• 한국사회복지학회:학술대회논문집
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• 한국사회복지학회 2004년도 춘계학술대회 자료집
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• pp.705-731
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• 2004

This study is to be used for research material for pastoral counseling, by analyzing grounded-theoretically how substance abusers' awareness of self and experience of relations affects problems in abusing drugs. The subject of this study was chosen as 9 prisoners who were able to participate in group counseling, among those who were in prison for substance abuse and had more than 6 months of penal servitude left. In addition, in order to indicate counseling research methods through this study, 12 group counselings were carried out during October 24th. 2002 and February 14th. 2003 and verbatim were written out to be used as original material. After the research material was analyzed, they could be categorized into 60 concepts on the whole from 'conflict' and 'constraining thinking' to 'rationalization' and 'avoidance'. When these concepts were organized into groups of similarity, there were all together 20 categories. From this study, it can be found that substance abusers had "problems about self" and "problems about relations". The factor which affected their use of drugs was the area of relations, where as henceforth their use of drugs, the situation in which they could not escape from the use of substances was affected by problems within the area of self. When facing such problems as substance abuse, the pastoral counselor must create a holding environment through counseling, and perform good enough mothering by being insightful and providing active support on the problem. They must also help one's growth into "an empathizing self", "an accepting self", "a trusting self", "a hopeful self", who can empathize, accept, trust and hope, through experience in separation from the problem, conversion, meta-communication, self-rumination, relations and inspiration of hope. Likewise, the church must be able to act as a "place of growth and skill" which aids in the forming of relations and helps to be aware of self through experience in, and understanding of, relations.

• 한국생활과학회지
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• 제20권1호
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• pp.21-38
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• 2011

The purpose of this study is to understand mothers' experiences in filial therapy and to investigate them from a phenomenological perspective. For these purposes, three mothers were observed in a filial therapy process from a counselor and researcher perspective from December 2009 to April 23, 2010. After the program, mothers were interviewed and video tape were used in order to a better understand their experiences. Their experiences were analyzed in a format of experience with time, space, relation, and body, and interpreted their meanings. The result of the study shows the follows: Mothers have failed to put a priority on making time for a special play session.; They also had conflicts when they were unable to handle new skills.; They failed to make proper responses; They failed to internalize the space itself; The first intense emotion they felt in a play session was 'awkward.'; They learned what kind of person they were by using new skills through the body.; The method of how mothers formed a relationship with their children revealed itself in play. The meanings of participation in filial therapy can be discussed from two perspectives; 'becoming an observer' and 'taking care of'.

• 초등상담연구
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• 제5권1호
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• pp.119-137
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• 2006

The purpose of this study is to develop a group counseling program to improve the learning habits of the elementary school children who experience difficulties learning, because of their wrong learning habits. To achieve it, the sub-elements of learning habits are set by "learning motive & attitude" and "learning technique" A group counseling program composed of the essential factors suitable for each element are srhseqrently, devised to pursue the improvement of learning habits. The study propositions are set as follows: Can the group counseling program improve the learning habits of elementary school children? 1. Can the group counseling program improve the learning motive and attitude of elementary school children? 2. Can the group counseling program improve the learning technique of elementary school children? The subject of this study is the 4th graders of W elementary school located in Gwangju Metropolitan City. After selecting 12 pupils from low scorers after a learning habits test, Each 6 of those are randomly assigned to an experimental group and a control group, respectively. In this way, they are pcrticipate in the group counseling program. The group counseling program is consisted of 10 sessions. The program is implemented for six weeks with a 50 min duration per session. As a measuring tool, a restructured test with only motive variables and technique variables, excluding remaining variables, from the Learning Habits Test by Choi Jong-Ryul (1992) is used for pre and post tests. The results of the study is acquired by integrating the statistics from the test tool. Observation of the counselor and testees' thoughts are as follows: The group counseling program affects the sub-elements of learning habits positively, namely learning motive & attitude and learning technique. The program applied in this study is effective in improving the learning habits of the pupils with lower learning habits. Accordingly, this program can be one of the methods to develop effective learning habits, set efficient strategies and exert abilities maximally for the learners, who did not adequately exert their abilities, due to wrong learning habits, while ineffectively learning without knowing effective learning habits. To improve and maintain the learning habits of the elementary school pupils, overall understanding should be backed in order to precisely analyze and identify the learning habits of the pupils. Besides, an association between schools and homes is also needed along with parents' concerns over their children's learning habits at home.

