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학생의 마음건강 향상을 위한 학교 기반 통합지원체계 개관: 심리학자의 역할과 방향 제안

An Overview of School-Based Integrated Support Systems for Enhancing Student Mental Health: Proposing Roles and Directions for Psychologists

강지현|어유경|도례미
한국심리학회 (The Korean Psychological Association)|2024.11|한국심리학회지:일반 (Korean Journal of Psychology: General)|제43권 제4호|pp. 297-321|DOI 10.22257/kjp.2024.11.43.4.297

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키워드

학교 기반 통합지원체계심리학자의 역할학생 주의력 문제학생 자살 및 자해 문제school-based integrated support systemsrole of psychologistsstudents’ attention problemsstudents’ suicidal and self-harm problems
주제분류심리과학

초록

학생의 마음건강 문제는 나날이 악화되고 있고 이런 실정은 학교 현장의 어려움으로 이어지고 있다. 학생 시기의 심리적 문제는 성인기의 정신건강 문제와도 직결된다는 사실을 생각해 볼 때 학생의 마음건강 문제를 간과해서는 안된다. 또한 학교는 학생들이 시간을 가장 많이 보내는 곳이고 교사는 학생들이 신뢰할 수 있는 자원이라는 사실을 생각해 보면 학교와 교사를 통한 개입요소의 적용은 여러 의미에서 효과적이다. 본 논문의 저자들은 지난 3-4년에 걸쳐, 교육행정기관과 협업하여, 학교 장면에서 가장 호소가 많은 학생들의 주의력 및 충동적 행동 문제에 대해 학교와 교사 및 학부모가 유능하게 대처할 수 있도록 관련 집합교육 및 다양한 방식의 컨설팅을 실시하였다. 또한 늘어나는 아동 청소년 자살 및 자해 사안에 대한 학교의 대처 유능성을 높이고 전문상담(교)사의 역량을 강화하며, 안전한 교육환경을 제공하기 위해, ‘찾아가는 전문위원단’ 활동을 통해 위기 학생이 발생한 학교 현장으로 전문가들이 파견되어 다차원적 치료적 개입을 제공하는 한편 반복적 사례관리를 실시하였다. 본고에서는 이러한 사업에 대한 설명과 함께, 심리학자로서 학교 기반 지원 체계와 어떤 협력적-통합적 모델을 구축해 나갈 수 있는지 생각해 보고 추후에 더 많은 심리학자들이 훈련받은 경험과 지식으로 학교현장과 협업할 수 있는 근거가 되고자 하였다.

Abstract

The mental health of students is deteriorating at an alarming rate, presenting substantial challenges within educational settings. Given the well-documented relationship between student mental health and long-term adult mental health outcomes, it is crucial that these issues not be overlooked. Schools, as the primary settings where students spend most of their time, and teachers, as trusted resources, provide a meaningful and effective context for interventions. Over the past 3-4 years, the authors of this paper have collaborated with educational administrative bodies to provide group training and various consulting methods, enabling schools, teachers, and parents to competently address prevalent issues, such as student attention deficits and impulsive behavior. Furthermore, to enhance schools’ capacity to manage the rising incidence of suicide attempts and self-harm, and to strengthen the capabilities of school counselors while ensuring a safe educational environment, a “Visiting Expert Task Force” was deployed to schools experiencing crises, delivering therapeutic interventions on-site. This program dispatches professionals to schools experiencing crises, providing multidimensional therapeutic interventions and ongoing case management to improve school response capabilities, enhance the skills of school counselors, and ensure a safe educational environment. This paper describes these initiatives and considers how psychologists can establish collaborative and integrative school-based support models, with the ultimate goal of equipping more psychologists to collaborate in school settings based on their trained expertise and knowledge.

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