고등학교 유형별 상담경험 유무와 마음챙김 수준에 따른 학교상담기대의 차이

Differences in school counseling expectations according to counseling experience and level of mindfulness by type of high school

본 연구의 목적은 고등학교 유형별로 학생들의 상담경험 유무와 마음챙김 수준에 따라 학교상담기대가 어떠한 차이가 있는지 알아보는 것이다. 이를 위해 J시 고등학생 492명(일반고 246명, 특성화고 246명)을 대상으로 마음챙김 척도와 상담기대 질문지 등을 이용하여 조사하였고, 주요 연구결과는 다음과 같다. 첫째, 상담경험 유무에 따라 학교상담기대에는 유의한 차이가 없었지만 마음챙김에는 유의한 차이가 있었다. 둘째, 일반고 학생들과 특성화고 학생들 모두 상담경험이 있는 집단보다 상담경험이 없는 집단의 마음챙김이 유의하게 높았다. 셋째, 일반고 학생들의 경우 마음챙김 수준이 높은 학생들이 낮은 학생들보다 학교상담기대의 총점과 모든 하위요인 점수에서 유의하게 높게 나타난 반면, 특성화고 학생들은 학교상담기대의 총점과 수용성, 직면성, 지시성, 진실성, 양육성, 전문성, 구체성 하위요인에서만 높았다. 넷째, 일반고 학생들의 경우 상담경험 유무와 상관없이 마음챙김 수준이 높은 학생들이 낮은 학생들보다 학교상담기대 총점 및 모든 하위요인 점수에서 유의하게 높은 것으로 나타났다. 반면, 특성화고학생들의 경우 상담경험 유무와 상관없이 학교상담기대 총점 및 모든 하위요인 점수에서 마음챙김 수준이 높은학생들과 낮은 학생들 사이에 유의한 차이가 없었다. 이러한 연구결과는 학교유형에 따라 마음챙김 향상과 학교상담기대 향상을 위한 방안 마련을 위한 기초자료로 활용될 수 있을 것이다.

The purpose of this study was to find out what differences there are in school counseling expectations depending on the presence or absence of counseling experience and mindfulness level of students by type of high school. For this purpose, 492 students(246 general high school students, 246 specialized high school students) in J City were surveyed using the Mindfulness Scale and Counseling Expectations Questionnaire, and the major findings are as follows. First, there was no significant difference in school counseling expectations, but there was a significant difference in mindfulness according to counseling experience. Second, the mindfulness of the group without counseling experience was significantly higher than that of the group with counseling experience for both general and specialized high school students. Third, in the case of general high school students, students with high levels of mindfulness showed significantly higher scores in the total score and all sub-factor scores of school counseling expectations than students with low levels of mindfulness, whereas students in specialized high schools showed significantly higher scores in the total score of school counseling expectations as well as acceptability, confrontation, directiveness, and truthfulness, nurturing, professionalism, and concreteness subfactors. Fourth, in the case of general high school students, regardless of whether or not they had counseling experience, students with a high level of mindfulness were found to be significantly higher in the total score and all sub-factor scores of school counseling expectations than those with a low level of mindfulness. On the other hand, for students at specialized high schools, there was no significant difference between students with high and low levels of mindfulness in the total school counseling expectation score and all sub-factor scores, regardless of whether or not they had counseling experience. These findings can be used as basic data to develop measures to improve mindfulness and improve school counseling expectations depending on the type of school.