전문상담교사를 위한 협력적 자문기술 향상 프로그램 개발 = Developing a collaborative consultation skill improvement program for the school counselor

다국어 초록 (Multilingual Abstract)

This study was carried out for the purpose of developing a collaborative consultation skill improvement program for the school counselor and performing it to verify how it would influence collaborative consultation skill. For the purpose to be achieved, those research subjects were set up as below. First, what contents and steps should I take to consist the collaborative consultation skill improvement program. Second, finding of an effect of the collaborative consultation skill improvement program on the school counselor.
The hypothesis of this study was set up as that the collaborative consultation skill rating scale point of the experimental group participated in the "developed collaborative consultation skill improvement program would show a significant difference from the control group".
To the school counselors in Gyeonggi and Chungcheong Provinces, PR messages of the program were sent by e-mails and by persons, and among them, 8 teachers(1 from Gyeonggi Province and 7 from Chungcheong Province) who agreed to the object & operation of the program and wanted to join, were selected as the experimental group. The same way was applied in selecting the control group, and all of the 6 persons were from Chungcheong Province.
The collaborative consultation skill improvement program went through the steps such as investigation, analysis, design, setting up & applying based on a systematic consultation program development models. A sub-region and component factors of cooperative The collaborative consultation skill were picked out first through a previous research & documentary consideration, and conducted a survey on demand for that for the the school counselors and general teachers and then sorting the component factors with higher demand to reflect it on the program contents.
Besides, previous researches on consultation related education and training were analyzed and then consisted them into three large stages to adjust them to the demand and characteristics of the school counselor in our country and to make the instructor -centered lecture & examining of model or cases and participants -centered practice could be achieved.
In first stage, a lecture-centered activities(1session)to make them understand from the bottom of the school based consultation & collaborative consultation skill, in second stage, practice-centered activities(2~10 sessions)to make them understand and gain the collaborative consultation skill, and in the last third stage, mock consultations(11sessions)to raise the basic knowledge and skill which would be applied in the scenes, were all carried out.
For the hypothesis verification, the experimental group joined in the 12-sessions collaborative consultation skill starting to guide the program prior to the opening of session letting two volunteers perform a consultation in the scenes and then conducted an interview about the experience. For the control group, The researcher sent them 2 pages on A4 filled with school based consultation information via e-mail.
I used a "collaborative consultation skill rating scale" which I made based on the consultation technique rating & sub factor related items which were also used by Brown, Pryzwansky, Schulte(2001) and Gallessich(1982), Randolph(1980) as the pre test and post-hoc test tools.
The statistical result of the data was analyzed on SPSS/Window 12 with Mixed ANOVA, and to made up for the limited credibility caused by a qualitative results, I analyzed the interview of the experience reports and consultation experience cases of the group members and then released it. The major results of the study could be summarized as followings.
First, The change in the collaborative consultation skill of the experimental group that joined the program showed a significant difference from that of the control group, and in analysis on the collaborative consultation skill by sub factors, the changes in 'interpersonal skill', 'communication skill’, ‘problem solving skill’, ‘consultation rating/finishing skill’, ‘skill of coping with a resistance’ showed a significant difference from that of the control group.
Second, the analysis results of the experience report interviews & consultation performed experience of the group members, the program appeared to have positive influence on the collaborative consultation skill improvement the school counselor.
This study holds a significance that it has developed collaborative consultation skill improvement program for the school counselor in this country along with it first verified its effectiveness. Besides, provided that the program to be revitalized, and the school counselor with this technique to be increased, the school counselor could be able to offer the students a direct and indirect consultation services which would improve an efficiency of the consultation and a settlement & activation of it at schools.

국문 초록 (Abstract)

