ISSN : 1229-0688
Vol.13 No.3
Abstract
This is to suggest a counseling model from the viewpoint of Buddhism. According to Buddhism, the reality of an individual is constructed by himself. The process, by which a reality is constructed, is conceptualized as the construction process of an experience. In the process of construction, imaginations are intervened and a reality, which is actually an as-if reality, is created as the product. A counselor needs to establish a counseling environment, in which his clients' subjective reality is expressed as it really is. In such an environment he and his clients explore and understand what facts and imaginations are contributed to the construction of their own reality. His clients are helped to be emancipated from the shackles of their imagined reality by being aware that they have constructed their own reality by inputting their imaginations into it. Most of the problem-prone imaginations are related to the clients' wishes and fears, and these are related to their being. Therefore, their counselor helps them be aware that their wishes and fears are only their own fictions and do not have any substantial relation to their real being. In this process clients are helped to disidentify their wishes and fears from their being.
Abstract
Recently increasing efforts have been made to explore and conceptualize from the developmental perspective the process in which counselors come to achieve professional competency over an extended period of time after the completion of graduate-level training. In Korea, however, studies concerning counselor development are lacking. The purpose of this study is twofold. One is to introduce Western counselor developmental models and to critically review their contributions and limitations. The other is to discuss the necessity of developmental studies involving Korean youth counselors and to offer some suggestions for future research endeavors. In this article, the meaning and the implications of the developmental perspective in the area of counselor education and training are discussed. Some major Western counselor developmental models are described and their contributions and limitations are discussed. Also reviewed are a few studies which attempted to investigate developmental differences among Korean counselors. Finally, the necessity of research interest and endeavors to explore and understand the experiences and developmental paths of Korean youth counselors is discussed along with some suggestions for such research endeavors.
Abstract
This study was attempted to investigate the relations of early maladaptive schemas, defense styles, and interpersonal relationships. Questionnaires to measure these constructs were administered to 225 university students. The results of correlational analysis, multiple regression analysis, and discriminant analysis indicate that the sixteen early maladaptive schemas are very important in understanding each individual's defensive and interpersonal processes. In other words, the results show that the specific types of maladaptive schemas each individual has developed are possibly one of the central determinants of the adaptive utility of defensive processes and the quality of interpersonal relationships with others. It is implied from the results of the study that problems of living are, at least in part, problems of deeply-rooted maladaptive schemas. The implications and limitations of the study were discussed, and suggestions for future researches were also presented.
Abstract
This study is to trace the counseling process of the avoidant clients and figure out what kind of factors make the change. The first step of this study has been focused on the counseling process between the avoidant clients and the counselors using the Consensual Quality Research. The condition of the study was that a kind of stable relationship has been already established between the counselor and the avoidant client. These are the questions upon which this study has started: (1) In what way do the internal working models of the avoidant clients affect the relation to the counselors? (2) What kind of things do the avoidant clients count as an outcome? (3) What kind of factors do the avoidant clients think has brought the outcome of the counseling? (4) How do the avoidant clients react to any negative experiences that might happen in the counseling process and manage those experiences? The results are summed up as follows: First of all, as the counseling went on, the avoidant clients have overcome any distrust or doubt and shown trust to the counselors. In addition, they have got internal representations of their counselors which can be regarded as a sign of attachment. Secondly, they showed remarkable change in their relationship to others, and they were able to explore, understand and reach a conclusion on themselves. Thirdly, The most important factor of the counseling was that counselors provided a secure base to the clients. Upon the secure base, the clients were to accept the guidance from their counselors and explore themselves, and even tried to challenge themselves. The secure base has led the avoidant clients to aware and express their complicated affects and to open their weaknesses or secrets to solve their problems. Lastly, the avoidant clients have often experienced their counseling sessions in a negative way. The negative feelings would be resolved when the counselors show their concerns about the clients' negative feelings and ask questions about them, and then, the counseling process get back to its right track.
Abstract
In order to examine the relation among age(13-14 Y/40-50 Y), locus of control, and expectations about counseling, the Expectations About Counseling Questionnaire and Internal-External Locus of Control Scale administered to 525 teenagers and 114 parents. Through factor analysis, four expectation factors were obtained: counseling relationship, counselor's expertness, client's role and counseling outcome. Teenagers expected more about counselor's expertness, and parents expected more about counseling outcome. For most factors, patents had a higher expectation than did teenagers; however there was no significant differences between parents and teenagers for expectation about counselor's expertness. Parents with internal control scored significantly higher than parents with external control on all expectation factors. But internally controlled teenagers had a higher expectation on counseling relationship and outcome than external controller. Especially for expectation about client's role, there was an interaction effect between age groups and the locus of control. That is, regardless of the level of locus of control, teenagers had a low expectation about client's role. Implications of these findings were discussed with regard to the tasks of early counseling sessions.
