Earticle

본 연구는 초등학생을 대상으로 한 공격성 감소를 위한 집단상담의 효과를 종합적으로 살펴 보고자 메타분석을 실시하였다. 이를 위해 2000년부터 2025년까지 국내에서 실시된 집단상담 의 성과연구 58편을 선정하여 분석하였다. 분석결과는 첫째, 분석대상 58개의 논문들에서 산 출된 전체 평균효과크기는 1.244로 높은 효과크기로 나타났다. 둘째, 집단상담의 내용, 참여 자 특성, 집단운영방식에 따른 분석 결과 정서지능의 내용으로 구성한 집단상담을 집단원 수 13명 이상, 주당 회기 수는 주3회, 실시기간은 5-8주, 1회기 시간은 61-90분으로 진행할 때 효 과가 높은 것으로 나타났다. 본 연구는 초등학생의 공격성 감소를 위한 집단상담의 효과연구 에 대한 종합적인 정보를 제공하였으며, 향후 집단상담의 운영 및 개발시 고려할 사항들을 제시하였다는 데 의의가 있다.

This study aimed to comprehensively examine the effects of group counseling on aggression reduction among elementary school students using meta-analysis. The research analyzed 58 performance studies of group counseling conducted in Korea between 2000 and 2025. The overall mean effect size calculated from the 58 analyzed papers was 1.244, indicating a significantly high level of effectiveness.The study identified the most effective group counseling parameters: Focused on emotional intelligence, 13 or more participants,3 sessions per week, 5-8 weeks, 61-90 minutes. The study provides significant contributions by: Systematically synthesizing research on group counseling effects for aggression reduction in elementary students and Offering practical guidelines for future program development and implementation

This study examined the effects of a narrative therapy group counseling program using tarot symbols on ego identity and self-expression among high school students. A quasi-experimental pretest–posttest control group design was employed with 20 students recruited from a Wee Class in a metropolitan city in Korea, who were assigned to an experimental group (n = 10) and a control group (n = 10). The experimental group participated in an 8-session program integrating narrative therapy with tarot symbols as an expressive medium, whereas the control group received no intervention. The results indicated that the experimental group showed statistically significant improvements in both ego identity and self-expression compared to the control group, with large effect sizes. Qualitative findings further revealed increased self-understanding, enhanced emotional expression, and reduced self-disclosure anxiety among participants. These findings suggest that integrating symbolic tools with narrative therapy may be a useful approach for promoting adolescents’ identity development and self-expression, and provide meaningful implications for the design and implementation of school-based counseling interventions.

자살한 청소년에 대한 사후개입과정과 애도의 과정은 남아있는 청소년들과 교사들의 심리적인 회복을 돕고 사망한 청소년을 정서적으로 떠나보내기 위한 중요한 과정이다. 선행연구들을 통해 청소년 자살 사후개입 방 안으로서 학교를 기반으로 하는 사후개입의 필요성이 제기되고 있지만, 사후개입 방안에 대한 효과를 검증하 기에는 여러 가지 어려움이 있어서 위기개입에 대한 집단프로그램의 사례를 중심으로 연구하였다. 이러한 사후개입 프로그램을 통해 대다수의 학생들이 떠난 친구에 대한 그리움, 안타까움, 등의 슬픈 감정을 표현하였고, 충격이나 무서움, 불안을 보고 하기도 하였다. 대부분의 학생들은 집단상담을 통해 친구를 떠나 보내는 애도과정을 통해 자신들의 슬픔을 표현하였고, 편지쓰기를 통해 아쉬운 마음을 글로 전달하였다. 사후개입 집단상담 활동이후 30명의 학생들(100%)가 심리적인 안정감을 찾게 되었다고 보고 하였고, 프로그 램의 참석했던 학생들이 꼭 필요한 시간이었다고 보고하였다. 학교 전문상담교사가 30명의 학생들을 관리하 고 있으나 자살 사건이후 특별히 정서적 위기감이나 행동을 호소하는 학생들이 없는 상태이며, 학교도 안정감 을 찾아가고 있다고 보고하고 있다. 그러므로 자살을 경험한 학생들을 돕기 위해서는 먼저 자살 생존자의 심리적인 상태를 이해하여 그들이 겪는 감정들과 애도의 과정을 위한 검증된 프로그램의 개발이 필요하고 그에 따른 다양한 연구들이 더욱 확장되어 야 할 것이다.

Process of postvention and grief process of the suicide student are important procedure for the peer group students and teachers to help them emotional recover. Preceding research found out school should intervene the process of postvention of suicide students. This research studied the various case of group counseling of crisis intervention to the postvention process. The research showed process of postvention program found the peer group students' sadness emotion for the suicide friends as well as fear and anxiety. Most students expressed their sadness through group counseling and writing the letter to the deceased friend. Thirty students reported they recovered emotional stability by the process of postvention program and group counseling. School counselor supervised thirty students after the suicide incident and reported any special emotional crisis or behavior from the students. Therefore, the proved program should be developed through the extended research to help survivors' sentiment and grief process and understand their emotional status.

