ISSN : 1229-0688
본 연구는 약물남용 비행청소년을 대상으로 생활기술훈련프로그램, 정보제공 프로그램, 정서중심 프로그램을 실시하여 통제집단에 비해 약물에 대한 지식과 태도, 문제해결, 주장성 및 자존감에 어떠한 영향을 미치는지를 알아보고자 하였다. B와 C지역의 보호관찰청소년들 중 청소년약물사용 고위험군 선별검사와 한국형 청소년 약물중독 선별검사표에서 높은 점수를 받은 피험자들을 생활기술훈련집단, 정보제공집단, 정서중심집단, 대기자 통제집단에 무선 할당하였다. 생활기술훈련집단, 정보제공집단, 정서중심집단의 내담자들은 일주일에 3시간씩 10회기의 프로그램에 참여하였고, 대기자 통제집단은 프로그램에 참여하지 않았다. 약물지식과 태도 척도, 문제해결척도, 주장성 척도 및 자존감 척도가 사전, 사후검사로 사용되었다. 집단간 처치효과를 알아보기 위해 공변량분석과 사후개별비교를 하였다. 결과는 다음과 같다. 먼저 정보제공집단과 생활기술훈련집단은 내담자들은 통제집단에 비해 약물지식과 태도에서 유의미하게 향상되었다. 그러나 정서중심집단과 통제집단간에는 차이가 없었다. 둘째, 생활기술훈련집단은 문제해결에서 통제집단에 비해 유의미한 향상이 있었으나, 정보제공집단과 정서중심집단과 통제집단간에는 차이가 없었다. 세째, 생활기술훈련집단은 주장성에서 통제집단에 비해 유의미한 향상이 있었으나 정보제공집단과 정서중심집단과 통제집단간에는 차이가 없었다. 네째, 생활기술훈련집단과 정서중심집단은 자존감에서 통제집단에 비해 유의미한 향상이 있었으나, 정보제공집단과 통제집단간에는 차이가 없었다.
The present study was aimed to investigate the effect of life skill training program on drug knowledge and attitude, problem solving, assertiveness and self-esteem in drug abusing delinquent adolescents' group compared to the control group. This study also examined the comparative difference of dependent variables between life skill training program and information dissimilation and affective approach programs. Forty probation adolescents were selected in B and C area who got high score in High Risk Group Adolescent Drug User Screening Test and Korea Adolescent Drug Addiction Screening Test. They were randomly assigned to life skill training group, information dissimilation group, affective approach group, and waiting list control group by each ten members. Members of control group didn't experience group counseling. On the other hand, Members of three other groups participated in ten-session group counseling three times a week. Drug knowledge and attitude scale, problem solving scale, assertiveness test and self-esteem test were used as Pre and Post-Tests. The data were analyzed by covariance(ANCOVA) and post private comparison to testify the treatment effect within each group condition. The result are as follows: First, compared to the control group, drug knowledge and attitude in information dissimilation group and life skill training group were improved significantly. However, there was no difference between affective approach group and the control group. Second, compared to the control group, life skill training group suggested the significant improvement in solving problem, while the difference between information dissimilation and affective approach groups and the control group was not found. Third, compared to the control group, assertiveness in life skill training group was increased significantly. However, there was no difference between information dissimilation and affective approach groups and the control group. Forth, compared to the control group, self-esteem in life skill training and affective approach group were increased significantly. However, mere was no difference between information dissimilation group and the control group. Explanation and implication of the results are discussed.