Abstract
The purpose of the present study was to examine the Korean's youths' referral patterns to solve their problems. The research participants (857 high school students) were asked to indicate who they would refer themselves to when they encounter different kinds of problems. It was shown that Korean youths seek help from different group depending on the nature of problems. Specifically, they indicated chat peer group is the most frequent referred group for relationship, emotional, and adjustment issues, teachers for career and academic issues, parents for financial and family issues, and self-referred for self-esteem issues. Professional helpers (counselors and psychotherapists) were the least referred group for youths to get help. Somewhat negative attitude toward professional help among youths was shown to be related to their tendency of stigmatizing mental illness. One third of the participants in the study had previous counseling experiences, and chose who received counseling services reported relatively low satisfaction of the services they received. With the limitations of the study, implications for youth counseling were discussed.
Abstract
The purpose of this research is to study the attachment style of group of juvenile delinquency in comparison to average junior high school students. 135 adolescents in juvenile delinquency program in counseling centers, social welfare offices and probation offices in Seoul and Kyung-ki area were selected. For the comparison group of average adolescent sample, a total of 375 students from the 8th grade of junior high school (male: 157, female: 200) in Seoul and Kyung-ki area were selected. Adult Attachment Scale(AAS) developed by Collins & Read(1990) was used in this study. AAS consisted of 18 questions based on Hazan & shaver(1987) and it was translated by Kim (1999) in Korea. In this study, three questions are asked. First, how are the factors of Adult Attachment Style different from a group of juvenile delinquency compared to average adolescents? Second, how are the specific Adult Attachment Style different from a group of juvenile delinquency compared to average adolescents? Third, how are the distribution of 4 attachment styles different between these two groups? The results show that the anxiety factor was different between groups and unexpectedly, the average adolescent group showed high in anxiety factor compared to the group of juvenile delinquency. Also, the group of juvenile delinquency was significantly high in closeness & dependency style compared to the average adolescents. Further comments were suggested for the development of counseling juvenile delinquencies.
Abstract
The purpose of this study is to find out the risk factors concerning the school resilience and to explore what kind of protective factors serve to alleviate the influence of those risk factors among dropout or latent dropout adolescents. This study also aims at searching for the protective factors which exert influences on school dropout adolescents' school resilience under the same risky conditions. Data were collected via a questionnaire survey of 92 vocational high school students who had experienced dropout or had been rated as latent dropout. The questionnaire was consisted of the check list of 7 risk factors (depressive/giving-up trait, aggressive/impulsive trait, personal developmental risk, family structure, family dysfunction, socioeconomic status, and life event stress) and the check list of 13 protective factors(responsibility, planfulness, internal locus of control, self efficacy, social skill, democratic parenting of the father, democratic parenting of the mother, the family's support, the peer group's support, the teacher's support, positive climate of school, job satisfaction, and extracurricular activities) with school resilience(composed of the interest in school, academic achievement, rule-governed conduct) as a dependent variable. To compare with ordinary students, 109 regular academic high school students in Youngdeungpo and Inchon were also surveyed with the check list of 7 risk factors and school resilience. It was found out that the research group has been exposed to much more accumulated risk factors than the compare group. The most influential risk factor for the school resilience was the aggressive/impulsive trait of adolescents. There was the difference in characteristic quality between groups since students from single or no parent family in the comparison group tended to fail in school resilience, whereas those in the research group showed more positive attitude towards academic achievement. The influential protective factors for school resilience were the positive climate of school, the teacher's support, and responsibility. Overall protective factors are much more likely to explain school resilience than risk factors. There were no differences in family structure, socioeconomic status, and personal developmental risk between high and low resilient adolescents at higher risks. However, there were significant differences in the aggressive/impulsive trait, depressive/giving-up trait, life event stress, and family dysfunction. Among protective factors, responsibility, self efficacy, teacher's support and the positive climate of school showed significant influences on school resilience.