The purpose of this study is to develop a narrative therapy counseling program for the enhancement of the seventh-grade students’ resilience and to analyze its effects. Working with all the seventh-grade students who entered a middle school located in the city of Ansan, Korea, in March, 2012, this research conducted a test on their resilience and self-efficacy on March 9, 2012. After 25 percent of them who belonged to the low bottom in terms of resilience were first selected, they were divided into an experiment group and a control group through their voluntary participation or their homeroom teachers’ recommendation. In order to confirm the effects of the program, the experiment group was provided with a group counseling program for the improvement of resilience and a post test was subsequently conducted by having both the groups take part in it. The group counseling program lasted over the period of time ranging from March 27, 2012, to April 28, 2012. The experiment group was composed of two subgroups and the group counseling program was administered to the experiment group twice a week with each session running for 90 minutes. The program consisted of a total of 8 sessions. With the help of SPSS/Windows 19.0, the collected data of this study went through Mann-Whitney test, which was used to confirm the homogeneity of the groups, and Wilcoxon test, which was used to verify the effects of the program. As a result, the research indicated that the resilience and self-efficacy of the experiment group were significantly improved than those of the control group. In addition, the quality analysis found that the narrative therapy program had the power to help the seventh grade students’ consciousness to convert a problem-dominant narrative ,which focused on problems, into a new alternative narrative.

본 연구의 목적은 놀이를 활용한 현실치료 집단상담 프로그램이 아동의 사회정서역량과 회복탄력성에 미치는 효과를 검증하는 것이다. 이를 위해 서울특별시에 소재한 D 초등학교 5학년 6개 학급을 대상으로 사회정서역량, 회복탄력성 사전검사를 실시하였으며, 동질성이 확보된 두 학급 중 한 학급을 실험집단으로, 다른 한 학급을 통제집단으로 선정하였다. 실험집단에는 6주 동안 놀이를 활용한 현실치료 집단상담 프로그램을 총 12회기에 걸쳐 투입하였으며, 통제집단에는 별 도의 처치를 하지 않았다. 실험이 끝난 후, 프로그램의 효과 검증을 위해 두 집단을 대상으로 사 회정서역량과 회복탄력성 사후검사를 실시하였다. 프로그램의 효과 검증을 위해 SPSS 23.0으로 자 료를 분석하였다. 집단 간 사회정서역량과 회복탄력성의 차이와 집단 내 변화를 검증하기 위하여 다변량 분산분석(MANOVA)과 독립표본 t-검증을 실시하였다. 분석 결과, 실험집단은 통제집단에 비해 사회정서역량과 회복탄력성에서 전반적으로 유의미한 향상을 보였다. 특히 사회정서역량의 정서인식 및 조절하기, 자기관리하기, 긍정적 관계맺기, 책임있는 행동하기에서 통계적으로 유의 한 향상이 나타났다. 회복탄력성의 경우 전체 평균 점수는 향상되었으나, 하위 요인별 분석에서는 통계적으로 유의미한 차이를 나타내지 않았다. 그러나 전체 점수의 향상은 본 프로그램의 놀 이를 활용한 현실치료 집단상담 프로그램이 초등학교 고학년 아동의 사회정서역량, 회복탄력성 강화에 긍정적인 영향을 미쳤음을 시사하며, 이는 본 프로그램의 효과성을 뒷받침한다. 향후 본 프로그램은 초등학교 고학년 아동의 사회정서역량과 회복탄력성 증진에 효과적인 개입 방안이 될 수 있고, 교육 현장에서의 집단상담 프로그램의 활용도를 높이는 근거자료로 활용될 수 있다.

This study aimed to investigate the effects of a play-based reality therapy group counseling program on elementary school students’ social-emotional competence and resilience. Participants included six fifth-grade classes from an elementary school in Seoul, South Korea. Based on pre-test results, two classes with similar baseline scores were selected—one as the experimental group and the other as the control group. The experimental group received a 12-session intervention over six weeks, while the control group did not receive any treatment. After the intervention, post-tests were conducted, and data were analyzed using SPSS 23.0. A MANOVA and independent t-tests were conducted to assess the differences between and within the groups. The results showed that the experimental group demonstrated significant improvements in both social-emotional competence and resilience compared to the control group. Specifically, the sub-factors of social-emotional competence—emotional awareness and regulation, self-management, positive relationship building, and responsible decision-making—showed statistically significant improvement. Although the sub-factors of resilience did not show statistical significance, the overall mean score increased, suggesting a positive trend. These findings indicate that the program positively influenced upper-grade elementary students’ emotional and psychological development. This study provides foundational evidence supporting the use of play-based reality therapy group counseling as an effective intervention in educational settings to enhance children's social-emotional competence and resilience.

