또래 상담 프로그램이 초등학생의 공감적 이해와 의사소통에 미치는 효과 = The effect of peer counseling program for elementary school students on the empathy abilities and communication skills

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the effect of peer counseling program for elementary school students on the empathy abilities and the communication skills by being conducive to solving friends' worry and by utilizing peer counseling program that oneself can grow as well, based on own experience after peers of having similar age and similar life experience & value receive the certain training as one method for preventing a school-violence problem that is positioning as the biggest issue these days on the school field.
Research problems include first, Does the peer counseling program have the effect on improving the empathy abilities in elementary school students?
second, Does the peer counseling program change the communication skills in elementary school students?
As for a research method, it formed the experimental group(N=6) and the control group(N=6) targeting 12 students in the 5th grade of J elementary school in Cheongju-si of Chungcheongbuk-do. The experimental group was carried out the education with totally 11 sessions by 60 minutes through using the peer counseling program(2001) for elementary school students that Korea Youth Counseling Institute developed. After spending summer vacation for about 40 days following it, there was peer counselor activity for 5 weeks. A follow-up test was carried out after two months and 15 days following the end of the peer counseling program training. It analyzed the effect of peer counselor activity on the empathy abilities and the communication skills in elementary school students. The questionnaire of the empathy abilities, which was used in a study, was used the empathy abilities questionnaire that Park Seong-hui(1997) adapted, modified and supplemented Bryant(1982)'s empathic arousal test, which is a tool for measuring emotional element in empathy, in addition to IRI(perspective-taking, fantasy, empathic concern) test by Davis. The questionnaire of the communication skills was used the questionnaire that Uh Yeong-hye(2007) reconstructed the communication skills questionnaires made by Park Geon-ja(2001) in line with elementary school children.
The results are as follows.
First, the empathy abilities in children who received the peer counseling program training were improved. The post-cognitive empathy abilities score and emotional empathy abilities score in the experimental group were all higher than the control group. Even in t-test of examining the significance of the mean between two groups, all were verified to have significance. In a follow-up test results, the emotional empathy abilities showed significant enhancement, but were indicated to have no significance in improving the cognitive empathy abilities. This is supposed to be the main cause as saying that the continuous activity couldn't be performed because students came to have summer vacation after the peer counseling program training.
Second, the communication skills were partially improved in children who received peer counseling program training. In other words, as a result of verifying the difference in the mean between two groups, the open communication skills were indicated to be high in the mean score of the experimental group. The mean score in the dysfunctional communication skills was indicated to be low in the experimental group. In t-test of examining the significance of the mean between two groups, it was verified that there is significance only in the dysfunctional communication skills. Even in a follow-up test, it was verified that there is significance only in the dysfunctional communication skills. In light of this, the peer counselor activity can be known to have the effect of improving children's dysfunctional communication skills.
As for the result as saying that the peer counseling program has no effect in the open communication skills, it is thought that significant improvement failed to be caused even if having been enhanced to some extent by experiment because of having targeted students who have already high open communication skills as children who were recommended by friends or by homeroom teacher, already with a question as saying of 'friend of well listening to own story and of being desired to share a worry together given having a worry about oneself' when peer counselor group is selected as peer counselor.
Making some suggestions based on the conclusion of this study,
First, the peer counseling training will be necessarily carried out train and follow-up guidance so that peer counselor can be active continuously, as a program of giving help to all of counselor and interviewee.
Second, enough publicity and interest are needed for peer counseling at elemental school.
Finally, there is a need of developing an evaluation tool for verifying effect of peer counseling.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구 문제 7
• 3. 용어의 정리 8
• Ⅱ. 이론적 배경 9
• 1. 또래상담 9
• 2. 공감 18
• 3. 의사소통 22
• 4. 또래상담 프로그램과 공감 능력 및 의사소통 25
• 5. 연구가설 28
• Ⅲ. 연구방법 29
• 1. 연구대상 29
• 2. 프로그램 개요 29
• 3. 프로그램 진행 30
• 4. 또래상담자 훈련 프로그램 31
• 5. 검사도구 34
• 6. 통계처리 36
• IV. 결과 및 해석 38
• V. 논의 47
• Ⅵ. 요약 및 제언 50
• 참고문헌 53
• abstract 57
• 부 록 60