학교 내 효과적인 학생 화해프로그램 운영 방안에 관한 연구

Abstract

The object of this study is exploring how to operate student reconciliation programs effectively in schools. To aim this, in-depth interviews with 13 experts of the student reconciliation program were conducted from July to Dec 2018 and were analyzed in CQR method regarding the procedures, contents, way of operation, and other factors that were commonly considered important by them. As a result, 4 big areas and 21 detailed categories are derived as procedure & contents of the reconciliation program operation: “Preparation for Reconciliation Program Operation”, “Pre-meeting for Reconciliation”, “Reconciliation meeting”, “Harvest Management”. Regarding the way of operating reconciliation program, 4 big areas with 20 categories were derived as: “How to proceed the reconciliation meeting”, “Role of the Host”, “Timing and object of Host’s intervention”, and “Perception and attitude of the Host”. The main results related to operating procedures and contents are as follows: When a student conflict occurs, what is needed in the preparation stage is to secure human resources to proceed with the program, accurately identify the issue, and obtain consent from the concerned students. At the pre-meeting stage, the host meets and talks individually with the student, and prepares for a reconciliation meeting that the students can meet and talk together. At the reconciliation meeting stage, each student should be able to fully talk about their difficulties and relieve their feelings. They also should talk about the intentions of what they’ve done, about their desire to resolve the issue, and should exchange apologies with each other. They should be able to share positive words with specific promises of action to do which can prevent a recurrence. The main results related to the method to proceed with the program are as follows: Some principles should be kept during the conversation in a reconciliation meeting, that students should repeat listening and feeling empathy through talking, listening, delivering to each other, and that students can voluntarily speak about what they want to say but should not be forced to do so. The role of the host is to help students communicate properly and intervenes at the right moment when they need help to lead them to an honest conversation. The host's perception and attitude regarding the affection and respect for students and not determining the outcome in advance are far more important than the progressive skills. Hope the results of this study can provide information and reference for successful operation and settlement of student reconciliation programs in schools.