Abstract
Psychological tests are important parts of counseling process. The purpose of this study is to investigate which tests are used by the youth counselors and how often that are used. For this, I visited and investigated 16 local youth counseling centers and interviewed with 42 counselors. Generally, the youth counseling centers used, by average, 8-9 kinds of the test. And MBTI, MMTIC, aptitude test, MMPI, career-interest test, K-WAIS or KEDI-WISC, and learning-skill test are most often used. In individual counseling, counselors used frequently MBTI or MMTIC, sentence completion test, MMPI, career-aptitude test, drawing test, intelligence test and learning-skill test. Tests play a role not only as a tool to understand clients but also as a bridge to build relationships between a counselor and a client. So, we need to consider the relationship building between the counselor and the client as well as the effectiveness when we develop a new test. 88% of counselors acknowledged the usefulness of the psychological tests, from which they could gee objective and effective data for diagnoses. They pointed out, however, the weaknesses of the tests such as difficulties in executing or analyzing, and obsoleteness. Counselors prefer the easy and less offensive tests. Counselors were educated for MBTI, intelligence test, and drawing test. And only 17% of them took supervision for the tests. The length they took for learning the tests had a significant correlation with frequency and diversity of the tests used. Counselors point out the absence of the education for applying the tests for counseling, and the nonsystematic curriculum. And they need the education system for using the test in counseling and for making a link between the two. The purpose of the tests is limited to build a relationships or co understand clients. Meanwhile, the expertise and considerations in executing and analyzing the tests are in some cases neglected, which are needed.
Abstract
The present Study was designed to compare the effects of intensive assertiveness training and non-intensive assertiveness training on assertive behavior, interpersonal relationship, self-esteem, and general sense of well-being. Intensive assertiveness training group subjects were 17 adults who felt problems in assertiveness. Non-intensive assertiveness training group subjects were 23 adults who felt problems in assertiveness. For intensive assertiveness training group, assertiveness training program was administered for 1 week, 3 times a week and each training program lasted 8 to 8.5 hours. For non-intensive assertiveness training group, assertiveness training program was administered for 10 weeks, once a week and each training program lasted 2.5 hours. Same assertiveness training program was applied to both groups. Same instruments were also administered before and after the program in both groups. The instruments used in this study were Rathus Assertiveness Scale, Relationship change Scale, Self-Esteem Inventory, and Index of Well-Being. The Pretest-Posttest design was used for both groups to measure the effectiveness of the intensive and non-intensive assertiveness training program. For statistical comparison of the effectiveness of intensive assertiveness training and that of non-intensive assertiveness training, MANOVA was used. The results were as follows: First, statistically significant increase of assertive behavior was found in both groups after the application of assertiveness training program. The results showed that assertive behaviors of subjects in non-intensive assertiveness training group were improved more than those in intensive assertiveness training group. The training effect of non-intensive assertiveness training was statistically better than that of intensive assertiveness training for increasing assertive behavior. Second, statistically significant improvement in overall interpersonal relationship was found in both groups after the application of assertiveness training program. There was no statistically significant training effect difference between intensive assertiveness training and non-intensive assertiveness training. Although the scores of 7 subareas of relationship change scale were increased in both groups, the subarea of sensitivity was not statistically improved in both groups. Besides, the subarea of openness in intensive assertiveness training group was not statistically improved. Third, although the scores of self-esteem in both groups were increased, only in non-intensive assertiveness training group self-esteem improved statistically. The training effect of non-intensive assertiveness training was statistically better than that of intensive assertiveness training for enhancing self-esteem. Lastly, the scores of General Affect and Overall Life Satisfaction, which were two subareas of general sense of Well-Being, were improved statistically in both groups after the application of assertiveness training. There was no statistical training effect difference between intensive assertiveness training and non-intensive assertiveness training for enhancing overall life satisfaction. However, there was training effect difference for improving general affect. Statistically non-intensive assertiveness training was more effective than that of intensive assertiveness training for improving general affect. As summarized above, intensive assertiveness training statistically improved scores of all the measures except self-esteem and two subareas of relationship change scales such as sensitivity and openness. Non-intensive assertiveness training, however, statistically improved scores of all the measures except sensitivity, the subarea of relationship change scale. Besides, the results showed that non-intensive assertiveness training was statistically more effective than intensive assertiveness training for improving assertive behavior, self-esteem, and general affect.
