청소년의 학교폭력 예방을 위한 감정코칭 집단프로그램 효과
The Effect of Emotional Coaching Group Program for Prevention of School Violence in Adolescents
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초록
본 연구는 학교폭력 예방을 위한 감정코칭 집단프로그램의 효과를 알아보고자 실시하였다. 최근 학교폭력은 과격하고 폭력적으로 나타나는 경향이 많고, 남학생들의 경우 자신의 행동을 폭력으로 인식하지 못하는 경향으로 단순한 탈선을 벗어나 범죄의 단계에 이르는 경우가 있다. 본 프로그램은 2018년 11월 10일부터 12월 22일까지 총 8회기 G시 G중학교 여학생 7명을 대상으로 G중학교 Wee클래스 내 집단상담실에서 진행하였다. 학교폭력예방을 위한 감정코칭 집단프로그램이 청소년의 자아존중감, 또래관계 및 심리적 안녕감에 효과가 있는지를 살펴보고 하였으며, 또한 참여 학생들이 프로그램을 진행하면서 긍정적인 정서가 어떻게 변화되고 표현되는지를 알아보고자 실시하였다.. 연구결과 학교폭력예방을 위한 감정코칭 집단프로그램은 자아존중감, 또래관계 및 심리적 안녕감에서 사전점수보다 사후점수가 높아서 프로그램의 효과성을 검증하고 있다. 또한, 감정코칭 집단프로그램은 초기단계에서는 큰 영향력을 기대하지 않았고, 서로를 알아가는 단계인 3회기부터 4회기까지 서로를 탐색하기 위한 시간이었고, 5회기부터 8회기까지 학생들이 자기 스스로를 표현하면서 마음을 열고 함께 참여하면서 수용하고 공감하려는 시도와 노력을 통해 학교현장에서 보다 구체적인 접근이 필요함을 시사한다.
Abstract
This study was conducted to investigate the effect of the emotion coaching group program for school violence prevention. Recently, school violence tends to be violent and violent, and male students tend not to recognize their behavior as violence, leading to the stage of crime beyond simple derailment. The program was conducted from November 10 to December 22, 2018 in a group counseling room within the G middle school Wee class for seven female G middle school girls. The purpose of this study is to examine whether the emotional coaching group program for school violence prevention is effective for adolescents' self-esteem, peer relationship, and psychological well-being. Was carried out.As a result, the emotional coaching group program for school violence prevention is verifying the effectiveness of the program because the post-score score is higher than the prior score in self-esteem, peer relationship, and psychological well-being. In addition, the emotion coaching group program did not expect much influence in the early stages, and it was time to explore each other from the 3rd to the 4th session, which is the stage of getting to know each other. From the fifth to eighth sessions, students try to express themselves, open their hearts, participate together, and try to accept and empathize, suggesting that a more specific approach is needed at the school site.
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