아동상담 교육프로그램에 의한 유치원교사의 상담인식 변화

Kindergarten Teacher s Change of Counseling Recognition by an Educational Program for Child Counseling

This study was intended to investigate whether kindergarten teachers had shown a change in recognition for child counseling. Subjects were the 28 kindergarten teachers in Chungchong area (12 and 16 for experimental and control group, respectively). The instruments were Satisfaction with Life Scale, Self-Esteem Scale, the Center for Epidemiological Studies Depression Scale, State-Trait Anxiety Inventory, and the questionnaire for child counseling recognition. The educational program for child counseling held 6 sessions for 2 days. Collected data were analyzed by SPSS PC program (version 18.0) for frequency, percent, and Cronbach s α for reliability. The results were as follows: First, kindergarten teachers recognition for child counseling in attendance group was changed negatively after attending the educational program and the non-attendance group teachers showed more positive viewpoint for child counseling than the attendance. Second, the attendance group teachers expressed more positive educational intention for problem child after attending the educational program than the non-attendance. Third, the attendance group teachers reported the increases of counseling knowledge, and openness and confidence for counseling, compared with the non-attendance. Last, the attendance group teachers level of life satisfaction and self-esteem was increased after attending the educational program, and they obtained higher scores than the non-attendance.