학교폭력 피해 학생의 상담적 접근을 위한 방안 연구 : 트라우마 이론과 대인과정접근이론을 중심으로 = (A) study on counseling approach for school violence vitims : focus on trauma theory and interpersonal process theory

다국어 초록 (Multilingual Abstract)

When I met some school violence victimized students in School violence prevention cure center which is organized by Juvenile consultation center, and when I was a volunteer consultant in the high school consultation center, I also met the students who had been victimized by school violence in the past and who has being victimized now. At that time I wanted to find out effective counseling approach for them with full understanding, that's why I study about it. This study is not continue in the existing school violence victimizing counseling which examines by each individual symptoms and makes approach with this, but it's about counseling curative approach which is based on considering it 'school violence' as a 'psychological trauma' .
This study's method understands school violence as a 'Trauma theory' , and explains some phenomenon: hyperarousal, instrusion, constriction symptoms, and breaking off the relationship which are shown from victimized students who I met. Actually this phenomenon is supposed to be shown from the victimized students who experienced external wound and intrapsychic trauma. The understanding of school violence brings disconnected relationship to connected one, and makes a use 'interpersonal process theory' for counseling about school violence victimized students.
The result of this study would be summarized as follows.
At first, the experience of 'school violence' makes external wound and intrapsychic trauma to the victimized students, and they get some symptoms: hyperarousal, instrusion, constriction symptoms, and breaking off the relationship, step by step. Of course these symptoms came out together, but according to personnel adaptability and supporting system after victimizes, the degree and duration of symptoms is different. It is nevertheless inviting serious result such like truancy, school maladjustment, mental disease, and suicide.
The second, the experience is passed by three stages as a recovery process which is shown in the 'trauma theory' and connected the severance to connection of relationship is becoming important counseling goals to school violence victimized students.
The third, the interpersonal process is useful, because it finds the new solution for recovery process through counseling curative intervention. The interpersonal process theory is applicable to school violence victimized students counseling.
At the last, as I mentioned that the three stages as a recovery process of 'trauma theory' and the interpersonal process theory, we have some steps for counseling. First, set a goal to make a establish cooperation relationship and environmental safety with using praise and sympathy, and react Counselor's feeling about the trauma from violence, and then find main feeling and unite it with Counselor's past experiences. After that find out student's interpersonal strategies, and practice the existing interpersonal patterns and other reactions between Counselor and Client in Counseling process, and then make a first step to connect Counselor's relationship. Furthermore, apply this new interpersonal relationship pattern to the communication with his or her family, and friends. It needs a family supporting, too. This progress come out in order, but that boundary is not clear, so counselor should understand victimized students' all symptoms through all treatment process.

목차 (Table of Contents)

• 목차 = Ⅰ
• Ⅰ. 서론 = 1
• 1. 연구동기 및 연구목적 = 1
• 2. 연구방법과 한계 = 2
• Ⅱ. 학교폭력 피해의 실태 = 4
• Ⅲ. 트라우마 이론으로 본 학교 폭력의 이해 = 14
• 1. 과각성(hyperarousal) = 16
• 2. 침투(intrusion) = 19
• 3. 억제(constriction) = 22
• 4. 관계의 단절 = 24
• 5. 회복의 과정 = 28
• Ⅳ. 대인과정접근 이론과 학교 폭력 피해 학생 상담 = 34
• 1. 협력관계 수립하기 = 35
• 2. 복합적인 정서에 반응하기 = 39
• 3. 대인대처전략 이해와 적용 = 42
• 4. 대인적 해결 = 45
• Ⅴ. 학교 폭력 피해 학생을 위한 상담 모델 = 50
• Ⅵ. 결론 = 55
• 참고문헌 = 58
• ABSTRACT = 60