본 연구는 초기청소년이 지각한 부모양육태도와 진로성숙도의 관계에서 기본심리욕구의 매개효과를 검증하는 데 목적이 있다. 제주도 내 초등학교 5·6학년 학생 412명을 대상으로 자기보고식 설문을 실시하였으며, SPSS 22.0과 Process Macro를 활용해 분석하였다. 그 결과, 부모양육태도, 기본심리욕구, 진로성숙도 간에는 유의한 정적 관계가 나타났고, 기본심리욕구는 부모양육태도와 진로성숙도 의 관계를 부분 매개하였다. 이는 초기청소년의 진로성숙이 환경적 요인뿐 아니라 심리적 욕구 충족과 밀접하게 관련됨을 보여준다. 이 에 초등학교 진로교육 및 진로상담에서 기본심리욕구를 중심으로 한 집단상담 프로그램 개발을 제안한다.

This study aimed to examine the mediating effect of basic psychological needs on the relationship between parenting attitudes and career maturity as perceived by early adolescents. A self-report questionnaire was administered to 412 fifth and sixth grade elementary school students in Jeju Island. Data were analyzed using SPSS 22.0 and Process Macro. Results revealed a significant positive relationship among parenting attitudes, basic psychological needs, and career maturity. Basic psychological needs partially mediated the relationship between parenting attitudes and career maturity. This suggests that early adolescents' career maturity is closely related to not only environmental factors but also the satisfaction of psychological needs. Therefore, we propose the development of a group counseling program focused on basic psychological needs in elementary school career education and counseling.

본 연구는 지운 유동수 선생의 집단상담 사례를 분석함으로써, 집단상담 개입모형을 확인하여 집단상담 발달단계별 개입 특성을 깊이 있게 이해하는 데 목적이 있다. 이를 위 해 Stake(1995)의 분석 방법을 참고하여 지운 선생의 집단상담사례 2개의 축어록과 영상 기록물 자료를 분석하였다. 연구결과 76개의 단위, 31개의 하위범주, 14개의 범주가 도 출되었다. 모든 범주를 포괄하면서 지운 선생의 치료적 개입을 함축하고 있는 핵심범주 로는 ‘탁월한 관계능력을 바탕으로 상생하는 집단분위기를 촉진하여 참가자의 변화와 성장에 함께 함’으로 나타났다. 범주화 결과를 기반으로 하여 지운 선생의 집단상담 개입 모형을 분석한 결과 ‘주도적 참여 태도를 촉진하는 단계’, ‘상생하는 역량을 육성하는 단 계’, ‘변화와 성장을 서로 돕는 단계’, ‘주체성과 관계성의 조화추구 단계’로 나타났다. 또 한, 모든 집단발달단계에 걸쳐 지속해서 영향을 미치는 인격적 특성과 관계적 특성이 발 견되었다. 지운 선생의 인격적 특성에는 ‘인간을 깊이 신뢰하고 온전한 존재로 받아들 임’, ‘만남을 중시함’이 해당하며 관계적 특성으로는 ‘참가자와 촉진자 사이에 친밀감과 신뢰를 쌓아감’, ‘집단구성원 간의 직접적인 상호작용을 발달시켜 친밀하고 신뢰로운 집 단풍토를 만들어감’이라는 범주가 해당된다. 본 연구의 의의는 집단상담의 대가 치료자 인 지운 선생의 실제 집단상담 과정을 분석 자료로 삼았다는 점에서 의의를 찾을 수 있다. 또한, 집단 역동을 보고 집단 내 관계에 다양하게 관여하여 집단을 발달시키는 과정을 이해할 수 있었으며 특정한 상황에서 집단상담자가 구체적으로 어떻게 개입하고 반응해야 하는지에 대해 이해를 높일 수 있었다. 끝으로 본 연구결과를 토대로 후속 연구에 대한 제언과 시사점을 논의하였다.

The purpose of this study is to confirm the characteristics of group counseling intervention and the group counseling intervention model of Ji Woon as a therapist for group therapy. In order to analyze the characteristics of Jiwoon Ji-woon's group therapy intervention by developmental stage, two verbatim records and video recordings of two group therapy cases were analyzed with reference to four analysis methods of Stake(1995). As a result of the verbatim analysis, 76 units, 31 subcategories, and 14 categories were derived. The core category, which encompasses all categories and implies the therapeutic intervention of Mr. Ji Woon, was ‘to promote a co-prosperous collective atmosphere based on excellent relationship skills, and to contribute to the change and growth of participants'. Based on the categorization result, as a result of analyzing Jiwoon´s group therapy intervention model, ‘Steps to promote a lead participation attitude' and ‘Steps to cultivate all win capabilities', ‘Steps to change and grow with each other', and ‘Stages of pursuing harmony between subjectivity and relationship'. Jiwoon's personal and relational characteristics continue to influence all the stages described above. The significance of this study can be found in that the actual group therapy process of Mr. Ji Woon, the master therapist of group therapy, was used as analysis data. In addition, it was possible to understand the process of developing a group by looking at group dynamics and engaging in various relationships within the group, and was able to increase understanding of how the group counselor should specifically intervene and respond in a specific situation.Based on the results, the implications and limitations of this study were discussed, and the future research directions were suggested.

