멘토링을 활용한 비행예방집단프로그램 효과성 분석 : 비행경험이 있는 중학생을 중심으로 = Analysis the effectiveness of delinquency prevention group program shich utilizes mentoring

다국어 초록 (Multilingual Abstract)

This study attempts to analyze the effectiveness of delinquency prevention program by employing the technique of mentoring, which has recently been receiving spotlight as a practical technique in social welfare for preventing recurrence of teenage delinquency.
For this end, 12 university students were chosen and they each underwent a prior-education in delinquency prevention program, which was conducted in a total of 4 sessions of mentor training since April.
This was followed by a delinquency prevention program in which both the mentor and the mentee participate in a total of 8 sessions, using the after-school hours from May to mid July.
Research method employed is analysis using non-parametric statistical methods such as Mann-Whitney U Test and Wilcoxon Signed Ranks Test. This is conducted in order to test the effectiveness in areas such as; problem solving ability, self-respect, interpersonal technique, flexibility in school adjustment, self-control, and impulsiveness, by examining the before- and after-case tests.
In order to evaluate effectiveness, 24 junior students with delinquency histories were requested through school social worker, out of which 12 were chosen as the experimental group.
The results for conducting delinquency prevention program which employs the technique of mentoring are as following.
First, as a result of confirming identity between experimental and comparative groups, they were identical in terms of problem solving ability, self-respect, interpersonal technique, and self-control but showed difference in terms of flexibility in school adjustment, and impulsiveness.
Next, in order to prove the first hypothesis proposed in this study, namely, "The group which participated in a mentoring-included delinquency prevention program will have a higher sense of self-respect than the group which did not participate in such a program," the total scores for these two groups were compared. The result shows a statistically significant difference, therefore confirming the first hypothesis.
The second hypothesis is ''The group which participated in a mentoring-included delinquency prevention program will have a better interpersonal technique than the group which did not participate in such a program." The total scores for the two groups are thus compared, the result of which showing a statistically significant difference, thus confirming the second hypothesis.
The third hypothesis is "The group which participated in a mentoring-included delinquency prevention program will have a increased problem solving ability than the group which did not participate in such a program." The result of comparing the before- and after-case scores for the two groups yields a significant degree of increase for the experimental group, which is on a higher rate than that of comparative group, thus confirming the third hypothesis.
The fourth hypothesis, "The group which participated in a mentoring-included delinquency prevention program will show an increase in flexibility in school adjustment than the group which did not participate in such a program" was examined by comparing the scores from both groups. The result shows a statistically significant difference. However this difference was already acknowledged in identity examination, thus the hypothesis that flexibility in school adjustment will be higher than comparative group is rejected.
The fifth hypothesis is that "The group which participated in a mentoring-included delinquency prevention program will have a higher sense of self-control than the group which did not participate in such a program." The result of comparing scores for the two groups shows a statistically significant difference, thus confirming the fifth hypothesis.
Before- and after-case cores are compared in order to examine the sixth hypothesis, "The group which participated in a mentoring-included delinquency prevention program will have less impulsiveness than the group which did not participate in such a program." However, this result was not statistically significant, and therefore the sixth hypothesis is rejected.
In summary, the effectiveness of mentoring-included program is difficult to detect, in areas of flexibility in school adjustment and impulsiveness. The experimental group however scored higher than the comparative group in the areas of problem solving ability, self-respect, interpersonal technique, and self-control. Thus present analysis confirms that a delinquency prevention program which employs the mentoring method is effective in problem solving ability, self-respect, interpersonal technique, and self-control, all of which are factors related to teenage delinquency.
Through present thesis, the effectiveness of teenage counseling which utilizes mentoring method is confirmed. It is hoped that present thesis will become reference data for delinquency recurrence prevention programs, conducted at schools and teenage-related organizations which deal with teenagers with delinquency histories.