• 한국콘텐츠학회논문지
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• 제17권7호
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• pp.303-319
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• 2017

본 연구는 교정전문가 및 상담자의 인식을 통해 출소자의 사회재적응 경험을 탐색하는 것을 목적으로 하였다. 이를 위해 범죄학 교수, 판사, 교정시설 종사자 등 교정전문가와 한국법무보호복지공단의 교정 상담자, 총 18명을 대상으로 반구조화된 심층면접을 실시하였다. 수집된 자료는 Krippendorff(2003)가 제안한 내용분석 절차에 따라 분석이 이루어졌다. 연구 결과, 출소자들의 사회재적응 경험과 관련하여 '교육', '심리치료', '취업 및 구직활동', '봉사 문화 여가 활동', '사회 국가적 지원'의 5개 영역에서 보호요인, 장애요인, 정책제언의 요소를 15개의 차원과 36개의 범주, 77개의 의미단위로 도출하였다. 연구결과에 기초하여 논의와 제한점을 제시하였다.

• 한국콘텐츠학회논문지
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• 제17권8호
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• pp.667-676
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• 2017

본 연구는 중독기관에서의 상담실습을 마친 중독을 연계 전공하는 학생들을 대상으로 상담실습에 대한 경험과 그 경험의 의미를 알아보고, 이를 통하여 중독연계 학생의 효율적인 상담현장실습의 지도와 방향을 제시하고자 한다. 이를 위하여 두 곳의 중독치료 기관에 상담실습을 의뢰하였고, 그 기관에서 상담실습을 경험한 학생 중 16명의 학생을 대상으로 개인 면담을 실시한 후 그 자료를 질적 분석하였다. 연구결과 상담실습은 중독자들에 대한 두려움과 편견, 중독자들에 대한 편견, 병식의 변화, 중독의 심각성과 위험성, 중독영역에서의 진로기대, 중독 현장의 현실을 경험한 것으로 나타났다. 그리고 상담실습이 남긴 의미는 자신을 성찰하는 계기, 중독전문 상담자로서의 태도를 정립하는데 중요한 실물교훈이 되었다. 논의에서는 도출된 주제를 중심으로 중독현장에서의 상담실습의 체계적 운영 방안이 제시 되었다.

• 디지털융복합연구
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• 제14권2호
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• pp.437-447
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• 2016

본 연구는 영화 '다우더'에 나타난 모녀 갈등을 분석하고, 통합적 관점에서 치료적 상담기법을 제안하고 있다. 융복합 심층심리학적 방법을 사용하여 무의식적 욕망이론에 의거하여 영화의 반복 관찰을 통해서 주인공의 무의식적 갈등을 파악하였다. 연구결과 무의식적 수준에서 참자기와 거짓자기, 자아이상과 초자아, 개별성과 의존성이 서로 다투고 있음을 알게 되었다. 치료적 상담을 위해서 상담초기에 가장 필요한 것은 내담자의 진정성 경험이다. 그리고 올바른 삶의 가치관을 확립한 상담가로서 내담자의 자아이상을 자극하고 참자기 욕동을 강화해야 한다. 또한 중간현상으로서의 종교 활동의 위험성을 알고 있어야 한다. 종결시점에서 상담가는 내담자의 웰빙(well-being)에 대한 희망을 가지고 지속적으로 변화 노력을 할 것을 기대한다.

• 한국콘텐츠학회논문지
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• 제18권2호
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• pp.301-319
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• 2018