This study verified the effect of non-face-to-face DBT skill training program on dysfunctional thinking, social avoidance and distress, and social interaction anxiety of college students. Twenty university students enrolled in a university located in City G were selected for this study. Ten students were assigned to each of the experimental and control group. The subjects in the experimental group participated in a non-face-to-face DBT skill training group program for 120 minutes once a week, for a total of 8 sessions. In order to confirm the difference between the experimental group and the control group, pre-tests and post-tests were conducted, and a follow-up test was conducted 4 weeks after the end of the program. The result of the study showed that dysfunctional thinking, social avoidance and distress, and social interaction anxiety were significantly reduced only in the experimental group. In the case of dysfunctional thinking and social avoidance and distress, there was a significant difference between the pre-test and post-test scores and the pre-test and follow up scores. On the other hand, in the case of social interaction anxiety, unlike other scales, it showed a more significant difference in post-test and follow up scores, as well as in pre-test and post-test scores and pre-test and follow up scores. This study is significant in that it confirmed that the DBT skill training program developed to treat borderline personality disorder was also effective in treating anxiety. Finally, methods and directions for further research were proposed.

본 연구는 대학의 국가안보 관련학과 신입생을 대상으로 긍정심리학을 활용한 집단지도 프로그램이 심리적 안녕감에 어떠한 영향을 미치는 가에 대하여 알아보고자 실시되었다. 이를 위하여 대학생활을 시작하는 신입생들을 대상으로 최근 10여 년 동안 심리학분야에서 두각을 나타내고 있는 긍정심리학을 바탕으로, 집단지도를 통하여 긍정심리를 증진시키게 되면 학생들의 심리적 안녕감을 높이는데 기여할 수 있는가에 본 연구의 목적을 두고 집단지도 프로그램을 실시하였다. 이를 위하여 국가안보관련 학과의 신입생들 중 남녀 39명(남 19명, 여 20명)을 선정하고 이 중 집단지도 프로그램을 실시한 실험집단은 19명(남 10명, 여 9명)으로 하였고, 비교집단은 20명(남 9명, 여 11명)으로 배치하였다. 실험집단은 2개의 소규모 집단(남학생 집단, 여학생 집단)으로 나누어 각각의 대표자를 선정하고 프로그램을 이끌어 가도록 하였고, 주1회 50분씩 총 10회 차의 집단지도 프로그램을 실시하였다. 본 연구의 결과 긍정심리학을 활용한 집단지도 프로그램은 국가안보 관련학과 대학 신입생에게 심리적 안녕감의 증가에 유의미한 영향을 미치는 것으로 나타났다. 그 하위변인에 대한 프로그램 전과 후의 집단 간의 비교에서는 4가지 하위요인(자율성, 환경에 대한 통제력, 개인적 성장, 긍정적 대인관계)에서 매우 유의미하게 또는 유의미하게 차이가 있는 것으로 나타났다. 그러나 1가지 하위요인(삶의 목적)에서는 유의미한 차이가 없는 것으로 나타났다.

The purpose of this study is to find out the effectiveness of the group guidance program using positive psychology for national security related university entrants’ psychological wellbeing. This study is to investigate the influence of group guidance program on the increase of psychological well-being of university entrants through active and deliberate program based on the positive psychology. To achieve this purpose, thirty nine students (male 19, female 20) among national security related university entrants were selected and allocated to experimental and comparative groups. Experimental group was nineteen students (male 10, female 9), and comparative group was twenty students (male 9, female 11). Experimental group was divided into two teams (male and female team), and guided by each leader. The group guidance was participated in total ten-week sessions, fifty mins per week. The results were as follows; First, the group guidance program using positive psychology for national security related university entrants’ had a positive effect on the students’ psychological wellbeing. Second, effects of subordinate factors (autonomy, controling environment, personal growth, positive relations) in comparison in pre and post test of program had an influence very positive or positive, while one factor (purpose in life) didn’t show a positive effect.

Lowenfeld developed sandplay therapy as a technique that allows children's multidimensional thoughts and emotions to be expressed more freely, while at the same time combining not only visual but also tactile and sensory factors. Since then, sandplay therapy has been used as a psychotherapy technique in various clinical settings around the world, but there has been no evidence-based research on sandplay therapy and sensory processing ability. This study investigated the clinical effects of school sandplay group counseling on sensory processing abilities in 20 sixth-grade elementary school students with suicide ideation. School sandplay group counseling was conducted for 8 sessions in 12 weeks, from March 2023, to June 2023. The subjects were sixth-grade students with suicide ideation from an elementary school in Chungcheongbuk-do, South Korea, with a single group of 10 males (50%) and 10 females (50%) without a control group. The average age of the participants was 11.74, with a range of 11.25-12.15. The Korean version of the SIQ-JR and the Korean version of the AASP were used as pretest and posttest instruments. The data were analyzed using SPSS 29.0. the paired-sample t-tests indicated statistically significant changes in low registration (p = .025), and suicide ideation (p = 0.017). The results of this study suggest that school sandplay group counseling may have clinical effects on sensory processing abilities and suicide ideation in elementary school children with suicide ideation.

