학교상담자가 인식하는 다문화상담 역량에 관한 개념도 연구

Abstract

This study examined the conceptual structure of competencies required for counseling multicultural students and parents as perceived by school counselors. A concept mapping methodology was employed with 20 school counselors who had experience in multicultural counseling. During the preparatory phase, participants generated 51 competencies for counseling multicultural students and 30 competencies for counseling multicultural parents by producing and organizing key statements. Multidimensional scaling and hierarchical cluster analysis identified distinct clusters of competencies. For counseling multicultural students, five clusters emerged: (a) building trust with clients, (b) communicating with clients, (c) understanding and assisting clients, (d) initiating dialogue about culture, and (e) recognizing the counselor’s values and biases while understanding clients’ culture. For counseling multicultural parents, three clusters were identified: (a) professional and cultural guidance, (b) communication with multicultural parents, and (c) building trust with multicultural parents. Finally, participants rated each competency in terms of importance and feasibility. This study concludes with implications for school counseling practice, limitations, and recommendations for future research.