Abstract
This study examined levels of the coping with career indecision of Korean college students. Subjects classified types of admission on college (admission by department or admission by major) and types of career choice (stable or unstable group). College students with career decision group (admission by major) had significantly lower scores on the Coping with Career Indecision than other. College students with stable group had also significantly lower scores on the Coping with Career Indecision than other. But, this result didn't show consistent between subfactors.
Abstract
This study investigates the moderating effects of coping strategies on the relationship between work, home conflicts and depression, and how these strategies differ depending upon the Myers-Briggs Type Indicator personality style. A questionnaire was administered to a dual couple of teachers' group (258 couples). From the MBTI personality classification viewpoint (355 Introversion preference, 169 Extroversions preference, 431 Sensing preference, 76 iNtuition preference), the avoidance coping style positively moderated the relationships between depression and division of household labor, job conflict and job ambiguity, while the active coping style negatively moderated the relationship between depression and child care conflict by Introversion preference respondents. The avoidance coping style positively moderated the relationship between depression and division of household labor, while the active coping style negatively moderated relationship between depression and child care conflict by Sensing preference respondents. The active coping style positively moderated relationship between depression and job overload by iNtuition preference respondents. From these findings, we revealed the differential efficiency of coping strategies according to the MBTI personality style on the relationship between multiple role conflicts and depression experienced by dual career couples. The controllability on circumstances is implicated as an important factor influencing the efficiency of coping strategies. Based upon the result of this study, the iNtuition preference personality style, as a potential stress related personality, was discussed and the limits of the present study and suggestions for further research were noted.
Abstract
The aims of this study were to investigate the effects of cognitive-behavioral group therapy for posttraumatic stress disorder(PTSD) and explore the effectiveness and process variables of treatment. Clinician Administrated PTSD Scale was administered for diagnosis of 52 undergraduates victims who experienced the same bus accident. A total of 31 undergraduates victims who classified as full PTSD and subsyndromal PTSD participated in this study and cognitive-behavioral group therapy of ten weekly sessions were administered. The members of victims who completed the 3 months follow up assessment were 11 in treatment group and 12 in control group. The program was composed of teaching relaxation training, cognitive restructuring and stress inoculation training, treating image exposure and in vivo exposure, and dealing with anxiety, depression, active coping, life goals and existential problems. To examine the treatment effect, all victims completed the Clinician Administrated PTSD Scale, Impact of Event Scale, Beck Depression Inventory, State-Trait Anxiety Scale, State-Trait Anger Scale for pretest, middle test, post test and follow-up test. And paired t-test was used to analyze the outcome. The major results were as follows. First, in the prior phase, treatment group was significantly improved in depression, state anxiety and measures related PTSD(Impact of Event Scale, Clinician Administrated PTSD Scale, negligent guilt and derealization), but not significantly improved driving/riding behaviors as behavior measures. In the posterior phase, there were no significant differences all of measures related PTSD between treatment and control groups, but improved 'avoidance of certain roads', significantly only in 'avoid accident area', 'sensibility of speed' of driving/riding behaviors in treatment group and it could interpreted as the improvement of accident phobic symptom. In follow up assessment, there were no significant differences all of subjective and objective measures between the two groups. It was indicated that the effectiveness of cognitive-behavioral treatment could not exceeded spontaneous recovery of control group in follow up assessment. Second, therapeutic factors affecting the effectiveness of cognitive-behavioral group treatment were rated to be effective group cohesion, universality and catharsis. The most improved member and the least improved member were selected for case study to investigate process variables in cognitive-behavioral group treatment and their treatment process and change of PTSD symptom were prescribed by phenomenical form. These two members were differentiated in communication styles. The most improved member used more leading responses than the least improved member and the least improved member used assertion and insincerity responses than the most effective member in cognitive-behavioral group treatment. The suggestions and the limitations of this study, and the directions of future study were discussed.
Abstract
This study was attempted to translate the Session Impacts Scale into Korean, and to validate the Korean version of the scale. Exploratory and confirmatory factor analyses confirmed the expected hierarchical factor structure of the measure and identified four subscales-Helpful Impacts and Hindering Impacts, with Helpful Impacts divided into Task Impacts and Relationship Impacts subscales. Internal reliabilities of 4 subscales were satisfactory. 3 SIS subscales measuring the positive impacts(helpful, task, relationship) had significant positive correlations with clients' SEQ Smoothness, Depth, and Positivity scales, and clients' global helpfulness ratings. And hindering impacts subscale was negatively correlated with them. Finally, the implications and limitations of this study were discussed along with some suggestions for future researches on the client's experienced session impacts.