본 연구의 목적은 수퍼바이저의 사회적 지지가 초심상담자의 심리적 소진에 영향을 미치는지 알아보고 역전이 관리 능력 및 각각의 하위요인들(자기통찰, 자기통합, 공감능력, 불안관리, 개념화 기술)이 매개 역할을 하는지 살펴보는 것이다. 이를 위해 상담경력 3년 이하의 슈퍼비전 경험이 있는 초심상담자 202명을 연구대상으로 하였으며 그 결과를 요약하면 다음과 같다. 첫째, 수퍼바이저의 사회적 지지는 역전이 관리 능력 및 5개의 하위요인 모두와 정적 상관을 나타냈고, 수퍼바이저의 사회적 지지, 역전이 관리능력, 5개 하위요인 모두는 심리석 소진과 부적 상관을 나타냈다. 둘째, 수퍼바이저의 사회석 지지가 심리적 소진에 미치는 영향에서 역전이 관리능력의 매개효과를 검증한 결과, 역전이 관리능력이 완전매개하는 것으로 나타났다. 셋째, 수퍼바이저의 사회적 지지가 심리석 소진에 미치는 영향에서 역전이 관리능력의 하위요인들에 대한 매개효과를 검증한 결과, 자기통합, 공감능력, 불안관리는 완전매개하는 것으로 나타났으며, 자기통찰, 개념화 기술은 부분매개하는 것으로 나타났다. 이러한 결과를 통해 역전이 관리능력이 수퍼바이저의 사회석 지지와 심리적 소진 사이에서 강한 영향을 미치고 있음을 확인하였다. 끝으로 본 연구의 시사점과 후속 연구를 위한 제언을 제시하였다.

• 한국콘텐츠학회논문지
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• 제22권7호
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• pp.332-344
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• 2022

본 연구는 실제 상담에서 내담자들이 상담자의 진정성을 어떻게 인식하는지 그 구성요인들을 확인하고, 상담자 진정성과 관련된 치료적 변화와 그 과정에 대해 살펴보고자 수행되었다. 이를 위해 대학원에서 상담을 전공하고 있는 내담자 12명을 대상으로 심층면접을 실시하였고, 질적 연구 방법 중 근거이론 접근법을 사용하여 분석한 결과, 57개의 개념과 40개의 하위범주, 그리고 14개의 범주가 도출되었다. 주요 연구결과로는, 첫째 내담자가 인식하는 상담자 진정성의 구성 요인은 '진솔성,' '진심어린 태도,' '정성스런 돌봄'으로 확인되었다. 둘째 상담자 진정성은 내담자에 대한 깊은 수준의 수용과 공감이 동반될 때 더 깊고 일반화된 치료적 변화를 가져오는 것으로 나타났다. 마지막으로 상담자 진정성의 치료적 변화로는 '자기이해와 수용의 증가', '진정성 모델링의 일반화', '문제 대처에 대한 적극성 증가'로 나타났다. 본 연구는 실제 상담에서 내담자가 경험한 상담자 진정성과 치료적 변화에 대해 면밀히 살핌으로써, 진정성이 가지는 치료적 가치와 관련 요인들을 확인하고 초심상담자의 훈련과 교육에 대한 시사점을 제공하였다는데 그 의의가 있다.

• 초등상담연구
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• 제6권1호
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• pp.141-169
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• 2007

One of the most common feelings in everyday life is anger. Anger plays an important role in activating emotional energy and increasing intolerance when confronted with hardships, frustration and improper treatments. And it provides us with controlling interpersonal behavior, organizing internal, physiological, psychological process and various adaptive functions. If anger is not properly expressed, it brings about offensive attitude, leading to not only physical impairment but also anxiety in interpersonal relations and maladaptive to everyday life. For elementary school students, frequent quarrels, abusive words and defiant attitude toward adults are also caused by students' anger. Therefore, students' anger is one of the most difficult problems to be dealt with not only psychologically but also in elementary schools. In this respect, after investigating frequently experienced anger- inducing situations and inventing anger-inducing situation questionnaire, we postulated specific situations changing irrational belief into rational one. Based on these situations, we accounted for how to cope with anger inducing factors and change irrational belief into rational one, introducing several strategies needed to control anger, invented cognitive behavioral anger control program and tried to clarify the relationship between anger inducing experience and anger regulation ability. In order to derive usual anger-inducing situations, we made 180 students with fifth and sixth grade to record the reason why he/she got angry, mood, thought, behavior and result. Through this process, we could derive 47 situations bringing about anger and prepared anger-inducing situation questionnaire. It can be divided into 3 anger inducing situations by using factor analysis into 500 elementary students of fifth and sixth grade. Cognitive behavioral anger control program used in this study consists of 13 sessions. From first to fifth session, it is composed of 10 anger control methods to make students be aware of and control their anger. From sixth through thirteenth session, the relationship between irrational belief and anger inducing is introduced is focused on how irrational belief is changed into rational one. To examine the effects of the program, high anger students and the students lacking anger control are selected. Thirty students through pre-test using anger-inducing questionnaire and anger control ability questionnaire are taught the goals and procedures. Volunteer students and students with parents' consent allocated to experimental group (12 students) and the rest of the students are control group (12 students). Cognitive Behavioral Anger Control Program are applied every 50 minutes twice a week for 7 weeks and 4 weeks before and after this program, anger-inducing situation questionnaire and anger control ability questionnaire are practiced. Data collected in this study analyzed by SPSS and Kwakstat. In the middle of this program, quarterly reports and satisfaction measuratings were evaluated to examine whether there is verbal and non-verbal behavior change and students feel satisfied with the program. The results of this study are as follows: First, Cognitive-behavioral anger control program used in this study effectively reduced anger experience and lasted for 4 weeks. Second, cognitive behavioral anger control program increased students' ability to control anger inducing situations and also effective for 4 weeks. And its effect on verbal and non-verbal behaviour was very impressive Students come to realize that irrational belief is the cause of their anger and actively apply cognitive-behavioral anger control technique to themselves as well. Students became improved in their peer relations and felt confident in everyday life. The overall evaluation of this program can be listed as follows; "very satisfactory (91.67%)", "satisfactory (8.33%)", "very helpful (91.67%)", "helpful (8.33%). In this study we first investigated several anger-inducing situations and invented anger-inducing situation questionnaire and then applied cognitive behavioral anger control program in order to control their. anger and not to experience it. By creating workbooks and manuals this method can easily be used in school education settings.

