고교학점제 참여 학생의 상담심리학 수업 경험에 대한 인식 연구

Abstract

Objectives The purpose of this study is to explore the types of perceptions of high school credit system students participating in the counseling psychology class and the characteristics of each type.
 Methods This study utilized the Q methodology. A Q sample of 33 questions was confirmed through literature research, open-ended questionnaires, and 1:1 in-depth interviews, and 33 high school sophomores who experienced counseling psychology classes through purpose sampling were selected as P samples. After classifying the Q samples in a 9-point scale distribution by a forced distribution method, they were analyzed using the QUANL-PC program.
 Results As a result of the analysis, the perception of counseling psychology class experience was found to be 5 types. Type 1 was the ‘New Learning-Seeking Type’, showing interest in learning a field of interest and showing curiosity in a new field that could not be learned normally. Type 2 was the ‘Emotional Growth-Seeking Type’, showing the characteristics of feeling the effects of counseling, such as gaining sense of emotional stability and developing insight into oneself through class. Type 3 was the ‘Professional Experience-Seeking Type’, showing a characteristic of being good at concentration when conducting theoretical classes and practical activities together. Type 4 was the ‘Career Preparation Action Pursuit Type’, showing interest in learning in advance what to learn in college and recognizing that it will act as a specification when entering college. Type 5 was the ‘Differentiated Professionalism-Seeking Type’, showing trust in the expert’s class and demanding professionalism in class.
 Conclusions When selecting subjects in the high school credit system, it is expected that students will be more satisfied when they select subjects that are not normally learned at school, and that match their personal career and interests, and the counseling psychology course can satisfy this.