대학생 대인관계조화 프로그램 개발 (The Development of the Interpersonal Relationship Harmony Program for University Students)

본 연구에서는 대학생들이 대인관계 상황에서 개인내의 인지, 정서, 행동 간의 조화 및 관계에서의 조화를 증진시키는 프로그램을 개발하고, 이 프로그램을 대학생에게 적용하여 효과를 검증하고자 하였다. 이를 위하여 먼저 선행연구를 통해 대인관계의 중요성, 대인관계의 개념 및 대인관계 조화의 개념을 확립하고 대인관계조화 프로그램 개발의 이론적 필요성을 확인하였다. 이러한 필요성을 바탕으로 D광역시 소재 K대학껓왿� Y대학껓에 재학중인 338명의 대학생들을 대상으로 대인관계의 어려움을 파악하고 대인관계조화 프로그램에 대한 요구조사 및 요구분석을 실시하여 실제적 필요성도 확인한 후 프로그램의 목적과 목표 설정, 측정도구 선정, 프로그램 내용 및 전략 구성, 비교 프로그램 선정, 프로그램 예비 실시, 프로그램 수정 및 보완, 프로그램 실시, 프로그램 평가, 프로그램 확정 및 관리의 11단계를 거처 대학생용 대인관계조화 프로그램을 개발하였다. 이렇게 개발된 대인관계조화 프로그램의 효과를 측정하기 위하여 본 연구에서 개발한 대인관계조화 프로그램과 가장 유사하게 인지왿� 정서 및 행동을 다루면서 대인관계 증진 효과가 있는 주장훈련 프로그램을 비교프로그램으로 선정한 후 D광역시 K대학껓 재학생 32명을 대상으로 실험집단(대인관계조화 프로그램), 비교집단(주장훈련 프로그램), 통제집단(무처치)의 세 집단으로 나누어 10주 동안 프로그램을 실시하였다. 프로그램이 진행되기 1주일 전인 사전면담 회기에 대인관계조화 척도왿� 대인관계 척도로 사전 검사를 실시하였고 최종회기에 사후 검사를 실시하였으며, 프로그램 종료 4주 후에 추후 검사를 실시하여 프로그램의 효과를 검증하였다. 비교집단과 실험집단 모두 대인관계조화왿� 대인관계 척도에서 통계적으로 유의한 효과가 있었으나 실험집단이 비교집단 보다 더 효과가 있는 것으로 나타났다. 아울러 본 연구에서 개발한 대인관계조화 프로그램의 활용방안 및 연구의 의의에 대하여 논의하였다.

The purpose of this study was to develop an Interpersonal Relationship Harmony Program(IRHP) for University Students and to investigate its effects. To achieve this purpose the sub-factors were extracted based on the University Students needs and literature research on the harmony of interpersonal relationship. The extracted sub-factors were interpersonal cognitions, interpersonal emotions, and interpersonal behaviors. In this study Interpersonal Relationship harmony was operationally defined as the total scores of the three factors assessed by Interpersonal Relationship Harmony Scale(Park & Kim, 2008). The concept of Interpersonal Relationship Harmony is derived from Rogers(1961), Ruscher(1985), Tracy(2003), Corey(2005), HITS(harmony of individual, time, and space) theory(Kim, 2007). According to the HITS theory, a person can be explained in three dimensions, that is, individual, time, and space dimension. People can realize their ability at their maximum when they maintain harmony in these three dimensions. To maximize personal ability, harmony in the personal cognition, emotion and behavior in the present space should be integrated with others. Interpersonal Relationship Harmony Program was developed, based on precedent research and literature research. The procedures were as follows: confirmation of necessity for program development, survey of needs, formulation of goal and objective, selection of measuring instrument, construction of content and composition of strategies, selection of comparative program, implementation of preparatory program, adjustment and supplementation of program, implementation of program, evaluation of program, decision and management of program. The effectiveness of the program was verified by the following methods. Interpersonal Relationship Harmony Program for University Students was made up of 10 sessions, 120 minutes per session. In order to verify the effect of Harmony of Interpersonal Relationship Program for University Students, 30 Students who wanted to participate in the program were randomly alloted into three groups. the Harmony of Interpersonal Relationship Program group as a treatment group, Assertiveness Training Program group as a comparative group, and no treatment group as a control group. Each group consisted of 10 University Students. Each student in the treatment group and comparative group participated in the program for a total of 10 sessions weekly. The students in the control group had no treatment. The Scale for University Student's Harmony of Interpersonal Relationship (Park & Kim, 2008) and the Interpersonal Relationship Scale (Jeon, 1994) were used as a measuring instrument. To examine the effects of programs, a pretest before the program and a posttest immediately after the program were administered A follow-up test was administered after 4 weeks to examine the durability of the effects of the program. In the statistical analysis 30 data were finally used. To verify the effects of programs, Multivariate repeated-measure analysis was conducted. The program used for data analysis was SPSS 15.0 for Windows and the significance level for hypothesis testing was set at .05. The results were as follows. The comparative group was significantly higher than the control group in the levels of overall harmony of interpersonal relationship. Treatment group was significantly higher than the comparative group in the levels of overall harmony of interpersonal relationship and of sub-factors such as the interpersonal cognition, the interpersonal behavior, and the interpersonal emotion. The comparative group was significantly higher than the control group in the levels of interpersonal relationship and the treatment group was significantly higher than the comparative group in the levels of interpersonal relationship. In conclusion, it was shown that the Interpersonal Relationship Harmony Program for University Students was developed properly.