본 연구는 초등학생들이 자주 경험하는 분노유발상황을 조사하여 질문지를 구성하고, 도출된 분노유발상황에서 나타나는 분노의 개념과 대처방법, 분노조절에 필요한 여러 기법들을 연습시키고 비합리적 신념을 합리적 신념으로 변화시키는데 초점을 둔 인지행동적 분노조절 프로그램을 구성하여 그 효과를 알아보는데 목적이 있다. 초등학생들이 흔히 경험하는 분노유발상황을 도출해내기 위해 연구자가 만든 분노유발상황 조사지를 초등학생 180명에게 실시하여 일상생활에서 화를 내게 된 원인, 기분, 생각, 행동, 결과 등을 기록하라고 하였다. 이를 통해 분노가 유발되는 47개의 상황을 도출하여 이를 토대로 45문항으로 구성된 분노유발상황 질문지를 구성하였고, 초등학생 500명을 대상으로 수집한 자료를 주성분분석하여 3개의 분노유발장면으로 구분하였다. 인지행동적 분노조절 프로그램은 총 13회기로 구성하였다. 1~5회기에서는 참여아동 자신이 분노감정을 알아차리고 조절하는데 필요한 10가지 분노조절방법을 익히고, 6~13회기에서는 비합리적 신념과 분노유발과의 관계를 소개하고 주성분분석의 결과를 근거로 분류한 6개의 분노유발상황에 대한 비합리적 신념을 합리적 신념으로 변화시키는데 초점을 두고 구성하였다. 이렇게 구성한 분노조절 프로그램이 분노유발경험과 분노조절능력에 미치는 효과를 알아보기 위하여 매회 50분씩 주 2회, 총 13회기동안 프로그램을 진행하였다. 그 결과를 2(집단)×3(측정시기) 변량분석 하였고, 프로그램 참여아동의 언어적, 비언어적 행동변화와 프로그램의 만족도를 평가하기 위해 회기별로 소감문과 만족도를 평가하였다. 그 결과 본 연구에서 구성한 인지행동적 분노조절 프로그램은 분노유발상황에서의 분노유발경험과 분노조절능력을 의미있게 변화시키고 그 효과가 4주 동안 지속되는 것으로 나타났다.
In this study, after investigating frequently experienced anger-inducing situations and inventing anger-inducing situation questionnaire, we postulated specific situations changing irrational belief into rational one. Based on these situations, we accounted for how to cope with anger inducing factors and change irrational belief into rational one, introducing several strategies needed to control anger, invented cognitive behavioral anger control program and tried to clarify the relationship between anger inducing experience and anger regulation ability. In order to derive usual anger-inducing situations, we made 180 students with fifth and sixth grade to record the reason why he/she got angry, mood, thought, behavior and result. Through this process, we could derive 47 situations bringing about anger and prepared anger-inducing situation questionnaire. It can be divided into 3 anger inducing situations by using factor analysis into 500 elementary students of fifth and sixth grade. Cognitive behavioral anger control program used in this study consists of 13 sessions. From first to fifth session, it is composed of 1() anger control methods to make students be aware of and control their anger. From sixth through thirteenth session, the relationship between irrational belief and anger inducing is introduced is focused on how irrational belief is changed into rational one. To examine the effects of the program, high anger students and the students lacking anger control are selected. Thirty students through pre-test using anger-inducing questionnaire and anger control ability questionnaire are taught the goals and procedures. Volunteer students and students with parents' consent allocated to experimental group (12 students) and the rest of the students are control group (12 students). Cognitive Behavioral Anger Control Program are applied every 50 minutes twice a week for 7 weeks and 4 weeks before and after this program, anger-inducing situation questionnaire and anger control ability questionnaire are practiced. Data collected in this study analyzed by SPSS and Kwakstat. In the middle of this program, quarterly reports and satisfaction measures were evaluated to examine whether there is verbal and non-verbal behavior change and students feel satisfied with the program. The results of this study are as follows: First, Cognitive-behavioral anger control program used in this study effectively reduced anger experience and lasted for 4 weeks. Second, cognitive behavioral anger control program, increased students 1 ability to control anger inducing situations and also effective for 4 weeks. And its effect on verbal and non-verbal behaviour was very impressive Students come to realize that irrational belief is the cause of their anger and actively apply cognitive-behavioral anger control technique to themselves as well. Students became improved in their peer relations and felt confident in everyday life. The overall evaluation of this program can be listed as follows; "very satisfactory (91.67%)", "satisfactory (8.33%)", "very helpful (91.67%)", "helpful (8.33%)". In this study we first investigated several anger-inducing situations and invented anger-inducing situation questionnaire and then applied cognitive behavioral anger control program in order to control their anger and not to experience it. By creating workbooks and manuals this method can easily be used in school education settings.
