공감프로그램이 초등학생의 공감과 친사회적 행동 향상에 미치는 효과 = (The) effect of empathy training program on the enhancement of empathy and prosocial behavior

다국어 초록 (Multilingual Abstract)

The purpose of this study was to prove the effects of empathy training program based on empathy theory and empathy training theory on the enhancement of elementary school children's empathy and prosocial behavior.
To get the answers to the above questions, the following two hypotheses are established and experimented along with the investigation of the previous researches.
Hypothesis 1) Between the subjects who take empathy training program and those who don't, there will be a significant difference of empathy.
Hypothesis 2) Between the subjects, there will be a great difference of prosocial behavior.
The research questions were as followings: (1) After empathy training program do the subject groups have any difference in empathy? (2) After empathy training program do the subject groups have any difference in prosocial behavior?
The subjects were 20 of 33 students at D Elementary School in Busan and after the test, they were divided into two groups, an experimental group with relatively lower grades and a controlled group with higher grades. The empahty training program revised with reference to Ryu Hye-ok's group counseling programs was practiced totally 8 times for 2 hours each from April 1 to April 30, 2004. The measuring tool used in this study was the empathy test of Shin Kyoung-il(1994) who had measured empathy changes of consulters with translation of Davis' empathy rating scale(1980) and the prosocial behavior test with 34 questions revised from translation of Eisenberg's "An altruism test". A statistical analysis for verification of the research assumptions was achieved by t Verification of differences from prior and posterior tests between the experimental and controlled group.
The results are as followings; First, The experimental group(M=83.20) showed a significant enhancement in the posttest of empathy compared with the control group(M=73.80,(F(1,18)=4.708, p＜.05). This shows that empathy training program had positive effects on enhancement of elementary school children's empathy. Second, the experimental group(M=98.90) showed a significant enhancement in the posttest of prosocial behavior compared the control group(M=85.10),(F(1,18)=4.708, p＜.05). This shows that empathy training program had positive effects on enhancement of elementary school children's prosocial behavior.
The conclusions of this study can be summarized as followings: First, the empathy training program is an effective method to increase elementary school students' empathy. It can make students pay attention to others, recognize the others' existence through the practice of listening closely, and have the attitude of understanding the others' position through the practice of understanding and accepting of the others' views. Second, the empathy training program is an effective method to increase elementary school students' prosocial behavior. Increased empathy lets students easily understand and empathize the others' position. This empathy makes students do prosocial behavior not from the reward acquisition or social norm but from the altruistic motive. Third, the empathy training program gives suggestions about the successful human relationship formation between the students. The activities of thinking and understanding in the position of each other are expected to lessen the conflicts and raise the intimacy. It can also provide the effective methods to plan the isolated students' guide, cohesion and increased intimacy in the class.
The limitation of this study and suggestions for futher studies can be summarized as followings: First, standardized empathy training programs each appropriate for the level of kindergarten, elementary, secondary, and high school students and even adults need to be developed in the future. These programs require so much time and efforts in preparation that it is not easy to apply them to the school field and quality problems also are raised. Program development should, thus, be made appropriate for age groups by experts. Second, as score variation of empathic ability and prosocial behavior and measure of questionnaires depend on students' own handwritten test, their perceptual aspects can be measured, but practical changes cannot be considered. If opinions of class teachers, direct and indirect observation, and video are used, more objective results can be obtained when program effects are verified. Third, because of the extracurricular education after class, institute class, school events, individual circumstances, the time for the posttest was not acquired. So it was a pity that the empathy program's continuing effect was not verified.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 및 가설 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 공감의 개념 = 4
• 2. 공감의 구성요소 = 6
• (1) 인지적 요소 = 6
• (2) 정서적 요소 = 7
• (3) 공감의 표현적 요소 = 8
• 3. 공감 훈련 프로그램 = 9
• 1) 지시적- 경험적 훈련 = 9
• 2) 미시적 훈련 = 11
• 3) 관계 증진 훈련 = 11
• 4) 대인 실험실 훈련 = 12
• 4. 친사회적 행동 = 13
• 1) 친사회적 행동의 개념 = 13
• 2) 친사회적 행동의 발달 = 14
• 3) Bar-Tal의 친사회적 행동 발달 단계 = 15
• Ⅲ. 연구 방법 = 21
• 1. 연구 설계 = 21
• 2. 연구 대상 = 21
• 3. 측정 도구 = 21
• 4. 공감 훈련 프로그램 = 23
• 5. 연구 절차 = 25
• 6. 자료처리 = 26
• Ⅳ. 결과 및 논의 = 27
• 1. 결과 = 27
• 2. 논의 = 32
• Ⅴ. 요약 및 결론 = 35
• 1. 요약 = 35
• 2. 결론 및 제언 = 36
• 참고문헌 = 38
• 부록 1 공감 검사 질문지 (사전ㆍ사후) = 45
• 부록 2 친사회적 행동 측정 검사지 (사전ㆍ사후) = 50
• Summary = 54