학교기반 자문의 목적은 자문가와 피자문자 사이에 협력적 노력을 통하여 학생들에게 최상의 교육적 경험을 제공하는 것으로(Sink, 2005) 전문상담교사가 자문가 역할을 보다 효율적으로 수행 할 수 있도록 도울 수 있는 프로그램을 개발할 필요성이 제기되었다. 이 연구의 목적은 전문상담교사를 대상으로 협력적 자문기술 향상 프로그램을 개발하고 실시하여 협력적 자문기술에 어떠한 영향을 미치는지를 검증하는데 있다. 이러한 연구목적을 달성하기 위해 설정한 연구문제는 전문상담교사를 위한 협력적 자문기술 향상 프로그램을 어떤 내용과 절차로 구성할 것이며, 전문상담교사를 위한 협력적 자문기술 향상 프로그램의 효과는 어떠한지를 밝히는 것이다.
이 연구의 목적을 달성하기 위해 학교기반 자문의 특징과 목표, 자문단계와 단계별 자문가 역할을 탐색했고, 자문가가 피자문자와 협력적으로 역할을 수행하는데 영향을 미치는 자문기술을 협력적 자문기술로 정의하여, 프로그램의 내용요소를 도출하였다. 또한 협력적 자문기술을 효과적으로 향상시키기 위한 절차와 방법에 관한 선행연구들을 고찰하여, 협력적 자문기술 향상 프로그램을 설계하였다. 협력적 자문기술 향상 프로그램은 체제적인 상담 프로그램 개발 모형을 바탕으로 이루어 졌으며, 전문가의 자문과 예비 적용 결과를 바탕으로 수정·보완을 거쳐 최종 프로그램을 개발하였다. 개발된 프로그램은 총 12회기로 이루어 졌으며, 학교기반 자문 및 협력적 자문기술에 대한 기초적인 이해를 돕기 위한 강의 중심 활동, 협력적 자문기술에 대한 이해와 기술 습득을 목적으로 하는 실습 중심의 활동, 기초적인 지식과 기술의 현장 적용 가능성을 높이기 위한 자문 모의실습이 이루어지도록 3단계로 구성하였다.
개발된 프로그램의 효과를 검증하기 위해 충북지역과 경기도에 전문상담교사 8명을 연구대상자로 선정하여 실험집단에 배치하였고, 통제집단은 충북지역 전문상담교사 6명을 이메일과 인편을 통하여 추가로 모집하여 선정하였다. 두 집단에 프로그램 실시 전과 후, 같은 시기에 ‘협력적 자문기술 평가척도’를 사용하여 자료를 수집하였고, 수집된 자료는 SPSS/Window 12에서 혼합변량분석(Mixed ANOVA)을 사용하여 통계적 결과를 분석하였다. 그리고 양적 결과를 보다 타당하게 해석하기 위하여 집단원의 경험보고서와 자문 사례 경험에 대한 인터뷰 내용을 분석하여 제시하였다.
이 연구를 통해 얻어진 결과는 첫째, 협력적 자문기술 향상 프로그램에 참여한 실험집단의 협력적 자문기술의 변화가 통제집단의 변화와 비교하여 유의한 차이가 있는 것으로 나타났다. 둘째, 집단원의 경험보고서 및 자문을 수행한 경험에 대한 인터뷰 내용을 분석해 본 결과 역시 이 프로그램이 전문상담교사의 협력적 자문기술을 향상시키는데 긍정적인 영향을 준 것으로 나타났다.
이 연구는 우리나라 전문상담교사를 대상으로 협력적 자문기술 향상프로그램을 개발하였을 뿐만 아니라 그 효과를 검증한 연구로서 의의가 있다. 또한 이 프로그램은 전문상담교사가 학교 안에서 학생에 대한 직접적인 서비스뿐 아니라 간접적인 서비스를 제공하는 데 있어서 일반교사와 협력할 수 있는 기술을 향상시킴으로써 학교상담의 효율성을 증진시키고 학교상담 정착 및 활성화에도 기여하게 될 것이다.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 6
• 3. 용어의 정의 = 6
• 가. 전문상담교사 = 6
• 나. 학교기반 자문 = 6
• 다. 협력적 자문기술 = 7
• 라. 협력적 자문기술 향상 프로그램 = 7
• 4. 연구의 제한점 = 7
• Ⅱ. 이론적 배경 = 9
• 1. 학교기반 자문의 특징 = 9
• 2. 학교기반 자문의 목표와 효과 = 15
• 3. 학교 장면에서 활용되는 자문모형 = 18
• 가. 정신건강 자문모형 = 18
• 나. 행동주의 자문모형 = 20
• 다. 협력적 자문모형 = 22
• 라. 협력적 자문기술 향상을 위한 자문단계와 자문가 역할 = 25
• 4. 협력적 자문기술 향상 프로그램의 내용 요소 = 31
• 가. 자문관련 교육 및 훈련의 내용요소 탐색 = 31
• 나. 학교기반 자문에서 자문가에게 요구되는 자문기술 = 33
• 다. 협력적 자문기술과 하위 구성요소 선정 = 37
• 5. 협력적 자문기술 향상을 위한 프로그램 구성 절차 = 49
• 가. 자문 교육 및 훈련 절차를 제시한 선행연구 고찰 = 49
• 나. 협력적 자문기술 훈련 절차 및 방법 = 53
• 6. 연구가설 = 57
• Ⅲ. 연구 방법 = 59
• 1. 프로그램 구안 = 59
• 2. 효과 검증 = 62
• Ⅳ. 협력적 자문기술 향상 프로그램 구안 = 68
• 1. 프로그램의 구안 방향 = 68
• 2. 프로그램의 구안 과정 = 69
• 3. 최종 프로그램 = 93
• Ⅴ. 프로그램 효과 = 98
• 1. 가설검증 = 98
• 2. 경험 내용 분석 = 104
• 가. 참가자의 프로그램 참여 경험 내용 = 104
• 나. 자문 사례 경험에 대한 인터뷰 내용 = 108
• Ⅵ. 논의 및 결론 = 112
• 1. 요약 = 112
• 2. 논의 = 114
• 3. 결론 = 118
• 4. 시사점 = 119
• 5. 제언 = 120
• 참고문헌 = 122
• ABSTRACT = 134
• 부록 = 138

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