근거이론을 활용한 학교 전문상담사의 놀이중심 집단상담 경험 분석

Abstract

Objectives The purpose of this study was to propose a theoretical model of play-centered group counseling (PCGC) to explain the phenomena and characteristics of PCGC and factors influencing its effectiveness. As a result, ways to promote the healthy development of children have been sought.
 Methods As a qualitative research method, grounded theory was used to analyze the experience of school counselors’ PCGC operation. In-depth interviews were conducted with 5 school counselors with experience in operating PCGC for more than 5 years in elementary and secondary schools. A paradigm model and a situation model were presented by conducting open coding, axis coding, and selective coding.
 Results The PCGC achieved the students’ holistic development, school adaptation, and problem prevention by applying two strategies: the active use of social skills and the acquisition of self-direction. In addition, the education community was strengthened by improving the teachers’ understanding of students and improving the student-teacher relationship. It was necessary to secure stable conditions for the operation of PCGC and to strengthen the competence of school counselors.
 Conclusions Active use of PCGC is necessary for children’s holistic development, school adaptation, problem prevention, and reinforcement of the educational community. To this end, efforts to develop a theoretical foundation for PCGC are required.