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자기성장 집단상담이 초등 특수학급 아동의 자아개념에 미치는 효과

Title
자기성장 집단상담이 초등 특수학급 아동의 자아개념에 미치는 효과
Other Titles
(The) Effects of the Self-Growth Group Counseling on Children's Self-Concept in Special Classes in an Elementary School
Authors
임효선
Issue Date
2002
Department/Major
교육대학원 상담심리전공
Keywords
자기성장집단상담초등 특수학급 아동자아개념
Publisher
이화여자대학교 교육대학원
Degree
Master
Abstract
이 연구에서는 긍정적인 자아개념 형성에 영향을 줄 수 있다고 생각되는 자기성장 집단상담 프로그램을 선정하여 초등 특수학급 학생들에게 집단상담을 시행하여 봄으로써 그 효과를 분석하는데 그 목적이 있다. 동시에 집단 상담에 참여한 학생들에게 긍정적 변화의 측면과 정도를 스스로 자기 평가하도록 하여, 가장 효과가 있었다고 생각되는 프로그램의 내용을 스스로 선택하도록 함으로써 특수학급 학생들의 건강한 자아성장을 위한 프로그램을 찾아 교육현장에 실제로 활용될 수 있도록 도움을 주고자 하였다. 이상의 연구 목적에 따라 본 연구에서 설정한 연구 문제는 다음과 같다. 자기성장 집단상담을 받은 실험집단은 통제집단보다 자아개념(신체, 사회, 인성, 학업 자아개념)에서 집단상담의 효과를 보이는가? 위의 문제들을 알아보기 위해 실험집단은 A초등학교 특수학급 아동 3, 4, 5, 6학년 중, 문자독해능력이 있는 아동 10명, 통제집단은 같은 학년으로 K초등학교 특수학급 아동 10명을 표집, 총 20명을 연구대상으로 하였다. 그리고 실험집단에게 집단상담 프로그램을 1주에 2회씩 15회기에 걸쳐 매회 50-70분씩 실시하였고, 통제 집단에게는 일상적인 교육과정상의 교과교육을 실시하였다. 집단상담의 효과를 알아보기 위한 측정 도구로는, 윤희준이 범주화하여 제작한 『초등학교 아동용 자아개념검사』를 태명화(1998)가 수정·보완한 척도를 사용하였고, 연구결과는 SPSS/PC+Windows(ver10.0) 프로그램을 이용하여 t-검정하였다. 또한 통계적 분석 외에 학생들의 자아개념 변화를 살펴보기 위해 문장완성검사를 사전, 사후로 실시하여 그 결과를 분석하였다. 그리고 학생들의 변화된 자아개념의 안정성 및 그 유지의 정도를 측정하기 위해 사후검사 후 다시 유지검사를 실시하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 집단상담을 경험한 실험집단과 경험하지 않은 통제집단간의 자아개념의 변화를 알아보기 위하여 독립표본 t-검정을 실시한 결과 유의미한 차이를 보여 자기성장 집단상담은 특수학급 아동의 자아개념 변화에 효과가 있는 것으로 나타났다. 둘째, 자아개념의 4가지 하위영역인 신체적 자아, 사회적 자아, 인성적 자아, 학업적 자아개념에서도 통계적으로 의미있는 효과가 나타났다. 이상의 연구 결과들은 자기성장 집단상담이 자신의 성격이나 특성에 대해 생각해보는 계기를 마련해줌으로써 초등학교 특수학급 아동의 긍정적인 자아 개념 형성에 효과가 있음을 시사한다.;This study is to investigate the effect of the self-growth group counseling which was regarded to have an effect on formation of positive self-concept, and the members of the group are the students in special classes in an elementary school. The subject for this study is as follows. Does the experiment group show more effect in group counseling than the control group in terms of the self concept? The research hypotheses: The hypothesis : After executing the self-growth group counseling, the more self concept of the experiment group will be increased significantly than that of the control group. 1-1 The physical self concept of the experiment group will be increased significantly more than that of the control group. 1-2 The social self concept of the experiment group will be increased significantly more than that of the control group. 1-3 The human nature self concept of the experiment group will be increased significantly more than that of the control group. 1-4 The academic self concept of the experiment group will be increased significantly more than that of the control group. This study was carried out with two groups which were experiment group and control group. The experiment group was composed of 10 students from the special classes in 3rd, 4th, 5th, and 6th grade in one elementary school, and the 10 students of control group were chosen from the special classes in the same grades in the other elementary school. For the experiment group, the program was put into practice 15 times for 50-70 minutes twice a week. In the other hand, for the control group, regular lessons from the normal curriculum were provided. The Self-concept Test was used as tools, which was developed by Yun, Hee Jun(1984), and revised by Thae, Moung Wha(1998). The result of t h ~ study is analysed by t-test using SPSS/PC+Windows(ver 10.0) program. In addition to the statistical analysis, the Sentence Completion Test was used and analyzed. And The Self Concept Test was used again to measure how the changed self-concept is being maintained. The summary of the results is as follows. First, it was shown that the self-growth group counseling is to facilitate the growth of children's self-concept in special classes in an elementary school. Second, it was shown that the self-growth group counseling is effective in formation of physical self concept, a social self concept, a human nature self concept and a academic self concept. Like the above, the results indicate that the self-growth group counseling is effective for the formation of the children's positive self concept in special classes in an elementary school. The restriction of this research is as follows: first, all the members for the groups were chosen as the students with reading comprehension ability. Therefore, it is difficult to generalize this results to all students in general special classes. Second, the students in special classes have tendency of lack in cognitive and social sensitiveness. Nevertheless, this study is only based on the self -report without another-person evaluation. Therefore, this study has some limits in this point. Based on the results of this study, the suggestions are as follows. First, most researches were executed with the normal students, and the researches for special children are scarce. Consequently researches on the special children should be done more. Second, it is said generally that special children's self concept is lower than the normal children according to many scholars. Therefore, it will be necessary to compare the difference in effectiveness of the group counseling between special children and normal children. Third, in general special children's family situations are poor, so it is necessary to provide family counseling or social welfare program for them. Finally, this program needs to be applied widely for improving special children's self concept in special classes.
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