평가-개입 연계전략에 기초한 청소년 학업상담 모형
Counseling Model for Adolescents' Learning Problems - Based on the Connection between Assessment and Intervention -
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본 연구 목적은 청소년들의 학업과 관련한 상담 호소문제들을 효율적으로 다루기 위한 틀로써 평가-개입 연계 전략들의 내용과 제한점을 살펴보고 적용 가능한 학업상담 모형을 제시하는 것이다. 적절한 처치전략 선택은 반드시 평가와 개입의 연계에 기초하여 이루어져야 한다는 점에 대해 상담자들 간에 이견이 없겠으나, 학업문제와 관련해서 이러한 연계관계가 성립되어 있는 국내 연구를 상담분야에서 아직 찾아보기 어렵다. 본 연구에서는 평가-개입의 주요 연계전략으로 외국에서 제시되어 온 임상적 진단전략(전통적 임상진단 전략, 다축 평가 전략)과 행동 평가전략(핵심 목표행동전략, 목표행동 일치전략, 기능분석)을 처치 유용성의 관점에서 살펴보고, 장애로 진단되는 학업문제와 일반 학업문제의 적용에 보다 적절한 평가-개입 연계전략이 무엇인지 살펴보고자 한다. 그리고 여러 평가-개입 연계전략에 대한 논의에 근거해 학업상담의 영역에서 유용성을 지니는 핵심 목표행동전략(keystone target behavior strategy)을 청소년의 주요 학업문제에 하나인 학습동기와 공부방법의 문제에 적용한 학업상담 모형을 제시하고자 한다.
Abstract
The purpose of this paper is to present theoretical underpinnings of the methodologies for diagnostic problem solving and to suggest the counseling model based on the connection between assessment and intervention viewed in the construct of treatment utility. Traditional diagnostic and assessment paradigm have been embraced by numbers of researchers and practitioners. Nowadays this trend toward the use of diagnostic approach has generated mixed reaction especially in that its use has not fully covered the general academic problems of adolescents. However few studies have been reported as to what alternative approaches could be taken. It is our view that various issues raised in the field regarding diagnostic paradigm and alternative strategies for the link between assessment and intervention might be resolved through empirical agendas. Several methodologies are examined on various conceptual and empirical dimensions pertaining to their connection to treatment. And we suggest the counseling model based on the connection between assessment and intervention. We include discussion of clinical diagnosis including DSM, multiaxial empirically based assessment, behavioral assessment, and functional analysis.
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