학급단위 통합적 상담프로그램이 초등학생의 교우관계에 미치는 영향 = The Effect of the Classroom-based and Integrated Counseling Program on Elementary Students' Peer Relations

국문 초록 (Abstract)

본 연구는 학급단위 통합적 상담프로그램이 초등학생의 교우관계에 미치는 효과를 검증하기 위한 것이다.
연구문제는 학급단위 통합적 상담프로그램이 초등학생의 존중감과 신뢰감에 미치는 효과이다.
본 연구는 부산시에 있는 한 초등학교 4학년 57명을 대상으로 하였다. 실험집단은 5개월간 프로그램을 실시하였고 회기는 총 22회기이다.
측정은 교우관계 검사를 사용하였고 ANCOVA로 검증을 하였다.
결과는 첫째, 실험집단은 존중감에서 유의미한 차이를 보였으나 신뢰감에서는 차이가 없었다. 둘째, 프로그램은 개인상담, 부모상담, 집단상담으로 구성되는데 부모와 학생의 관계의 질이 교우관계에 영향을 미치는 것으로 분석한다.

다국어 초록 (Multilingual Abstract)

The present study is proposed to examine the effect of the elementary students' peer relationship by the Classroom-based and Integrated Counseling Program.
The research questions of this study are as follows:
First, what is the effect of the Classroom-based and Integrated Counseling Program on the elementary students' respect? Second, what is the effect of the Classroom-based and Integrated Counseling Program on the elementary students' trust?
The sample of this study consists of 57 4th grade elementary students in Pusan. 2 classes were chosen. One as an experimental class (30 students) and one as a controlled class (27 students). The experimental class, a 5 month-long program, has been applied 22 times.
As a measurement tool, the Peer Relation Measure (Hong ok soon, 1984) has served for the peer relations. 20 questions in 2 categories have been for respect. 20 questions has been for trust. For the processing of the data about the test of peer relations, ANCOVA was used.
The results of this study are summarized as follows:
First, the experimental group which had been trained with the Classroom-based and Integrated Counseling Program showed a statistically significant difference in respect compared to the controlled group. This result has verified the hypothesis. This suggests that it improves elementary students' respect, a subordinate element in the peer relation measurement.
Second, the experimental group, which had been trained with the Classroom-based and Integrated Counseling Program, did not show a statistically significant difference in trust, a subordinate element in the peer relation measurement, compared to the controlled group. But the total Peer relation measurement showed a statistically meaningful difference from that of the controlled group. It has been influenced by the Classroom-based and Integrated Counseling Program.
Third, this study analyzed the process and contents of individual counseling, parent counseling and group counseling. This case analysis leads to the study of the elementary students' relations with parents or conduct quality influences on elementary students' peer relations or conduct quality.
This study shows that the Classroom-based and Integrated Counseling Program has a meaningful effect on the elementary students' peer relations. It means that the Classroom-based and Integrated Counseling Program improves peer relations. It helps elementary students' peer relation skill and peer relation competency.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 6
• 3. 용어의 정의 = 6
• II. 이론적 배경 = 8
• 1. 학교상담의 정의, 실태, 연구 = 8
• 2. 학급단위 통합적 학교상담 = 14
• 3. 초등학생의 교우관계 = 19
• 4. 학급단위 통합적 상담프로그램의 내용과 구성 = 26
• III. 연구방법 = 33
• 1. 연구설계 = 33
• 2. 연구대상 = 33
• 3. 측정도구 = 34
• 4. 연구절차 = 35
• 5. 자료처리 및 분석 = 38
• IV. 결과해석 및 논의 = 39
• 1. 결과해석 = 39
• 2. 논의 = 51
• V. 결론 및 제언 = 56
• 1. 요약 및 결론 = 56
• 2. 제언과 제한점 = 58
• 참고문헌 = 60
• 부록 = 66
• Abstract = 109