국내 상담 서비스 및 상담요원 양성과정 실태에 관한 조사연구

Abstract

Objectives Recent increase in the professional and para-professional counseling service demands that more counselors be produced and placed onto many different positions and areas. The present study investigated (a) the major areas of counseling service, (b) the areas which have been neglected by counseling service, (c) the quality of counselor education, professional and para-professional, (d) demand and supply of the counselor education, etc. Methods Four different sets of questionaire were answered by 132 counseling service institutes, 93 university/college counseling centers, 18 counselor education institutes, and/or 38 departments offering graduates program in counseling psychology or counselor education. Additional data were collected via letter or phone report from the personnels in the Government (Department of Education) or the 14 offices of the Educational Boards in each city and province. Results and Discussion (1) Counseling Service The data were analyzed in regard of the non-school counseling institutes, mid-and-high schools, and the university/college counseling centers. The items of data analysts on the non-school counseling institutes were as the following: founder of the institute, types of the clients, major problems/complaints, number of the counselors (paid or non-paid), educational background of the counselors, counseling rooms, audio-video facilities, etc. The items of data analysis on the university/college counseling centers were as the following: major area of the director, major area of the collaborating professors, activities conducted by the center, major complaints of counseling clients, number of the counselors (paid or non-paid), audio-video facilities, etc. The items on the mid-and-high schools were number of the school counselors and their teaching load in addition to counseling activity. (2) Counselor Education Thirty-five departments reported that they were opening counseling psychology or counselor education program for Masters Degree and five of them reported that they also had doctoral program. Most of the departments with counseling graduate program were Education Department or Psychology Department. Analysis was done on their opening courses, emphasis area, number of entering or graduating students for the past five years, practicum institutes, activities for the practicum training, etc. Regarding school counselors and volunteers at mid-and-high schools, how many of them were trained for the past five years was reported. In addition, the short-term training programs for phone counseling centers or other religious institutes were investigated in terms of the educational facility including audio-vidio appliances, their emphasis area of education, quality of the teachers, etc. (3) Certification Three different systems were investigated how they authorize the qualification as professional psychologist (Korean Psychological Association), social worker (Korean Social Workers Association), or youth counselor (Department of Youth and Sport). Finally, a number of points were discussed regarding these topics and findings: training of the school counselors and their quality, appointment of the director of university/college counseling center, university counseling centers' role as professional training agent, the issues in the short-term training programs, need of financial support to the off-campus counseling centers, the issues of training and certifying the professional psychologist and counselor, etc. Related to these discussions, a great deal of practical suggestions were provided, e.g., interdisciplinary approach of counselor education in the graduate level, legislation of the professional certification systems, etc.