집단상담이 학교부적응 청소년의 자긍심강화에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study were to investigate the effects of the group psychotherapy to enhance the self-esteem of the maladjustment students and identify the useful group program s for the students who have the adjustment problems.
The subjects of this study were 12 middle-school students who have adjustment problems including participating violence circle, truancy, low school-performances. The subjects were randomly assigned experimental group and control group. The six persons of experimental group were ex-member of “Il-Jin-Heo”, violence circle in school, and the members of control group were non-problem students.
The 12-session group programs which was based on group psychotherapy was administered one time in a week to enhance the self-esteem.
The instruments of measurement were self concept scale and school-life attitude test. The instruments were administered two times as per-test and post-test respectively. The instruments were administered two times as per-test and post-test respectively. T-test was conducted for the data analysis using SPSSWIN 8.0. In addition, qualititive analysis was used to identify the group member’s individual changes.
The result of this study were summarized as follows:
1. Both group were homogeneous in pre-test, but post-test results(MEANS) of group psychotherapy have changed positively in total self-affirmation score of experimental group.
2. In school-life attitude scale, Both groups were also the same in pre-test. But in post-test, statistically significant differences were found in the scale of school Attitude Measure.
3. In a qualitative analysis, I could observed the individual group member’s changes in positive terms.
In conclusion, the group psychotherapy to enhance the self-esteem in an important practical implication for student who have the maladjustment problems.
Lastly, I hope that future research will address further the effects group psychotherapy on the enhancement of the self-esteem of maladjustment adolescents I have emphasized, especially as they bear on both risk and avoidance of adolescents adjustment problems in various school settings.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 문제제기 = 1
• 2. 연구의 의의 및 목적 = 3
• 3. 연구의 가설 = 4
• 4. 연구의 제한점 = 5
• II. 이론적 배경 = 6
• 1.학교부적응에 관한 선행연구동향 = 6
• 2.학교부적응 청소년의 병리적 원인 = 10
• 3.학교부적응 청소년의 특성 = 13
• 4.학교부적응 청소년을 위한 집단상담 = 17
• III.연구방법 = 20
• 1.연구대상 = 20
• 2.자긍심강화 집단상담 프로그램 = 20
• 3.측정도구 = 21
• 4.연구설계 = 23
• 5.자료처리 = 23
• IV.연구결과 = 24
• 1.실험집단과 통제집단의 사전 동질성 비교 = 24
• 2.실험집단과 통제집단의 사전 –사후 검사 비교 = 27
• 3.집단구성원 변화 = 40
• V.고찰 = 47
• VI.결론 = 50
• 참고문헌 = 52
• 부록 = 58