사람은 태어나 가정에서 가족들과 관계를 맺고, 자라면서 또래와 사귀며 학교라는 사회를 접하고 나아가 한 사회의 구성원으로 자라나게 된다. 그러한 성장과정 중에 특히, 초등학교 고학년인 5, 6학년의 아동들은 신체적으로 2차 성징이 나타나며, 성장의 급등기를 맞아 외모와 자존감 사이에서 갈등하고, 죄책감, 수치심, 분노 등의 복잡한 정서를 경험하며, 풍부한 정서적 감수성을 발달시킨다고 하였다(박명희, 2004). 또한 조옥경(2005)은 이 시기의 남자아이들은 서열을 만들고 여자 아이들은 배타적인 소집단을 만들어 서로를 견제하며, ‘아이’라는 껍질을 깨는 때로 어린애 취급도, 어른 취급도 하기 힘들다고 했고 그러기에 건전한 또래집단 문화를 만들 수 있도록 신경 써야 한다고 하였다.
The purpose of this study is to examine the effect of Gestalt group counseling on high-grade elementary school students\' class cohesion. One class was chosen as a experiment group among sixth grade classes in B elementary school in A city in Gyeonggido and another class whose result of the pre-test was similar to experiment group was chosen as a control group. Both groups were then taken a pre-test of class cohesion. The experiment group received 10 Gestalt group counseling sessions, 1 per a week, 2hours per a session, while control group received no treatment. The result of this study supported the hypothesis that Gestalt group counseling program would make positive change on class cohesion of high-grade elementary school students. Also, it was verified that the program has significant effect on class climate, mutual confidence, class unity, and communication, the sub-factors of class cohesion. With the situation of being hard to find cases using Gestalt group counseling program for improving class cohesion, this study showed that Gestalt group counseling program is effective for improving class cohesion. Also, the program was administered not by an homeroom teacher or a teacher who belongs to the school but by an outside researcher, which verified the effects of program more objectively. This could be a meaningful study in that it expanded the subjects of group counseling from a few students who have some problem into total class students so can be a reference materials for humanity education and class handlin.
Ⅰ. 서 론 Ⅱ. 이론적 배경 Ⅲ. 연구방법 Ⅳ. 연구 결과 Ⅴ. 논의 및 결론 참고문헌
