REBT 집단상담 프로그램이 대학생의 불안과 자기개념에 미치는 효과 = Effects of REBT Group Counseling Program onAnxiety and Self-concept of College Students

국문 초록 (Abstract)

본 연구의 목적은 REBT 집단상담 프로그램이 대학생들을 대상으로
불안과 자기개념에 미치는 효과를 검증하고자 하였다. 이를 위해 Albert
Ellis(1956)의 합리정서행동치료(rational emotive behavior therapy)이론
과 REBT 집단상담 프로그램(박은희, 2007; 이미정, 2015; 팽정옥, 2018)
등을 분석하여 REBT 집단상담 프로그램의 단계를 대학생의 특징과 목
적에 맞도록 재구성하였다.
프로그램은 사전-사후 회기를 포함하여 총 9회기로 구성되었으며, 이
틀간 회기 당 90~120분으로 진행되었다. 연구 참여자는 부산광역시에 소
재한 D대학교에 재학 중인 1~4학년 학생으로 프로그램에 참여하기를 희
망하는 학생 18명을 뽑아 REBT 집단상담 프로그램에 참여하게 될 실험
집단 9명과, 프로그램 대기집단 9명으로 나누었다. 본 연구의 효과를 검
증하기 위하여 이들 대상으로 불안척도, 자기개념척도를 사전, 사후, 그
리고 프로그램 종료 5주 후에 추수검사를 실시하였다. 조사 대상자의 일
반적 특성의 구성 타당도와 신뢰도를 검증하기 위하여 Cronbach's
Alpha로 산출하였고, 두 집단 간 동질성 검증은 각 종속변인의 사전점수
를 t-검정을 통하여 분석하였으며, 연구문제 검증을 위해 실험집단과 대기집단의 사전점수를 공변인으로 하여 사후, 추수점수를 비교하는 반복
측정 분산분석(RMANOVA)을 실시하였다.
본 연구의 결과는 다음과 같다.
첫째, REBT 집단상담 프로그램에 참여한 대학생은 대기집단에 비하여
사후 측정결과 불안이 유의미하게 감소되었으며, 추수에서는 평균점수가
낮아졌지만 t-검정에서는 유의한 결과가 나타나지 않았다.
둘째, REBT 집단상담 프로그램에 참여한 대학생은 대기집단에 비하여
사후 측정결과 자기개념의 유의미한 증가를 보였으며, 추수에서는 자기
개념의 평균점수는 올라갔지만 t-검정에서는 유의한 결과가 나타나지 않
았다.
셋째, 양적분석의 한계를 보완하기 위해 소감문을 질적 분석한 결과
REBT 집단상담 프로그램에 참여한 집단원은 경직되고 불안했던 모습에
서 자신을 개방하며 더욱 적극적인 모습을 보였으며, 스스로에 대한 생
각의 긍정적인 변화를 경험했다고 보고하였다.
REBT 집단상담 프로그램의 선행연구들의 결과로 보았을 때 불안과
부정적 자기개념과 같은 문제에 효과적임을 나타냈으나 대학생을 대상으
로 한 REBT 연구는 미비한 실정이었다. 본 연구는 대학생들이 겪고 있
을만한 사례를 충분히 활용하여 대학생들이 보다 관심을 가지고 참여할
수 있도록 재구성하였다. 이러한 상황에서 REBT 집단상담 프로그램을
대학생에게 실시하여 효과성 검증을 진행했다는 점에서 의의가 있다.
그러나 본 연구에서는 연구자의 선정으로 이루어져야 할 대상자를 프
로그램에 투입해야 하지만 코로나19의 확산이 우려되어 REBT 집단상담
프로그램에 참여를 희망하는 재학생들을 대상으로 진행되어 집단원의 주
요한 특성을 고려하는데 한계가 있었으며, 바깥활동과 등교에 제한이 있
었던 학생들의 외출과, 관계형성에 대한 반가움이 연구결과에 어느 정도
영향을 미쳤을 것을 배제할 수 없다고 생각된다. 일반적인 상황에서 프로그램을 진행하여 그 프로그램 자체의 효과성만을 다시 한 번 검증해
보는 것이 필요할 것으로 여겨진다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effectiveness of
REBT group counseling on anxiety, self-concept of college students.
To this end, The steps of REBT group counseling were reconstructed
suitable for the characteristics of college students and the purpose by
analyzing the Rational emotive behavior therapy of Albert Ellis(1956)
and REBT group counseling program of Paeng(2018), Lee(2015),
Park(2007).
The program consisted of a total of 9 sessions including pre-post
sessions and was conducted for 90~120 minutes per session for two
days. The 18 participants who were selected among 1st ~ 4th-grade
volunteers from D college students in Busan were divided into an
experimental group of 9 and a control group of 9. To verify the
effect of this study, anxiety scales and self-concept scales were
conducted to each group before, after, and 5 weeks after the end of the program, a harvest inspection was conducted. Cronbach’s Alpha
was used to verify the construct validity and reliability of the general
characteristics of the subjects. The homogeneity of the two groups
was analyzed by the t-test. RMANOVA was conducted to verify the
research problem.
The results of this study are as follows
First, college students who participated in the REBT group
counseling program had significantly reduced anxiety as a result of
post-measurement compared to the waiting group, and the average
score was lowered in the harvest, but there was no significant result
in the t-test.
Second, college students who participated in the REBT group
counseling program showed a significant increase in self-concept as a
result of post-measurement compared to the waiting group, and the
average score of self-concept increased in the harvest, but did not
show a significant result in the t-test.
Third, as a result of qualitative analysis of the testimony to
supplement the limitations of quantitative analysis, the participants of
REBT group counseling showed more active by opening themselves
from a rigid and uneasy form and reported positive changes in their
thoughts on themselves.
The results of the previous studies of the REBT group counseling
program showed that it was effective for problems such as anxiety
and negative self-concept, but the REBT study for college students
was insufficient. This study has been reorganized so that college
students can participate with more interest by fully utilizing the cases that they may be experiencing. In this situation, it is meaningful in
that the REBT group counseling program was conducted to college
students verified its effectiveness.
But in this study, the subjects should have been selected by the
researcher but under the condition of Covid-19, it was conducted
with volunteered students so there was a limit to considering the
main characteristics of the group members. And the fact that the
outside activities and the pleasure of relationship formation of college
students who had limitations on outside activities and attending
school may have a certain influence on the outcome of the study, it
should not be ruled out. It will be necessary to proceed with the
program and verify the effectiveness of the program itself once again
under normal circumstances.

