모두 유의미한 결과가 나타나 효과가 있었으며 고립학생은 교사관계, 학교수업, 학교규칙에서, 배척학생은 교사관계에서 변화가 있는 것으로 나타났다. 이러한 연구 결과는 MMTIC을 활용한 자아발견 프로그램이 소외된 여중학생들의 학교생활 적응향상에 상당한 효과가 있음을 시사하며 개인의 자아정체감 형성에도 긍정적인 영향을 미치는 젓으로 볼 수 있겠다. The purpose of this study is to investigate the effect of MMTIC self-discovery program counseling on alienated students' self-identity and adaptation to school life. As for an instrument of survey I used the Self-Identity Scale Test(Seo, Bong Yeon, 1975) reorganized to meet the purpose of this study, and MMTIC and the School Life Adaptation Test(Yu, Yun Flee, 1994), As for an instrument of selecting I reorganized the check list for teachers' observation(Oh, lung MI, 2000) and the Sociotnetric Test. The collected data was analyzed using t-test. The major results of this study were as follows: First, The MMTIC self-discovery group counseling program was not effective in improvement of alienated students' self-identity. As for sub-factors, interpersonal relations showed significant difference in the experiment groups, and so did the factor of uniqueness between the two groups. Second, The MMTIC self-discovery group counseling program was effective in improvement of alienated students' adaptation to school life. The sub-factors of relation with teachers, school lessons and school discipline showed a statistically significant difference. From this study, the following conclusion may be drawn; MMTIC self-discovery group counseling program is very effective in alienated middle school girls to adapt themselves to school life, and as for developing of desirable self-identity, even though not significant, it has a positive effect.