사회지지체계적 관점에 입각한 청소년 분노조절 프로그램의 효과 분석 : 인지행동 프로그램과의 비교 = (A) study on the effectiveness analysis of adolescent resentment control program based on social support systematic perspective : a comparison with cognitive behavioral program

다국어 초록 (Multilingual Abstract)

Most of the struggles and delinquency adolescents go through are caused by complex factors due to mutual dynamic relationship with their surroundings rather than personal factors. Thus, the changes of system on the subjects as well as on the surroundings should be pursued. It is indeed the practical area which agrees with the person-in-environment concept, the core of Social Welfare studies.
This study, therefore, has been focused on setting up the social support program based on social support systematic theory which backs up the person-in-environment concept, and on verifying its effectiveness through its comparison with cognitive behavioral program.
In this study, the researcher has implemented adolescent resentment control program by having cognitive behavioral program group (Experiment Group A), social support systematic program group (Experiment Group B), and none-program group (Control Group C), thus to verify the effectiveness of each program. The main variables has been offensiveness, resentment controllability and social support. Prior experiment, post experiment and control group experimental planning have been applied in order to verify its differences.
The results of implementing the two-month program are as follows:
In regards to offensiveness, the prior as well as post offensiveness of social support program group (Experiment Group B) has significant difference. On the other hand, the prior as well as post offensiveness of both cognitive behavioral program (Experiment Group A) and Control Group C has no significant difference.
In regards to the decreasing effect of offensiveness, however, the change of offensiveness turns out to have no significant difference in all three groups.
Regarding resentment controllability, the prior as well as post resentment controllability of cognitive behavioral program group has significant difference.
Regarding the verification on the effectiveness of increased resentment controllability, it turns out to have no significant difference in all three groups.
Therefore, it is proved that social support program is more effective on the decreasing effect of offensiveness than cognitive behavioral program and that cognitive behavioral program is more effective regarding increased resentment controllability.
According to the qualitative analysis based on the observation and records done while proceeding with this program, however, the students who participated in the program have shown a positive change at home and in school; also, their parents and teachers in charge of them as well as the school authorities have been able to accept the program with a new light when instructing them.
The practical limitations of this study are as follows:
First of all, it is the limitation of measuring tools and methods. Since the total number of questions on three measurement tests, i.e. offensiveness, resentment controllability and social support was 149, the insincere response of 15-year-old students regarding the survey has been looked through by checking out the numbers in line or every other number evenly.
Second, it is the limitation of self-recognition on critical approach in the beginning of counseling. The reason is that the program of this study has been aimed at rehabilitation, whereas the members of the group were not the ones submitted to a disciplinary measure for a particular problem even though they had offensive disposition. This very factor made the researcher have a hard time to fully motivate the members of the group in the beginning of counseling sessions, because this study has been intended to focus on the rehabilitated program, i.e. the decrease on offensiveness and the increase on resentment controllability.
The limitations of methods on this study are as follows:
First of all, it is the limitation of credibility and validity due to insufficient verification of this study from the academic field. This study is significant in that it has been attempted to develop the new set of practical program on Social Welfare studies, but the researcher has developed a theory on a temporary basis due to the absence of the role program on specific social support where the theory of social support system can be applied to.
Second, it is the limitation of verification on its effectiveness with this study alone, because the comparative analysis on the effectiveness among the three groups, i.e. cognitive behavioral program group, social support program group and control group in this study has been done only once.
Suggestions for the practical aspect of further study are the following:
First of all, the measuring tools as well as measuring methods appropriate to the adolescents should be under consideration. It is difficult to let them sincerely respond to the survey because they may easily be mischievous and distracted. It cannot be said for sure that the effectiveness of this program has been accurate when obtaining the result from such a situation. Therefore, the terms as well as the number of questions on measuring tools, the place and time for measurement, and the methods of implementation should be carefully controlled according to the subjects.
In addition, it is desirable to include a variety of qualitative analytic methods depending on the program rather than to rely on the method of survey alone when analyzing the program.
Second, preventive measure on branding effect is needed when running a counseling program for adolescents. Counseling is yet to be settled in this country. Rather, it implies negative notions. This study has been fortunate enough to observe the decreasing rate of branding effect on its half way, and favorable response from other students for those participating this program. However, the problems on branding will be expected in the field of adolescent counseling program. So the need of the preventive measure on branding effect has been felt when considering the unstable status of counseling in this country.
Third, there are some suggestions to make regarding the implementation of counseling programs in school. It is necessary to ask school for help in advance and obtain their understanding on this program. The time and place for meetings are very important factors in implementing this program. Since the teachers in charge of each class play an important part in winning the understanding and trust of students and their parents, the cooperation of principal and other teachers is essential. The more cooperative school becomes, the better the quality of program.
Suggestions on further studies are as follows:
First, the experimental planning of the comparative analysis on the three groups, rather than two control groups, be studied further in analyzing the effectiveness of a program. Since different approaches and theories may come up in dealing with the same subject, it is impossible to see if each program is better than the others while it is possible to see whether each of them is more effective than control group. Thus, the comparative analysis on the three groups is to be experimented and verified on the regular basis through further studies.
Second, the development of programs with the practical aspect on person-in-environment concept, the core of Social Welfare studies, is to be done in a more active way. Personal or group counseling program is the major task of Social Welfare experts, but their approaches are basically the same as that of psychologists. The most needed part is the presence of a role model in the field of ecological systematic theory or social support systematic theory which backs up the person-in-environment concept of Social Welfare studies. More professional programs with the identity of Social Welfare studies are to be developed in further studies.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 문제 제기 = 1
• 2. 연구의 목적 = 2
• 3. 연구 방법 = 3
• II. 이론적 고찰 = 5
• 1. 분노와 공격성 = 5
• 가. 분노의 개념 = 5
• 나. 공격성의 개념 = 8
• 다. 분노와 공격성의 관계 = 11
• 2. 사회지지체계론 = 13
• 가. 사회적 지지의 개념 및 유형 = 13
• 나. 사회지지체계의 목적 및 개입 유형 = 16
• 다. 사회지지체계의 기능 = 20
• 3. 분노에 대한 인지행동적 관점 = 22
• 4. 분노에 대한 사회지지체계적 관점 = 25
• 5. 분노 조절 프로그램의 선행 연구 = 28
• III. 연구 방법 = 31
• 1. 연구 대상 = 31
• 2. 실험 절차 = 33
• 3. 프로그램 = 34
• 가. 인지행동 프로그램 = 34
• 나. 사회지지 프로그램 = 37
• 4. 변수의 종류 및 정의 = 47
• 가. 공격성 = 47
• 나. 분노 조절 능력 = 48
• 5. 분석 방법 = 48
• IV. 연구 결과 = 50
• 1. 동질성 검사 = 50
• 2. 사회지지 프로그램의 효과성 분석 = 51
• 3. 공격성의 변화 = 56
• 4. 분노조절 능력의 변화 = 57
• 5. 질적인 결과 분석 = 59
• V. 결론 = 61
• 1. 결과 요약 = 61
• 2. 연구의 한계 = 63
• 3. 제언 = 64
• 참고 문헌 = 68
• 부록 = 74
• Abstract = 89