목차 (Table of Contents)

• Ⅰ. 서 론···············································································································1
• 1. 연구의 필요성 및 목적 ··············································································1
• 2. 연구문제 ········································································································6
• 3. 용어의 정의 ··································································································7
• 가. 불안 ·········································································································7
• 나. 자기개념·································································································7
• 다. REBT 집단상담 프로그램··································································8
• Ⅱ. 이론적 배경··································································································9
• 1. 대학생의 불안······························································································9
• 가. 불안의 개념과 특성·············································································9
• 나. 대학생의 불안·····················································································11
• 2. 대학생의 자기개념 ····················································································13
• 가. 자기개념의 개념과 특성···································································13
• 나. 대학생의 자기개념 ·············································································15
• 3. REBT (Rational Emotive Behavior Therapy ; REBT) ·················· 16
• 가. REBT의 개념과 기본원리································································16
• 나. REBT의 상담기법··············································································18
• 다. REBT 집단상담 프로그램································································19
• Ⅲ. 연구방법······································································································24
• 1. 연구대상 ······································································································24
• 2. 실험설계 ······································································································25
• 3. 측정도구 ······································································································25
• 가. 불안척도·······························································································25
• 나. 자기개념 척도·····················································································27
• 다. REBT 집단상담 프로그램································································28
• 4. 실험절차 ······································································································46
• 5. 자료처리 ······································································································48
• Ⅳ. 연구결과······································································································49
• 1. 양적 분석····································································································49
• 2. 내용 분석····································································································54
• Ⅴ. 논의 및 제언······························································································60
• 1. 논의··············································································································60
• 2. 제언··············································································································64
• 참고문헌············································································································67
• 부 록············································································································76
• 부록 1. 척도 설문지···················································································76
• 부록 2. 최종 집단상담 프로그램 지침서··············································· 83
• 부록 3. 내용구성 타당도 평정결과 ·······················································122
• ABSTRACT ··································································································125