This study developed a mother-child group counseling program that integrates positive psychotherapy and emotional coaching and verified its effectiveness. Nine pairs participated in the experimental group and 10 pairs in the comparative group. Repeated measurement variance analysis was performed to verify program effectiveness. The program effect of children was significantly higher in self-esteem and interpersonal skills after participating in the program than that of children in the comparative group, and this effect was maintained until further tests. As for the effect of the mother program, the audit tendency and conflict coping ability of mothers in the experimental group significantly increased after participating in the program. In the case of communication skills, there was no significant difference between the experimental group and the comparative group. These results show that this program not only induced positive changes to school maladjusted children, but also was effective in causing positive changes in their mothers.

본 연구는 수용-전념 치료 (Acceptance and Commitment Therapy, ACT) 집단상담 프로그램이 대학생의 우울 완화에 미치는 효과를 검증하고, 그 치료적 변인을 규명하고자 하였다. 연구 참여자 21명의 대학생 을 실험집단 11명과 통제집단 10명에 배치하였고, 실험집단에 총 5회기의 수용-전념 치료 집단상담 프로그램을 실시하였다. 연구 결과, 실험집단의 우울 수준은 유의미하게 감소한 반면, 통제집단의 우울 수준은 오히려 증가하였다. 또한 실험집단의 수용행동, 탈융합 및 마음챙김 수준이 유의하게 향상되었다. 이를 통해 수용-전념 치료 집단상담 프로그램이 대학생의 우울 완화에 효과적임을 확인하였고 수용행동, 탈융합 및 마음챙김 이 수용-전념 치료의 핵심 치료 요인으로 작용하였음을 밝혔다. 본 연구는 수용-전념 치료의 이론적 토대를 실증적으로 지지하고, 대학생 우울 치료에 적용할 수 있는 근거를 제시하였다는 점에서 의의가 있다.

This study aimed to examine the effect of a group counseling program based on Acceptance and Commitment Therapy (ACT) on alleviating depression in college students, and to identify the therapeutic variables. Twenty-one college students were assigned to the experimental group (n = 11) and the control group (n = 10). The experimental group received a 5-session ACT-based group counseling program. The results showed that the depression level of the experimental group significantly decreased, while that of the control group increased. Furthermore, the levels of acceptance, defusion, and mindfulness in the experimental group significantly improved. These findings suggest that the ACT-based group counseling program is effective in alleviating depression in college students, and that acceptance, defusion, and mindfulness serve as core therapeutic factors in ACT. This study provides empirical support for the theoretical foundation of ACT and presents evidence for its application in the treatment of depression among college students.

The purpose of this study was to examine the effects of solution focused group counseling program on peer relationship and school life adaption of elementary school children. The subjects in this study were the 4th graders at S Elementary School in Ansan, Gyeonggi-do. 20 students were selected through the preliminary test of peer relationship and school life adaption, that is to say, each 10 students of experimental group and control group. A solution focused group counseling program was provided by researcher to the experimental group in six sessions once or twice a week, 60 minutes each. but control group was not conducted for any program. In verifying of the program effects in this study, KOREAN SPSS/WIN(version 12.0) is used for statistical analysis. The major findings of this study are as follows: First, solution focused group counseling program has a positive effect on all parts of sub-factors of peer relationship except to union life between friends. Second, solution focused group counseling program has a effect on the school life adaption of elementary and its all parts of sub-factors except to school rules. As noted above, it is proved that solution focused group counseling program has a positive effect to improve parts of sub-factors of peer relationship and school life adaption. Accordingly, it is necessary to feel satisfaction and qualitative improvement in peer relationship and help school life adaptation of elementary school children through solution focused group counseling program.

본 연구는 초보상담자를 위한 훈련으로 색채심리를 활용한 집단상담을 실시한 후 그들의 경 험을 탐색하였다. 이를 위해 초보상담자 11명을 대상으로 2019년 6월 15일부터 16일까지(16 시간) 집단상담을 실시하였다. 본 연구는 혼합연구방법을 적용하였다. 양적연구는 상담자 자 기성찰척도와 자기효능감을 사전-사후 검사 후 paired t-test를 실시하였고, 질적연구는 종결 후 참여자에게 개방형 질문을 포함한 체험보고서를 작성하고 필요한 경우 심층면접을 실시 한 후 이를 질적사례분석하였다. 연구결과는 다음과 같다. 첫째, 집단상담 실시 후 상담자 자 기성찰 전체와 하위 변인 모두 통계적으로 유의한 차이가 있었다. 둘째, 상담자 자기효능감 전체와 하위 변인 모두 통계적으로 유의한 차이가 있었다. 셋째, 체험보고서 및 심층면접 자 료를 분석한 결과, 3개의 경험영역, 대범주 6개, 18개의 내용으로 분류되었다. 경험영역은 색 채 작업을 통해 새롭게 발견한 ‘나’, 함께 나누는 집단작업 통해 알게 된 ‘자신’, 상담자로서 할 수 있다는 마음이 생긴 ‘나’로 분류되었다. 3개의 영역 중 함께 나누는 집단작업을 통해 알게 된 ‘자신’에 대한 참여자들의 내용이 가장 많고 다양하였다.

