실존적 집단상담 프로그램이 고등학생의 자아정체감 향상에 미치는 효과 = (The) Effects of Existential Group Counseling on the Self-identity Improvements of High School Students

국문 초록 (Abstract)

국문초록

실존적 집단상담 프로그램이 고등학생의 자아정체감 향상에 미치는 효과
공주대학교 교육대학원
상담심리전공
류재봉


본 연구는 청소년들의 자아발달을 위해 현재 우리의 학교교육에서 소홀히 하고 있다고 판단하여 그 하나의 지도방안으로 하나의 실존적 집단상담 프로그램을 구성하여 그 프로그램이 고등학교 남학생들의 자아정체감 향상에 효과가 있는지를 검증하고자 하였다. 본 연구의 결과를 토대로 연구자가 내릴 수 있는 결론은 다음과 같다.
첫째, 본 연구의 집단상담 프로그램은 고등학교 남학생들의 자아정체감 요인 중 안정성, 목표지향성, 자기존재의 독특성, 자기주장 등의 요인을 향상시키는데 효과적이다.
둘째, 본 연구의 집단상담 프로그램은 고등학교 남학생들의 전체 자아정체감을 향상시키는데 효과적이다.
본 연구결과에 기초하여 몇 가지 제언을 하자면 다음과 같다.
첫째, 본 연구의 결과에 비추어 볼 때 본 연구의 집단상담 프로그램은 고등학교 학생들의 정의적 교육을 위한 하나의 교육 프로그램으로 활용할 수 있으리라 기대된다.
본 연구와 선행연구들의 결과에 비추어 볼 때 실존적 집단상담 프로그램은 자아실현성 뿐만 아니라 자아정체감 향상에 적용할 수 있다고 본다. 그리고 이미 그 효과가 검증된 다른 인카운터 집단상담 프로그램과 함께 자아개념, 자아 존중감, 자아실현성 등 여러 행동 영역에 적용되어 질 수 있을 것으로 기대된다.
둘째, 앞으로 실존적 집단상담 프로그램의 효과를 자아정체감 뿐만 아니라 그 관련변인인 자아개념, 자아 존중감, 자아실현성 등 여러 변인에 걸쳐 계속적인 연구가 이루어져 일반화 범위를 확장시켜 갈 수 있도록 노력해야겠다.

다국어 초록 (Multilingual Abstract)

ABSTRACT

The Effects of Existential Group Counseling on the Self-identity Improvements of High School Students
Ryu, Jae-Bong
Major in Counseling Psychology Graduate School of Education
Kong-ju National University
Supervised by Professor Baek, Wook-Hyeon, Ph. D.


The possibility of conflict in one's sense of value in modern society, the inhumanity caused by technology, mechanization, systemization and the psychological instability of teenagers who go to middle and high school can make lose their way, without finding the meaning and happiness in their lives. Therefore, we need to establish a solution that can help them to find their self-identity and to set the goal of life in an effective way.
I tried to verify the effects of a group counseling program based on the existentialism of the establishment of self-identity. For this purpose, I made the following hypothesis that the effects of existential group counseling for self-identity improvements are effective for high school students.
To verify this hypothesis, I classified students from S High School in Deajeon Metropolitan City into a dependent variant and an independent variant, the former receiving existential group counseling and the latter providing the normal control group. To this end, I made a random choice of 18 male students who voluntarily took part in this study after interview, numbering each student from No. 1 to No. 18. After that, the odd-numbered students such as 1, 3, 5 etc. were assigned to the test group and the even-numbered ones such as 2, 4, 6 etc. to the standard group, 9 students in each group.
The students belonged to the test group led a school life according to the principles of the existential group counseling program for a month and the other students from the standard group led a normal school life during that period.
Tests of the students' self-identity from each group were administered at an interval of 7 days before and after the study began, using the ‘Self-Identity Test’ developed by Lee, Cha Seon(1998). The collected materials were analyzed into three groups such as group and pre- and post- examination with mean(M) and standard deviation(SD). ANOVA analysis was used for verification of hypothesis above.
Summaries of conclusion at this study are as follows;
First, as far as ‘stability factors’ are concerned, the level of test scores between the test and the standard group showed a meaningful difference of p〈.05. Therefore, this existential counseling program is effective in improving ‘stability’ of the self-identity of high school students.
Second, as far as ‘target-oriented factors’ are concerned, the level of test scores between the test and the standard group showed a meaningful difference of p〈.05. Therefore, this existential counseling program can be said to be effective in improving ‘target-oriented quality’ of the self-identity of high school students.
Third, as far as ‘uniqueness of self existence factors’ are concerned, the level of test scores between the test and the standard group showed a meaningful difference of p〈.05. Therefore, this existential counseling program can be said to be effective in improving ‘uniqueness of self existence’ of the self-identity of high school students.
Fourth, as far as ‘self-receptive factors’ are concerned, the level of test scores between the test and the standard group showed a less than meaningful difference. Therefore, this existential counseling program can be said to have no effectiveness in improving ‘self-receptivity’ of the self-identity of high school students.
Fifth, as far as ‘self assertion factors’ are concerned, the level of test scores between the test and the standard group showed a meaningful difference of p〈.05. Therefore, this existential counseling program can be said to be effective in improving ‘self assertion’ of the self-identity of high school students.
Sixth, as far as ‘personal role perceptivity factors’ are concerned, the level of test scores between the test and the standard group showed a less than meaningful difference. Therefore, this existential counseling program can be said to have no effectiveness in improving ‘personal role perceptivity’ of the self-identity of high school students.
Seventh or last, as far as ‘total self-identity factors’ are concerned, the level of test scores between the test and the standard group showed a meaningful difference of p〈.01. Therefore, this existential counseling program is effective in improving ‘total self-identity’ of the self-identity of high school students.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구 목적과 필요성 = 1
• 2. 연구 문제 = 2
• 3. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 6
• 1. 자아정체감 = 6
• 2. 실존적 집단상담 = 11
• 3. 실존적 집단상담과 자아정체감의 관계 = 27
• Ⅲ. 연구 가설 = 31
• Ⅳ. 연구 방법 = 32
• 1. 연구 대상 = 32
• 2. 실험 설계 = 32
• 3. 측정 도구 = 33
• 4. 실험처치 및 절차 = 34
• 5. 자료수집 및 분석 = 37
• Ⅴ. 연구 결과 = 38
• 1. 기술 통계분석의 결과 = 38
• 2. 가설의 검증 = 40
• Ⅵ. 논의 및 결론 = 48
• 1. 요약 = 48
• 2. 논의 = 50
• 3. 결론 및 제언 = 52
• 참고문헌 = 54
• ABSTRACT = 57
• 부록 = 60
• ＜부록Ⅰ＞ 실존적 집단상담 프로그램 = 61
• ＜부록Ⅱ＞ 자아정체감 검사지 = 72
• ＜부록Ⅲ＞ 우정의 글쓰기 = 78