전문상담교사의 자해개입 및 자살평가 직무역량 지원을 위한 교육요구도 분석
An Analysis on the Needs Assessment for Supporting Professional School Counselors' Competencies in Self-Harm Intervention and Suicide Risk Assessment
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
연구는 전문상담교사의 자해개입 및 자살평가 직무역량에 대한 교육요구도를 분석하여 효과적인 지원 방안을모색하는 것을 목적으로 하였다. 이를 위해 중·고등학교 위(Wee)클래스에 근무하는 전문상담교사를 대상으로 설문조사를실시하였으며, 최종 112명의 응답을 바탕으로 중요도-실행도 차이분석, Borich 요구도 분석, The Locus for Focus 분석, 경력별 차이 분석을 수행하였다. 연구 결과는 첫째, 자해개입의 모든 하위 역량에서 중요도와 실행도의 차이가 통계적으로유의하게 나타났으며, 특히, 관점 확장 돕기, 갑작스런 자해충동에 대한 침착한 대처, 자해 심각도별 적절한 개입이최우선 교육역량으로 확인되었다. 둘째, 자살평가 자기효능감의 모든 하위 역량에서 중요도와 실행도의 차이가 유의미하게 확인되었고, 전문가 자문 활용, 학생과의 협력적 안전계획 수립, 자살위험 평가 후 점검·보완 및 상담계획수립, 자살위험 평가 후 상담계획 수립이 핵심 교육역량으로 도출되었다. 셋째, 모든 경력 집단에서 중요도는 실행도보다높게 나타났으며, 경력이 증가할수록 실행도는 향상되었으나 여전히 중요도에 대비 낮은 수준을 보였다. 이러한연구결과는 전문상담교사의 자해 및 자살 위기 개입 전문성 강화를 위해 경력 단계별 특화된 교육과 실습 중심의훈련이 필요함을 시사한다. 본 연구를 바탕으로 전문상담교사의 자해개입 및 자살평가 직무역량 강화를 위한 지원방안을논의하고, 후속 연구방향을 제언하였다.
Abstract
The purpose of this study was to analyze the educational needs of professional school counselors regarding their competencies in self-harm intervention and suicide risk assessment, and to explore effective support strategies. A survey was conducted with professional counselors working in middle and high school Wee classes, and data from 112 respondents were analyzed using importance–performance discrepancy analysis, Borich needs assessment, the Locus for Focus model, and career stage comparisons. The results were as follows: First, in all sub-competencies of self-harm intervention, statistically significant gaps were identified between perceived importance and performance. Among them, helping students expand perspectives, responding calmly to sudden self-harm impulses, and intervening appropriately according to severity were identified as top-priority competencies for training. Second, in all sub-competencies of suicide risk assessment self-efficacy, significant differences between importance and performance were found. Key competencies included seeking supervision and expert consultation, collaboratively establishing safety plans with students, monitoring and supplementing suicide risk assessments, and formulating post-assessment counseling plans. Third, across all career groups, perceived importance was consistently higher than performance. While performance improved with increased years of experience, it remained lower compared to the level of importance. These findings suggest that specialized education tailored to different career stages and practice-based training are essential to strengthen counselors’ professional competencies in self-harm intervention and suicide risk assessment. Based on these results, this study discusses support strategies to enhance professional counselors’ competencies and proposes directions for future research.