ADHD 아동 상담의 치료적 요인에 관한 개념도 연구 : 부모, 교사, 상담자를 중심으로 = A Conceptual Study on the Therapeutic Factors in Counseling Children with ADHD

국문 초록 (Abstract)

본 연구는 ADHD 아동 상담의 치료적 요인에 대한 부모, 교사, 상담 자들의 인식을 탐색하고, 이들 세 대상의 ADHD 아동 상담의 통합적 치 료적 요인에 대한 인식을 함의하는 데에 그 목적이 있다. 이를 위해 본 연구에서는 개념도(Concept Mapping) 방법을 사용하였다. 개념도 연구 절차에 따라 2025년 4월 1일부터 6월 30일까지 부모 10명, 교사 10명, 상 담자 10명을 대상으로 자료를 수집하여 부모 40개, 교사 30개, 상담자 40 개씩 총 110개의 진술문을 도출하였고, 이들 세 대상의 통합적 치료적 요인에 대한 진술문 40개를 도출하였다. 연구 과정을 구체적으로 살펴보면 첫째, 문헌 연구와 전문가 검토 과 정을 면담질문지를 개발하고 예비 면담을 통해 질문지를 최종결정하였 다. 자료수집을 위해 부모는 ADHD 진단을 받은 아동을 자녀로 두고, 초등학교 1∼2학년 때 자녀 상담을 진행한 적이 있으며, ADHD 아동의 변화에 긍정적인 경험을 한 자를 대상으로 연구참여자를 모집하고 선정 하였다. 그리고 교사는 초등학교 교원 자격증을 소지하고 일반 초등학교 에서 담임교사로써 1∼2학년 ADHD 아동을 지도하고 상담을 의뢰하여 ADHD 아동의 긍정적인 변화를 경험을 한 자를 대상으로 연구참여자를 모집하고 선정하였다. 마지막으로 상담자는 석사학위 이상의 학위와 상 담 관련 민간학회 1급 또는 국가 자격 1급 이상 상담 관련 자격증을 소 지하고, 개인 상담경력 5년 이상이며 초등학교 1∼2학년 ADHD 아동을 상담한 경험이 풍부한 상담자를 대상으로 연구참여자를 모집하고 선정하 였다. 둘째, 10명의 부모, 10명의 교사, 10명의 상담자를 대상으로 면담질 문지를 사용하여 이메일로 주고 받았다. 내용에 대한 정리 후 의미가 중 복되거나 연구 주제를 벗어난 문장, 일반화하기 어려운 개인적인 관점이 반영된 문장은 제외하고 아이디어 진술문을 추출하였다. 셋째, 면담한 내 용의 축어록 내용에 대해서 Kane과 Trochim(2007)이 제시한 질적 내용 분석 절차에 따라 부모 327개, 교사 251개, 상담자 293개의 아이디어 진 술문을 종합하고 편집 과정을 거친 후 부모 40개, 교사 30개, 상담자 40 개의 최종진술문이 선정되었다. 또한, 통합적 치료적 요인에 대한 최종진 술문은 40개로 선정되었다. 넷째, 그룹별로 부모 40개, 교사 30개, 상담자 40개의 최종진술문을 카드로 제작하여 부모 10명, 교사 10명, 상담자 10 명에게 유사성에 따라 분류하게 하고 진술문에 대한 중요도를 평정하게 하였다. 다섯째, 연구참여자로부터 수집된 유사성 분류 자료를 바탕으로 SPSS 22.0 통계 패키지에 투입하여 그룹별로 다차원척도분석과 군집분 석을 실시하고, 통합적으로도 다차원척도분석과 군집분석을 실시하였다. 이를 통해 부모, 교사, 상담자들이 인식하는 ADHD 아동 상담의 치료적 요인의 군집과 차원을 그룹별 및 통합적으로 확인하였다. 여섯째, 도출된 군집 및 차원에 대하여 ADHD 아동 상담의 치료적 요인을 나타내도록 그룹별로 군집과 차원의 수를 결정하고, 각 차원과 군집에 대해 명칭을 명명하였다. 또한 통합적으로도 군집과 차원의 수를 결정하고, 차원과 군 집에 대해 명칭을 청하였다. 마지막으로 그룹별로 각 차원과 군집에 대 해 해석하고, 각 진술문에 대한 중요도와 각 군집의 중요도를 확인하였으며, 통합적으로도 각 차원과 군집에 대해 해석하고, 진술도에 대한 중 요도와 군집의 중요도를 통해 ADHD 아동 상담의 통합적 치료적 요인 을 확인하였다. 이상의 내용을 토대로 본 연구의 결과는 다음과 같다. 본 연구는 ADHD 아동 상담의 치료적 요인에 대한 부모, 교사, 상담 자들의 인식을 탐색하고 그 인식에 대해 차원과 군집으로 시각화하였으 며 중요도를 확인했다는 점에서 의의가 있다. 뿐만 아니라 부모, 교사, 상담자의 ADHD 아동 상담에 대한 통합적 치료적 요인 인식을 탐색하 고, 그 인식에 대해 차원과 군집으로 시각화하여 통합적인 중요도를 확 인했다는 점 또한 의의가 있다. 이를 통해 ADHD 아동 상담의 효과를 높일 수 있는 프로그램 개발, ADHD 아동 상담 환경조성, ADHD 아동 상담의 통합적 접근, 부모와 교사, 상담자를 위한 ADHD 아동 상담 교 육자료, 척도개발 등의 기초 자료 마련을 위한 근거 자료로 활용될 수 있을 것이다. 마지막으로 본 연구의 결과를 토대로 후속 연구에 대한 제언과 시사 점을 논의하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to explore parents’, teachers’, and co unselors’ perceptions of the therapeutic factors in counseling for childr en with Attention-Deficit/Hyperactivity Disorder(ADHD) and to exami ne the integrated therapeutic factors commonly recognized across thes e three groups. To achieve this aim, a concept mapping methodology was employed. Following the concept mapping research procedure, data were collec ted between April 1 and June 30, 2025, from 10 parents, 10 teachers, and 10 counselors. A total of 110 statements were generated, includin g 40 statements from parents, 30 from teachers, and 40 from counselo rs. From these, 40 statements representing integrated therapeutic facto rs commonly perceived by all three groups were derived. Specifically, the research process consisted of the following steps. F irst, an interview questionnaire was developed through a review of th e literature and expert consultation, and subsequently refined through pilot interviews. For participant recruitment, parents were selected who had children diagnosed with ADHD, had engaged in counseling duri ng the child’s first or second grade, and had experienced positive cha nges in their child. Teachers were recruited if they held elementary t eaching certification, had served as homeroom teachers for first- or s econd-grade students with ADHD, and had observed positive outcome s following counseling referral. Counselors were selected based on hol ding a master’s degree or higher, possessing a first-level national or professional counseling certification, having at least five years of indi vidual counseling experience, and extensive experience counseling first - or second-grade children with ADHD. Second, semi-structured interviews were conducted via email with t he 10 parents, 10 teachers, and 10 counselors. Responses were review ed and refined, and statements that were redundant, irrelevant to the research topic, or overly idiosyncratic were excluded. Third, following the qualitative content analysis procedures proposed by Kane and Tro chim (2007), 327 statements from parents, 251 from teachers, and 293 from counselors were synthesized and edited, resulting in 40 final stat ements for parents, 30 for teachers, and 40 for counselors. In addition, 40 final statements representing integrated therapeutic factors were id entified. Fourth, the final statements were converted into cards and participa nts were asked to sort them according to perceived similarity and to rate the importance of each statement. Fifth, similarity sorting data w ere analyzed using SPSS 22.0, employing multidimensional scaling and cluster analysis both for each group separately and for the integrated dataset. This process identified the dimensions and clusters representi ng therapeutic factors as perceived by parents, teachers, and counselo rs, as well as those shared across groups. Sixth, the number of dime nsions and clusters was determined, and appropriate labels were assigned to each dimension and cluster at both the group-specific and inte grated levels. Finally, the dimensions and clusters were interpreted, a nd both statement-level and cluster-level importance ratings were exa mined to identify the integrated therapeutic factors in ADHD child co unseling. The findings of this study are meaningful in that they systematicall y explored and visually represented parents’, teachers’, and counselors’ perceptions of therapeutic factors in ADHD child counseling through dimensions and clusters, while also examining their relative importanc e. Moreover, the study is significant in identifying and visualizing int egrated therapeutic factors commonly recognized by all three groups a nd assessing their overall importance. The results provide foundationa l evidence for the development of effective counseling programs, the c reation of supportive counseling environments for children with ADH D, the implementation of integrated counseling approaches, the develo pment of educational materials for parents, teachers, and counselors, a nd the construction of assessment tools related to therapeutic factors in ADHD child counseling. Finally, implications and directions for future research were discusse d based on the findings of this study.

