청소년의 스트레스 대처를 위한 프로그램의 개발과 적용 = Developing and applying on anti-stress program for adolescent

다국어 초록 (Multilingual Abstract)

This study has a goal to develop a credible standard to test and find out our adolescents' stress causes ＆ types, to develop an anti-stress program, and to clarify its effect by applying it.
For all, we set up four subjects to solve.
Subject 1. Of what factors are the adolescents' stress causes made up ?
2. Of what factors are the adolescents' anti-stress types made up ?
3. How can we organize an effective anti-stress program, and how's its effect ?
4. What's the effect of adolescents' anti-stress program?
As for the 4th subject, it has three additional details regard of proving its effect.
Subject 4-1. What's the effect of the anti-stress program on a decrease of stress ?
4-2 What's the effect of the anti-stress program on anti-stress types ?
4-3 As for changing anti-stress types and a decrease of stress by types, what kind of relation do they have ?
Before these subjects, we had ,on theory, studied stress.
At next, we examined the adolescents' anti-stress types, abstracted some stress causing factors, to those, added other factors that had been abstracted through pre-study, and made up a preliminary anti-stress program. We practiced it in an example class, found out some matters, and completed the original anti-stress program. Before and after practicing the program we pre-and post-tested subjects' stress causes and anti-stress types.
To solve the Subject 1, we let mid- ＆ high- school students, male ＆ female 160 persons, write their stress in self-reporting ways, through· which we abstracted 50 high-frequency questions, added with 64 questions of Seiffge Krenke(1995), 42 questions of Han Mi Hun (1996), 39 questions of Jung Won Ju etc., and organized totally 95 questions while analyzing and editing the entire 195 questions. From those, we omitted 10 ones that were under .20 in factor tolerance, or overlapping in authenticity. With those 85 factors, we practiced tests, gathered 685 replies, in which we executed the Principal Component Factor Analysis according to the Varimax Lotation, and, at last, made up the final 84 questions with 7 factors.
Those are, Factor 1. friends(13 questions), Factor 2. relationship(15), Factor 3. future ＆ self-identity(16), Factor 4. parents(13), Factor 5. recreation(10), Factor 6. teacher, school(8), and Factor 7. circumstances(9).
To solve the subject 2, we let mid ＆ high school students, male ＆ female 120 persons, write facts relieving their stress in self-reporting ways, abstracted 35 high frequency questions, added with 18 questions of Seiffge Krenke(1995) that were edited regard of cultural differences, factor tolerance under .20, or overlap, and 75 questions of Jung Won Ju, and analyzed and re-edited those 130 questions into 75 ones. The final ones are, Factor 1. optimistic future (24 questions), Factor 2. impulsive extra-direction(10), Factor 3, reason able settlement(12), Factor 4, fatal support(5), Factor 5. temporary diversion(7), Factor 6. helper's support(7), and Factor 7 temporary ignorance(7).
To solve the subject 3, we added 10 anti-stress factors that were provided through pre-study, with 10 anti-stress factors that were regarded effective tough examining the adolescents' anti-stress types. From those 20, we finally reformed 8 factors.
Those are, Factor 1. clarification, Factor 2. ability of relationship, Factor. relaxation training, Factor 4. ability of communication, Factor 5. assertion training, Factor 6. optimistic self-identity, Factor 7. positive/reasonable settlement, and Factor 8. cognitive reformation.
Focusing on those eights, we organized and practiced the anti-stress program with totally 24 hour-12 sessions, including a session for proposing a direction, and a finishing session.
Subjects who let us prove an effect of the program were totally 36 persons, that is, sample group with 18, and control group with 18, As a result of statistic analysis, an effect of the anti-stress program on anti-stress types' changes has following traits.
1. In general, the anti-stress program was effective on optimistic changes in anti-stress types, especially in prolonging test.
2. The program were most effective in impulsive settlement type's decrease and reasonable settlement, considering the mean value and magnitude of effect.
3. Considering values by questions and average variations between pre- and prolonging test, for the optimistic settlement factor, 'imagining better situation or just fancying' decreased, and for the reasonable settlement factor, 'setting up an active plan and following' increased highest.
4. As for fatal support, temporary diversion, temporary ignorance, there were little changes in values of pre- and prolonging test. But, given their relatively big deflection values in pre-test, those factors depend highly on individuals. Futhermore, subjects showed that they've grown a self-confidence against stress.
We could conclude with the results of this study as follows:
Stress can be classified into 7 meaningful factors for 14 through 18-year-old, mid-＆ high-school students and male ＆ female. And Anti-stress types can also be classified into 7 types. All these factors can be measured and classified effectively by examination of the causes of stress and of anti-stress types for adolescents.
In case of stress that is classified by these measurement examinations, it can be reduced meaningfully by group counseling based on a cognitive-behavioristic treatment and anti-stress types can be changed more effectively in a reasonable manner.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 문제 = 5
• 3. 연구의 설계 = 7
• 4. 용어의 정의 = 8
• 5. 연구의 제한점 = 9
• Ⅱ. 이론적 배경 = 11
• 1. 청소년의 스트레스 = 11
• 2. 청소년의 스트레스에 대한 진단 = 17
• 3. 청소년의 스트레스에 대한 대처 행동 = 20
• 4. 청소년의 스트레스 대처를 위한 조력 = 26
• 5. 스트레스 대처를 위한 인지-행동적 접근 = 28
• Ⅲ. 청소년의 스트레스원 및 스트레스 대처 유형 진단 척도의 개발 = 31
• 1. 연구1 : 청소년의 스트례스원 진단 척도의 개발 = 31
• 1) 척도 개발의 절차 = 32
• 2) 척도 추출 및 명명 = 36
• 3) 요인의 신뢰도 산출 = 51
• 4) 결과 및 해석 = 53
• 2. 연구2 : 청소년의 스트레스 대처 유형 진단 척도 개발 = 53
• 1) 척도 개발의 절차 = 54
• 2) 척도 추출 및 명명 = 58
• 3) 요인의 신뢰도 산출 = 70
• 4) 결과 및 해석 = 71
• Ⅳ. 청소년의 스트레스 대처를 위한 프로그램의 개발과 효과 검증 = 72
• 1. 연구3 : 청소년의 스트레스 대처를 위한 프로그램의 개발 = 72
• 1) 선행 연구 고찰에 의한 스트레스 대처 인자 추출 = 73
• 2) 실태 분석에 의한 대처 인자 추출 = 77
• 3) 최종 스트레스 대처 인자 추출 = 79
• 4) 프로그램의 구성 = 85
• 5) 결과 및 해석 = 92
• 2. 연구4 : 청소년 스트레스 대처를 위한 프로그램의 효과 검증 = 93
• 1) 통계적 분석 및 결과 해석 = 94
• (1) 연구문제 및 연구가설 = 94
• (2) 분석을 위한 실험 설계 모형 = 95
• (3) 실험 참여 대상 = 95
• (4) 측정 도구 = 96
• (5) 통계적 분석 방법 = 97
• (6) 결과 해석 = 98
• 2) 내용 분석 및 결과 해석 = 121
• 3) 결과 및 해석 = 131
• Ⅴ. 종합 논의 = 133
• 1. 연구방법에 대한 논의 = 134
• 2. 연구 결과에 대한 논의 = 137
• 1) 청소년의 스트레스 요인에 관한 논의 = 137
• 2) 청소년의 스트레스 대처 유형에 관한 논의 = 141
• 3) 스트레스 대처 프로그램의 효과에 관한 논의 = 144
• Ⅵ. 결론 및 제언 = 148
• 참고문헌 = 154
• 부록 = 175
• Abstract = 212