인지행동적 분노대처훈련이 분노수준이 높은 아동의 분노, 충동성 및 공격성에 미치는 효과 = (The) effect of cognitive-behavioral anger management training on anger, impulsivity and aggression of students with high anger level

다국어 초록 (Multilingual Abstract)

This study was designed to have its purpose in helping students with high anger level have healthy mind and harmonious reciprocal action both at school and home by developing personal abilities to properly control their anger, impulsivity and aggression.
Following subjects were specified to be established in order to achieve the purpose of this study.
First, what effect does cognitive-behavioral anger management training make in relieving anger symptoms of student with high anger level.
Second, what effect does cognitive-behavioral anger management training make in reducing impulsivity of student with high anger level.
Third, what effect does cognitive-behavioral anger management training make in reducing aggression of student with high anger level.
Subject group were consisted of 4th to 6th grade students of elementary school in Busan city who have difficulties to express and control their improper anger and yet sometimes are led to make aggressive behavior by explosion of impulsive anger.
NOVACO anger test was carried to 72 students of 4th to 6th grade applied for participating in 'Happy ＆ Merry School Life' program. Out of those student whose result fell into upper 25％ and want to take part in the group counselling program were randomly allocated in experimental group and control group. As its result, 12 students were allocated in both group respectively.
Pre ＆ Post test design making comparison between experimental group and control group was adopted and anger management training program, NOVACO anger test, measurement on anger expression of aspect and characteristic, aggression test and impulsivity test were used as testing tools.
Before commencing the program, tests for anger, impulsivity and aggression have been executed for both experimental and control group.
A simple orientation about this group counselling program was held before total 9 terms of group counselling with 90 minutes per 1 term for steady 2 weeks were executed for experimental group.
For experimental group, a special counsellor having master's degree and counselling license of psychotherapist approved by Korea Psychotherapist Association took the role of main leader and myself, the researcher as assistant leader.
No single training was executed for control group during testing period. 4 days after completion of group counselling, post test was executed for the members of both experimental and control group respectively using same questionnaire as pre test.
In order to verify the effect of anger management training on their anger, impulsivity and aggression of elementary students, anger test and aggression measurement test and impulsivity test were executed before and after the training and its result was made out for average and standard deviation per each criteria by using SPSS/PC+ program to make t-verification the point differences between experimental and control group.
The result made out from the above study is explained in below.
First, as a result of pre and post test for anger criteria, expermental group showed significant difference at the level of p＜.001 and yet control group showed no significant difference. Therefore, it is verified that cognitive-behavioral anger management training is to be effective counselling approach in terms of reducing impulsivity of students with high anger symptoms.
Second, as a result of pre and post test for impulsivity criteria, experimental group showed significant difference at the level of p＜.001 and yet control group showed no significant difference. Therefore it is verified that cognitive-behavioral anger management training is to be effective counselling approach in terms of reducing aggression of students with high impulsivity.
Third, as a result of pre and post test for aggression criteria, experimental group showed significant difference at the level of p＜.01 and yet control group showed no significant difference. Therefore it is verified that cognitive-behavioral anger management training to be effective counselling approach in terms of reducing impulsivity of students with high anger level.
Besides, primary element showed significant difference within experimental group from lower factor of aggression is comprised of three factors i.e. bodily aggression, hostility, language attack and suspicion. On the contrary, control group showed no significant difference in lower factor of aggression.
Therefore, it is in overall deemed that experimental group showed positive changes with reduced aggression of testee after they have taken group program compared to beforehand.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• 3. 연구 가설 = 4
• 4. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 분노의 기본 개념 = 7
• 2. 분노의 심리적 특성 = 12
• 3. 인지행동적 분노대처훈련 = 16
• Ⅲ. 방법 = 20
• 1. 대상 = 20
• 2. 실험설계 = 20
• 3. 도구 = 21
• 4. 절차 = 24
• 5. 자료처리 = 25
• Ⅳ. 결과 = 26
• 1. 사전검사 분석 = 26
• 2. 분노대처훈련이 분노에 미치는 효과검증 = 26
• 3. 분노대처훈련이 충동성에 미치는 효과검증 = 27
• 4. 분노대처훈련이 공격성에 미치는 효과검증 = 28
• Ⅴ. 논의 = 30
• Ⅵ. 요약, 결론 및 제언 = 32
• 1. 요약 및 결론 = 32
• 2. 제언 = 34
• 참고문헌 = 35
• 부록 = 44
• Abstract = 88