목차 (Table of Contents)

• Ⅰ. 서 론 ···············································································································1
• 1. 연구의 필요성 및 목적 ············································································1
• 2. 연구 문제 ····································································································7
• 3. 용어의 정의 ································································································8
• Ⅱ. 이론적 배경 ································································································11
• 1. ADHD의 이해 ··························································································11
• 가. ADHD의 개념 ····················································································11
• 나. ADHD의 특성 ····················································································15
• 2. ADHD 아동 상담 ····················································································21
• 가. ADHD 아동 상담의 필요성 ····························································21
• 나. ADHD 아동 상담의 접근법 ····························································22
• 다. ADHD 아동 상담의 치료적 요인 ··················································24
• 3. 부모, 교사, 상담자의 역할 ··································································28
• 가. 부모의 역할 ························································································28
• 나. 교사의 역할 ························································································30
• 다. 상담자의 역할 ····················································································31
• 라. 부모-교사-상담자의 통합적 접근 ···············································33
• 4. 개념도 연구 ····························································································36
• Ⅲ. 연구방법 ····································································································39
• 1. 연구대상 ····································································································39
• 2. 연구절차 ····································································································46
• Ⅳ. 연구결과 ······································································································62
• 1. 부모가 지각한 ADHD 아동 상담의 치료적 요인 ····························62
• 2. 교사가 지각한 ADHD 아동 상담의 치료적 요인 ····························80
• 3. 상담자가 지각한 ADHD 아동 상담의 치료적 요인 ························95
• 4. 부모-교사-상담자가 지각한 ADHD 아동 상담의통합적 치료적 요인 ·········111
• Ⅴ. 논의 및 제언 ····························································································132
• 1. 부모가 지각한 ADHD 아동 상담의 치료적 요인 ··························132
• 2. 교사가 지각한 ADHD 아동 상담의 치료적 요인 ··························135
• 3. 상담자가 지각한 ADHD 아동 상담의 치료적 요인 ······················137
• 4. ADHD 아동 상담의 통합적 치료적 요인 ········································140
• 참고문헌 ··········································································································150
• 부록 ··················································································································169
• ABSTRACT ··································································································176