초등학교 상담실태 및 교사와 아동의 상담에 대한 요구 분석
(An) analysis of actual counseling status in elementary schools and the requirement of teachers and children for the counseling
초등학교 상담실태 교사 아동;
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This study aims to suggest the appropriate ways of counseling in schools by checking the problems of counseling situations in elementary schools in Daegu. It analyzes how much the teachers understand the concept of counseling and what the children ask for. To achieve this aim, questions below were selected as focuses. 1. How is the counseling being arranged and going on in elementary schools? 2. What do the teachers understand and ask for in counselling? And what about children? 3. What type of counseling do the teachers seek as an ideal one? To find the reasonable explanations about the answers to the questions above, the research proceeded with the help of questionnaires. 261 elementary school teachers in Daegu and 523 elementary school children in their 5th and 6th grades participated in this survey, which referred to the antecedent researches done before by other experts. The questions went through the process of revision under the supervision of the advisory professor. The preliminary researches and repetitive revisions have yielded the final means for the survey, which respectively contains 32 questions for teachers and 24 questions for children. The program 'SPSS for Windows 10.0' was used for the arrangement of research data. To get the frequency and percentage of the answers to each question in the sub-part, and distinguish between the variable factors such as the sex, grade of the child and the years of teaching career, the method of X2-verification was introduced to the research. The conclusions of this study are as follows: First, children in senior grades of elementary schools are faced with a lot of private or academic problems in their daily lives, but they are not very often helped by counseling. They just try to avoid or clear up the problems in ineffective ways. In addition, though the children might have counseling, the teachers as counselors tend to focus just on the friendship problems of all others, which is quite far from the actual problems with children. To change this routine, it is necessary to know what problems the children actually encounter, and children who have very few experiences of receiving counseling should be offered more opportunities for counseling. Second, most elementary school teachers regard the counseling as essential part of school activities, and show a great deal of interest in it, but they don't know much about the counseling-related theories or techniques and don't participate very often in the counseling training programs. Therefore, the development and application of training programs is necessary for more professional teacher-counselors. Also, schools need professional counselors and offices for counseling only to get more appropriate help. Third, the information and reference materials on counseling should be provided and noticed in school for the teacher-counselors to make the most of. Fourth, most children choose one of their parents or friends as an adviser. Thus, the reality is that parents training, stronger communication between schools and homes, and the development/application of counseling programs are necessary. Fifth, when it comes to the ways most cases of counseling go on in school, children are usually in very passive situations, where teachers call for them and children just respond to their teachers. For more effective results, the counseling process should harmonize with what children want and the teachers should be qualified for the job, thus offering the children opportunities to feel free to get help from their teachers. Sixth, the object of counseling is not a particular group of children but all the children involved. Improving the understanding of its meaning and purpose among teachers and children, counseling can lead to part of the education for the whole men. Seventh, to be more effective and relevant, counseling should meet the children's varied demands, based on sex and grade. Eighth, heavy burden of too much work in school imposed on teachers should be reduced to some significant extent. Teachers can spend enough time in counseling-related work then. Finally, the ideal model of counseling in elementary school includes the situations where the homeroom teacher is the center of the counseling and administrative/financial support help improve the teachers' qualifications as professionals.