This study explored their experiences after conducting group counseling using color psychology as a training for beginner counselors. To this end, group counseling was conducted for 11 beginner counselors from June 15 to 16 (16 hours) in 2019. This study applied the mixed research method. In the quantitative study, the counselor's self-reflection scale and self-efficacy scale were pre-post-tested and then paired t-test was conducted. Case analysis was conducted. The results are as follows. First, there was a statistically significant difference in both counselor self-reflection and subvariants after group counseling. Second, there were statistically significant differences in both counselor self-efficacy and subvariables. Third, as a result of analyzing the experience report and in-depth interview data, it was classified into three experience areas, six large categories, and 18 contents. The experience area was classified into ‘I’ newly discovered through color work, ‘self’ learned through group work shared together, and ‘I’ with a mind that ‘can do’ as a counselor. Among the three experience areas, the participants had the most and diverse contents of ‘self’ learned through group counseling.

본 연구의 목적은 통합 상담모형에 기반한 대학생 도박중독 예방 집단상담 프로그램을 개발하는데 있다. 본 연구에서 개발된 프로그램 은 통합 상담모형의 주요 전략을 바탕으로 내용이 선정ㆍ조직되었으며, 회기별 90분씩 총 9회기로 구성되었다. J대학에 재학 중인 대학 생을 대상으로 프로그램 참가자를 모집하였다. 참가 희망 의사를 표현한 대학생을 사전 면담하여, 도박중독 잠재적 위험군(K-CPGI 검 사 결과 3-7점)에 해당하는 최종 12명의 대학생을 선발하였다. 프로그램 효과 검증은 도박문제 인식 척도, 도박욕구 척도, 도박통제 자기효능감 척도, 변화단계 척도를 사용하여 독립표본 t-test, 검증을 실시하였다. 연구 결과에 의하면, 대학생들의 도박문제 인식과 도박통제 자기효능감은 향상되었고 도박욕구는 감소했으며, 변화단계는 상승한 것으로 나타났다. 본 연구는 대상별, 도박중독 수준별 도박중독 예방 프로그램이 제한적인 상황에서, 도박중독 수준을 고려하고 변화단계에 맞는 개입의 필요성을 밝히고, 통합 상담모형을 적용하여 그 방법을 모색했다는 데 의의가 있다.

The purpose of this study was to develop gambling addiction prevention group counseling program for college students based on the combined counseling model. The program developed in this study consisted of major strategies of the combined counseling model and was comprised of a total of 9 sessions, each lasting 90 minutes. we recruited college students currently attending J College located at J City for participation in the program. We interviewed college students in advance who expressed intention to participate and finally selected 12 college students corresponding to potential risk group for gambling addiction(who earned 3-7 points on K-CPGI test). The effectiveness of the program was validated through independent sample t-test based on gambling problem awareness scale, K-GUS(Korean version of the Gambling Urge Scale), gambling control self-efficiency scale, and K-URICA-G. Based on results of the research, the program developed in this study was found to improve gambling related cognition and self-efficacy to control gambling among college students assigned to experiment group. Moreover, gambling urge decreased, and stages of change increased. This study is meaningful in that it explored the methods for gambling addiction prevention by examining the level of gambling addiction, looking into the need for intervention suited for stages of change, and applying the combined counseling model despite the limited availability of gambling addiction prevention programs designed for each target and gambling addition level.

