대학생 대인관계조화 프로그램 개발

Abstract

The purpose of this study was to develop an Interpersonal Relationship Harmony Program(IRHP) for University Students and to investigate its effects. To achieve this purpose the sub-factors were extracted based on the University Students needs and literature research on the harmony of interpersonal relationship. The extracted sub-factors were interpersonal cognitions, interpersonal emotions, and interpersonal behaviors. In this study Interpersonal Relationship harmony was operationally defined as the total scores of the three factors assessed by Interpersonal Relationship Harmony Scale(Park & Kim, 2008). The concept of Interpersonal Relationship Harmony is derived from Rogers(1961), Ruscher(1985), Tracy(2003), Corey(2005), HITS(harmony of individual, time, and space) theory(Kim, 2007). According to the HITS theory, a person can be explained in three dimensions, that is, individual, time, and space dimension. People can realize their ability at their maximum when they maintain harmony in these three dimensions. To maximize personal ability, harmony in the personal cognition, emotion and behavior in the present space should be integrated with others. Interpersonal Relationship Harmony Program was developed, based on precedent research and literature research. The procedures were as follows: confirmation of necessity for program development, survey of needs, formulation of goal and objective, selection of measuring instrument, construction of content and composition of strategies, selection of comparative program, implementation of preparatory program, adjustment and supplementation of program, implementation of program, evaluation of program, decision and management of program. The effectiveness of the program was verified by the following methods. Interpersonal Relationship Harmony Program for University Students was made up of 10 sessions, 120 minutes per session. In order to verify the effect of Harmony of Interpersonal Relationship Program for University Students, 30 Students who wanted to participate in the program were randomly alloted into three groups. the Harmony of Interpersonal Relationship Program group as a treatment group, Assertiveness Training Program group as a comparative group, and no treatment group as a control group. Each group consisted of 10 University Students. Each student in the treatment group and comparative group participated in the program for a total of 10 sessions weekly. The students in the control group had no treatment. The Scale for University Student's Harmony of Interpersonal Relationship (Park & Kim, 2008) and the Interpersonal Relationship Scale (Jeon, 1994) were used as a measuring instrument. To examine the effects of programs, a pretest before the program and a posttest immediately after the program were administered A follow-up test was administered after 4 weeks to examine the durability of the effects of the program. In the statistical analysis 30 data were finally used. To verify the effects of programs, Multivariate repeated-measure analysis was conducted. The program used for data analysis was SPSS 15.0 for Windows and the significance level for hypothesis testing was set at .05. The results were as follows. The comparative group was significantly higher than the control group in the levels of overall harmony of interpersonal relationship. Treatment group was significantly higher than the comparative group in the levels of overall harmony of interpersonal relationship and of sub-factors such as the interpersonal cognition, the interpersonal behavior, and the interpersonal emotion. The comparative group was significantly higher than the control group in the levels of interpersonal relationship and the treatment group was significantly higher than the comparative group in the levels of interpersonal relationship. In conclusion, it was shown that the Interpersonal Relationship Harmony Program for University Students was developed properly.