목차 (Table of Contents)

• 제 1 장 서 론 1
• 제 2 장 이론적 배경 5
• 제1절 비행청소년의 개인적 특성 5
• 1. 자아존중감 5
• 2. 문제해결능력 6
• 3. 충동성 7
• 4. 감정 및 욕구표현능력 8
• 5. 대인관계문제 10
• 6. 적응유연성 11
• 제2절 선행프로그램의 고찰 12
• 1. 비행예방을 위한 집단프로그램에 대한 고찰 12
• 2. 멘토링프로그램 14
• 제3절 분석과제 16
• 제 3 장 연구방법 및 프로그램 적용 18
• 제1절 연구방법 18
• 1. 연구 설계 18
• 2. 실험집단의 구성 19
• 3. 실시기간 20
• 4. 측정도구 20
• 제2절 프로그램 과정과 내용 24
• 1. 학교사회복지사와 협의과정 24
• 2. 멘토선정과정 25
• 3. 멘토교육 25
• 4. 사전검사 및 사후검사 26
• 5. 프로그램 진행관련 27
• 6. 프로그램 진행내용 32
• 제 4 장 프로그램효과성 분석결과 50
• 제1절 연구대상자의 일반적 특성 50
• 1. 인구사회학적 특성 50
• 2. 문제행동별 특징 52
• 3. 실험집단과 비교집단의 동질성 비교 54
• 제2절 프로그램 효과성 55
• 1. 문제해결력 55
• 2. 자아존중감 57
• 3. 대인관계기술 59
• 4. 학교적응유연성 61
• 5. 자기통제 62
• 6. 충동성 64
• 7. 기타 진행과정 분석 65
• 제 5 장 결론 및 제언 71
• 제 1 절 결론 71
• 제 2 절 연구의 한계 및 제언 74
• 제 3 절 실천적 함의 76
• 참고문헌 78
• 부 록 82
• ABSTRACT 92
• 표 목 차
• <표 Ⅲ-1> 진행일정표 21
• <표 Ⅲ-2> 진행구성인원 26
• <표 Ⅲ-3> 멘토교육내용 27
• <표 Ⅲ-4> 회기별 프로그램구성 29
• <표 Ⅲ-5> 프로그램 진행구성 30
• <표 Ⅳ-1> 연구대상자의 인구사회학적 특징 51
• <표 Ⅳ-2> 문제행동별 특징 53
• <표 Ⅳ-3> 사전 동질성 비교 54
• <표 Ⅳ-4> 문제해결력의 사전, 사후 변화 비교 56
• <표 Ⅳ-5> 문제해결력의 사후 점수 변화량의 집단 간 비교 57
• <표 Ⅳ-6> 자아존중감의 사전, 사후 변화 비교 58
• <표 Ⅳ-7> 자아존중감의 사후 점수 변화량의 집단 간 비교 59
• <표 Ⅳ-8> 대인관계기술의 사전, 사후 변화 비교 60
• <표 Ⅳ-9> 대인관계기술의 사후 점수 변화량의 집단 간 비교 60
• <표 Ⅳ-10> 학교적응유연성의 사전, 사후 변화 비교 61
• <표 Ⅳ-11> 학교적응유연성의 사후 점수 변화량의 집단 간 비교 62
• <표 Ⅳ-12> 자기통제력의 사전, 사후 변화 비교 63
• <표 Ⅳ-13> 자기통제력의 변화량의 집단 간 비교 64
• <표 Ⅳ-14> 충동성의 사전, 사후 변화 비교 65
• <표 Ⅳ-15> 충동성의 사전-사후 점수 변화량의 집단 간 비교 65
• <표 Ⅳ-16> 프로그램참여에 대한 멘티 설문 66
• <표 Ⅳ-17> 멘토링프로그램에 대한 설문 66
• <표 Ⅳ-18> 회기별 프로그램에 대한 멘티 설문 67
• <표 Ⅳ-19> 회기별 프로그램에 대한 멘토 설문 68
• <표 Ⅳ-20> 멘토참여에 대한 멘티 설문 68
• <표 Ⅳ-21> 학교사회복지사가 작성한 학생사후 점검 내용 70
• 그 림 목 차
• <그림 1> 분석모형 17
• <그림 2> 비동일통제집단설계 18
• <그림 3> 적용설계를 프로그램에 적용 19