• 대한간호
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• 제31권2호
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• pp.51-69
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• 1992

Grief that is not acknowledged and worked through may manifest itself in some emotional, mental or physical problem. In recent years much has been learned about coping with grief which the hospice program can utilize to help family members cope with their grief. This study was carried out to determine the helpfulness of the bereavement care of Severance Hospice and to learm more about the grief response of the bereaved. The tools used to collect data were an assessment form used in the bereavement program and the Grief Experience Inventory developed by Sanders and revised and translated 'by the researcher. Data was obtained from bereaved family members(54 for the final grief assessment and 39 for the grief response assessment) receiving bereavement follow-up, from July 1989 to March 1991. Results of the study were as follows: 1. Final Grief Assessment Regarding the resolution of their grief the majority of the bereaved accepted the reality of the death of their family member, while slightly more than three-quarters were able to express their feelings toward their loss. A large majority had returned to activities of daily living well or fairly well and had reinvested their energy in a person other than the deceased. In addition, the physical condition of the majority was good or fairly good. A majority of the bereaved considered the bereavement care to be helpful and almost three-quarters were not considered to be in need of more follow-up. 2. Grief Response Assessment Age was found to have a modoerately positive correlation to appetite disturbance(r=.41, P<.Ol) and loss of vigor(r=.37, P<.Ol) A moderately positive correlation was found between the number of contacts and sleep disturbance(r=2.38, P<.01) Significant differences were found between men and women in regard to guilt(t=2.38, P<.05), social isolation(t=2.44, P<.05) and depersonalization(t=2.07, P<.05) with men having the more intense grief. Significant differences were found in the grief responses of somatization(F=5.82, P<.001), physical symptoms(F=5.87, P<.OOl), appetite disturbance(F=4.40, P<.Ol), despair(3.79, P<,Ol), anger(Fp2.83, P<.05), social isolation(F=3.61, P<.05), guilt(F=3.62, P<.05) and depersonalization (F = 2.58, P <.05). In the first six of these grief responses mothers scored highest, followed by husbands and then wives, In the grief response of guilt, daughters scored highest and on the grief response of depersonalization sons scored highest. Only one grief response, that of sleep disturbance(t= -2.19, P<.05) was found to be statistically significant, with those family members who died at home having the higher scores. Based on the results of this study several suggestions are presented as follows: 1. Since unresolived grief can have a detrimental effect on the bereaved person's mental and phys. ical health it would be good for the nurse, to include questions related to death of family members and the bereaved person's response to the grief, in her nursing assessment. And in the case of unresolved grief the nurse should encourage the person to talk with a trusted friend or counselor and express their fellings of grief. 2. A study to determine the degree of resolution of the grief of those in the bereavement program could be carried out by use of the Grief Experience Inventory early in their bereavement and again 13 months after the death of their family member. 3. A comparison of the grief response of the bereaved in the bereavement program and bereaved not in the program could be carried out using the Grief Experience Inventory. 4. After bereavement programs have been started in other hospice programs it would be good to carry out a joint study of bereavement outcomes of those in the bereavement programs.