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ISSN : 1229-0688
한국의 학교상담은 오래된 역사에도 불구하고, 최근에 들어서야 학교상담 업무만을 전담으로 하는 전문상담교사제도가 도입되었다. 새로이 도입된 제도는 학교상담영역을 더욱 전문화하게 하고 학교현장에서 전문상담교사가 자리매김을 할 수 있는 계기를 제공하였다. 이러한 성과에도 불과하고, 구체적인 학교상담모형의 부재로 인해 학교현장에서 학교상담자의 역할과 직무에 대한 혼돈은 계속되고 있다. 새로이 임용된 전문상담교사들은 “누가 언제 무엇을 어떻게 할 것인가”에 대한 분명한 답을 줄 수 있는 구체적인 역할모형의 필요성을 주장하고 있다. 이 글에서는 학교상담자가 어떤 역할을 수행해야 한다는 답을 제시하기 보다는, 그에 앞서 한국적 학교상담모형 개발 시 선행되어야 할 요소와 논쟁거리에 대해 심층적인 논의를 통해 한국적 학교상담 모형개발을 위한 시사점들을 탐색하였다. 이를 위해 먼저 연구자들은 미국과 한국의 학교상담의 변천사와 현황을 비교 분석하여 두 나라의 학교상담 발전에 영향을 미친 요소들을 파악하였다. 한국의 경우 아직 국가차원의 학교상담모형이 존재하지 않음을 고려하여, 먼저 미국의 학교상담모형을 소개하고, 미국과 한국 양국의 학교상담과 관련된 논쟁점들을 살펴보았다. 마지막으로 이상의 내용을 종합하여 한국적 학교상담모형 개발의 시사점과 나아가야 할 방향을 제시하였다.
Despite the long history of school counseling in Korea, it was a recent endeavor to introduce a specialized model within the profession that focuses exclusively on school counseling. The newly introduced school counseling system was built on the momentum for maximizing the professional identity of the school counseling field in addition to recognizing school counselors' positions within school settings. Nevertheless, the absence of a well established school counseling model continues to cause confusion regarding school counselors’ roles and functions. Newly employed professional school counselors voiced the need for the development of a Korean school counseling model which could give answers to such questions as who should do what, when, and how. In this paper, we comprehensively discussed those concerns and issues that may need to be taken into consideration prior to the development of a Korean school counseling model. For that purpose, the authors compared the historical development and current trends embedded in Korean and American school counseling, and presented the factors that were discussed to have impacts on the development of both country's school counseling profession. Next, with the fact that there is no existing national Korean school counseling model, we introduced American School Counselor Association (ASCA) National Model and presented the issues that have been raised in both Korean and American school counseling fields. Lastly, we discussed the implications for the development of Korean national school counseling model and future directions of a Korean school counseling.
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