본 연구의 목적은 PTSD 위험군 초등학생의 외상 후 스트레스 장애(PTSD) 증상 감소와 외상 후 성장(PTG) 증진을 위한 신경언어프로그래밍(NLP) 집단상담 프로그램을 개발하고 그 효과성을 검증하려는 데 있다. 이 러한 연구목적을 위해, 상담 및 심리치료 프로그램 개발 모형에 따라 1회기 40분씩 총 8회기의 프로그램 을 개발하였다. 본 연구의 참가자들은 서울특별시 관내 5∼6학년 PTSD 위험군 초등학생 34명이었다. 본 연구에서는 참가자들을 모집한 후 실험집단과 통제집단에 편의 배정(convenient assignment)하였다. 이어서 본 연구에서는 동일한 PTSD와 PTG 검사를 참가자들에게 3회, 즉 실험 직전과 직후 및 프로그램 종료 3주 후에 투입하였다. 마지막으로, PTSD와 PTG 점수의 변화를 측정하기 위해 실험 및 통제 집단 간 동질성 검증에 이어 2(집단간; 실험, 통제) × 3(측정시기: 사전, 사후, 추후) 혼합설계 분산분석(mixed analysis of variance)을 수행하였다. 분석결과, PTSD와 PTG 및 각 하위요인에서 집단(실험, 통제)과 측정시기(사전, 사후, 추후) 간에 유의미한 상호작용 효과가 있었다. 구체적으로, 실험 및 통제 집단 간의 차이와 사전 및 사후 검사 간의 차이는 유의미한 차이를 보인 반면, 사후 및 추후 검사 간에는 유의미한 차이가 없었다. 이러한 결과는 NLP 집단상담 프로그램이 PTSD 증상 감소 및 PTG 증진에 효과적이며 그 치료효과가 유지되고 있 음을 의미한다. 결론적으로, 본 연구는 NLP 집단상담 프로그램이 PTSD 위험군 초등학생의 PTSD 증상 및 PTG 개선에 효과적임을 시사한다.

The present study intends to develop and then verify NLP group counseling program for reducing PTSD symptom while enhancing PTG in PTSD risk group elementary school. Based on the counseling and psychotherapy program development model, we developed a program consisting of 8 sessions, 40 minutes per one session. The participants in this research were 34 elementary school students in the 5th and 6th grades PTSD risk group in Seoul. After collecting participants, this work assigned participants to experimental and control groups according to a convenient assignment. Subsequently, the same PTSD and PTG tests were administered to participants in three times, namely, both shortly before and after the experiment and three weeks later. Finally, to measure the change of scores of PTSD and PTG, this study performed 2 (group; experiment, control) × 3 (measurement timing; pre-test, post-test, follow-up test) mixed analysis of variance, following the independent sample t-test for the homogeneity between the experimental and control groups. The analysis results are as follows. First, the interaction effects of group and measurement timing were statistically significant in PTSD and PTG and each sub-factors. Specifically, there was a significant difference both between experimental group and control group and between pre-test and post-test whereas no significant difference between the post-test and the follow-up. The results means that the NLP group counseling program is effective in decreasing PTSD symptoms while increasing PTG and its therapeutic effect is maintained. In consequence, this research implies that the NLP group counseling program is effective for ameliorating PTSD symptoms and PTG of PTSD risk elementary school students.

본 연구는 초등학교 3학년생에게 긍정심리학을 기반으로 한 집단예술치료와 집단상담치료를 실시하고 자아존중감, 학교생 활적응, 긍정심리 및 정서를 중심으로 그 효과에 대해 비교 연구 하고자 하였다. 연구대상은 I시에 위치한 D초등학교 3학년, 3학급을 무작위 선정하여 a 학급 23명 실험집단, 동질 집단인 b학급 24명 비교집단, c학급 22명을 대조집단으로 하였다. 실험집단은 주2회 60분씩 12회기의 긍정심리학을 기반으로 한 집단예술치료 프로그램을 시행하였다. 비교집단은 주2회 60분씩 총12회기의 긍정심리학을 기반으로 한 집단상담치료 프로그램을 실시하였으며, 대조집단은 무처치 하였다. 척도로는 자아존중감, 학교생활적응, 긍정적 부정적 정서측정을 평가하였다. 본 연구에서 나타난 결과는 다음과 같다. 실험집단이 대조집단에 비해 자아존중감과 하위요인인 총체적 자아존중감을 유의하게 향상시켰고 실험, 비교 집단이 대조집단에 비해 학교생활적응과 하위요인인 환경적응과 열정을 유의하게 향상시켰다. 특히 실험집단은 비교, 대조집단보다 긍정정서의 하위요인인 기쁨이 유의하게 향상되었다. 이와 같은 결과는 긍정심리학을 기반으로 한 집단예술치료가 초등학교 3학년 학생의 긍정적인 정서·행동의 발달 및 유지를 위한 프로그램으로써 향후 학교에서 적용될 수 있음을 시사한다.

The purpose of this study is to examine the effect of group arts therapy and group counseling therapy based on positive psychology on the self- esteem, school adjustment and emotion of third-grade students in an elementary. Elementary school students and to make a comparative analysis of group integrative arts therapy and group counseling therapy. The subjects were the students in three third-grade classes that were randomly selected from an elementary school located in the city of I. The experimental group participated in a group arts therapy program and The comparative group participated in a group counseling program in 12 sessions, twice a week, 60 minutes each. The instruments were a self-esteem scale, a school adjustment scale and Affect Survey scale, which were all subjective scales. The results of the study are as follows: The group arts therapy was found to significantly improve the self-esteem of the experimental group when the three groups were compared and the group arts therapy was found to significantly boost the school adjustment of the experimental group. The experimental group showed more significant improvement in teacher adjustment and friend adjustment among the sub-factors of school adjustment and joy among the sub-factors of emotion than the comparative group. The findings of the study suggest that this therapy could be one of useful programs to bolster the school adjustment, positive affects and positive emotion, decrease negative emotion of third-grade students in elementary school to facilitate their school life.

본 연구의 목적은 정태기의 영성치유집단을 중심으로 집단리더가 구조화된 집단상 담 프로그램에서 무엇을 경험하는지를 통해 영성치유집단이 가진 독특한 구조와 치유 의 의미를 밝히는 데 있다. 이를 위해 영성치유집단의 집단상담 리더로 7년 이상 활 동해온 8명을 대상으로 집단상담 리더 경험에 대해 심층 면담을 진행하였고, 자료들 을 분석하여 Colaizzi의 현상학적 연구방법을 적용하여 수행하였다. 분석 결과, 51개 의미단위, 13개의 드러난 주제군, 4개의 주제 범주를 도출하였다. 연구 결과는 ‘소집단 치유경험’, ‘집단리더의 역할’, ‘집단 리더자 경험’, ‘집단 리더됨의 과정’으로 나타났다. 본 연구를 통해 영성치유집단의 구조화된 프로그램의 독특성과 집단상담 리더들을 통 한 집단경험과 치유의 의미를 심층적으로 살펴보고 집단상담 지도자로서 역할과 성장 이 주는 기독상담학적 함의를 도출하여 기술하였다. 첫째, 전체 프로그램이 대집단 강 의, 음악, 동작치료와 소집단상담의 유기적 연계로 치유의 장을 마련하였고 집단상담 의 특성을 활용해서 리더와 집단원의 협력을 통한 치유가 일어났다. 상처를 드러냄으 로 생명력이 살아나 진정한 자신을 만나는 시간을 가졌다. 둘째, 집단리더로서의 역할로 참여자개방을 위한 안전한 환경 조성과 전체를 파악하는 집단구조화, 집단에서 자 기조절과 전문기관과 협조하며 후속 연계를 담당하였다. 셋째, 집단리더의 소집단 경 험은 타인의 상처를 나누며 동행하는 하나님을 경험하는 영적 순간이었고, 자기성찰 과 발견의 시간이었으며 보람을 느끼고 헌신하며 삶의 경험이 확장되었다. 넷째, 집단 리더가 되어가는 과정에서 집단을 준비하는 심리적, 영적 자기 점검과 전문가로서 역 량강화를 위한 교육, 수퍼비전을 통해 리더들은 계속 성장해 나갔다. 연구 결과를 바 탕으로 집단리더들의 경험을 통해 정태기의 영성치유집단의 치유 의미와 소집단의 본 질을 확인하였으며, 집단상담 참여자뿐 아니라 상담자의 참여 경험에 대한 질적, 양적 연구들이 활성화되어 전인건강을 위한 다양한 치유집단 프로그램들이 개발되고 확장 되기를 제안하였다.

The purpose of this study is to elucidate the unique structure and healing significance of spiritual healing groups, specifically those led by Tae Ki Chung by examining the lived experiences of group leaders within a structured group counseling program. To achieve this, in-depth interviews were conducted with eight individuals who have served as group counseling leaders in spiritual healing groups for over seven years. The collected data were analyzed using Colaizzi's phenomenological research method. The analysis revealed 51 meaning units, 13 emergent theme clusters, and 4 thematic categories. The study findings are categorized into four key areas: ‘Healing Experiences in Small Groups,’ ‘Roles of the Group Leader,’ ‘Experiences as a Group Leader,’ and ‘The Process of Becoming a Group Leader.’ This study provides an in-depth examination of the distinctive characteristics of structured programs in spiritual healing groups and the meaning of healing as experienced through the group counseling leaders. It further delineates the implications for Christian counseling regarding the roles and growth of group leaders. Firstly, the study found that the overall program created a healing environment through the organic integration of large group lectures, music, movement therapy, and small group counseling. This structure facilitated healing through the collaborative efforts of leaders and group members, allowing participants to bring their wounds to light and experience a renewal of vitality, leading to a deeper encounter with their true selves. Secondly, the study identified the multifaceted roles of group leaders, which included creating a safe environment for participant openness, structuring the group with an awareness of the whole, self-regulation within the group, and coordinating with professional institutions to ensure continuity of care. Thirdly, the small group experience for leaders was characterized as a spiritual moment of sharing in the wounds of others and experiencing God as a companion in the healing journey. It was also a time of self-reflection and discovery, fostering a sense of fulfillment and commitment while expanding their life experiences. Fourthly, the study highlighted the developmental trajectory of becoming a group leader, emphasizing psychological and spiritual self-assessment, and the importance of continuous professional development through education and supervision, which enabled leaders to grow continuously. Based on the findings, the study confirms the healing significance and the essence of small group experiences within Tae Ki Chung's spiritual healing groups through the experiences of group leaders. It also suggests the need for further qualitative and quantitative research on the experiences of both group counseling participants and counselors. Moreover, it advocates for the development and expansion of diverse healing group programs aimed at holistic health.