특수교육논총 * ,,,,..,..,, 76.7%.,,,.,,.. * 1. **

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1 특수교육논총 * ,,,,..,..,, 76.7%.,,,.,,.. * 1. **

2 .,,,,,,,,,, (,, 2014)., (,, 2007)....,,,, (,, 2014).. (2003)...,,, (Baron-Cohen, O Riordan, Stone, Jone, & Plaisted, 1999; Hobson, 2005).,, (,, 2008; Alice & Norah, 2010; Amado, Stancliffe, McCarron, & McCallion, 2013; Keith, Bennetto, & Rogge, 2015; Martinez, 2011).,, (Simplican, Leader, Kosciulek, Leahy, 2015).,.

3 , (,, 2014;,,, 2014).,., 2 2,,,,,,,. 28,,., 2,.,,,,.. (,, 2012; 2013)..,. (2014),,.,,.. (semantic differential technique) Osgood, Suci, Tannenbaum(1957).,, (semantic space),,.

4 (, 1996).,,,,,., (,, 2009;, 2000;, 2006;, 1999;, 2010;, 1999)...,?,?. 257 (,, ). < 1>.. (, 2008;, 2012;, 2001).,,,,,,,,

5 (n) (%) ~ ~ ~ (2000) (2006). (Osgood) 50,.,, (, 2010).,, < 2>. (2006) (2000) 40,

6 ,

7 < 2> (, 2006), Cronbach s alpha α,.72,.63,.85,.73,.53. 1) (2008), (2001), (2012).,. 15,,,,,,,,,.,. 2) 4,,,.. 3) (92%) ,

8 ,,, , 5, 4, 3, 2, 1, , 2.5. SPSS version 18..,,,, t-test. (one-way ANOVA), scheffe.,, χ 2.., < 3>,,., < 4> (F=2.669, p<.05)..

9 (n=124) (n=69) (n=64) M(SD) M(SD) M(SD) 3.08(0.51) 3.02(0.51) 3.16(0.56) (0.58) 3.48(0.60) 3.61(0.64) (0.62) 3.62(0.66) 3.73(0.74) (0.55) 3.68(0.63) 3.33(0.58) (0.63) 3.35(0.68) 3.44(0.63) (0.43) 3.41(0.46) 3.50(0.50).80 F 1 1~3 4~6 7~10 10 (n =72) (n =68) (n =58) (n =25) (n =34) F M(SD) M(SD) M(SD) M(SD) M(SD) 3.03(0.50) 3.14(0.56) 3.05(0.53) 3.13(0.47) 3.10(0.54) (0.56) 3.53(0.63) 3.41(0.55) 3.61(0.60) 3.80(0.66) 2.67* 3.65(0.57) 3.64(0.66) 3.56(0.71) 3.73(0.62) 3.77(0.78) (0.56) 3.62(0.59) 3.58(0.56) 3.63(0.61) 3.66(0.62) (0.61) 3.33(0.64) 3.32(0.68) 3.31(0.70) 3.26(0.58) (0.41) 3.44(0.48) 3.37(0.47) 3.47(0.44) 3.51(0.51).54 *p<.05., < 5>., < 5> (t=-2.26, p<.05)...

10 (n=203) (n=54) t (n=46) (n=211) M(SD) M(SD) M(SD) M(SD) 3.09(0.54) 3.07(0.45) (0.53) 3.10(0.52) (0.61) 3.40(0.54) (0.59) 3.54(0.60) (0.66) 3.62(0.66) (0.61) 3.68(0.67) (0.58) 3.56(0.54) (0.61) 3.68(0.56) -2.26* 3.37(0.65) 3.33(0.62) (0.50) 3.37(0.67) (0.47) 3.39(0.40) (0.42) 3.46(0.46) *p<.05 t, < 6> (t=3.03, p<.01), (t=1.98, p<.05), (t=4.06, p<.001), (t=2.67, p<.05).. (n=174) (n=83) t (n=149) (n=108) M(SD) M(SD) M(SD) M(SD) 3.13(0.50) 2.99(0.57) 1.98* 3.12(0.47) 3.03(0.59) (0.59) 3.32(0.57) 4.06*** 3.64(0.62) 3.38(0.55) 3.56*** 3.72(0.68) 3.50(0.59) 2.68* 3.70(0.70) 3.58(0.60) (0.60) 3.55(0.50) (0.58) 3.57(0.56) (0.61) 3.28(0.69) (0.61) 3.41(0.67) (0.47) 3.31(0.42) 3.03** 3.49(0.46) 3.37(0.45) 1.92 *p<.05, **p<.01, ***p<.001 t, < 6>, (t=3.56, p<.001)

11 .., < 7> (t=2.16, p<.05), (t=3.23, p<.01), (t=3.05, p<.001).. (n=203) M(SD) (n=54) M(SD) t 3.14(0.51) 2.88(0.55) 3.23** 3.59(0.61) 3.31(0.51) 3.05** 3.67(0.68) 3.57(0.58) (0.59) 3.60(0.50) (0.65) 3.46(0.59) (0.47) 3.33(0.38) 2.16* *p<.05, **p<.01 < 8>,, 65.4%,,,,,,,,,. < 9>, 1,,,. 2,,,,,. 3,,,. < 9>, 1,,,. 2,,,. 3,.

12 ( %) 19(7.4) 33(12.8) 157(61.1) 88(34.2) 168(65.4) 167(65.0) 69(26.8) 75(29.2) 22(8.6) 147(57.2) 945(367.7) % (0.4) 5(1.9) - 30(11.7) 10(3.9) 14(5.4) 6(2.3) 6(2.3) 10(3.9) 20(7.8) 26(10.1) 6(2.3) 17(6.6) 21(8.2) 39(15.2) 18(7.0) 41(16.0) 45(17.5) 5(1.9) 10(3.9) 13(5.1) 7(2.7) 15(5.8) 12(4.7), 144(56.0) 18(7.0) 14(5.4) 5(1.9) 12(4.7) 13(5.1) 8(3.1) 29(11.3) 23(8.9) 102(39.7) 31(12.1) 20(7.8) 5(1.9) 42(16.3) 17(6.6) 5(1.9) 16(6.2) 16(6.2) 8(3.1) 22(8.6) 29(11.3) 1(0.4) 3(1.2) 8(3.1) 2(0.8) 3(1.2) 2(0.8) 2(0.8) 4(1.6) 5(1.9) 12(4.7) 36(14.0) 30(11.7) 15(5.8) 26(10.1) 30(11.7) 5(1.9) 3(1.2) 3(1.2) 7(2.7) 2(0.8) 39(1.2) 44(17.1) 62(24.1) 77(30.0) 45(17.5) 71(27.6) 85(33.1)

13 , 197 (76.7%) 60 (23.3%)., 28 (46.7%), (11, 18.3%), (11, 18.3%), (6, 10.0%), χ 2 96(77.4) 28(22.6) 124(100.0) 48(69.6) 21(30.4) 69(100.0) 53(82.8) 11(17.2) 64(100.0) 1 50(69.4) 22(30.6) 72(100.0) 1~3 50(73.5) 18(26.5) 68(100.0) 4~6 47(81.0) 11(19.0) 64(100.0) 7~10 22(88.0) 3(12.0) 25(100.0) 10 28(82.4) 6(17.5) 34(100.0) 154(75.9) 49(24.1) 203(100.0) 43(79.6) 11(20.4) 54(100.0) 30(65.2) 16(34.8) 46(100.0) 167(79.1) 44(20.9) 211(100.0) 143(82.2) 31(17.8) 174(100.0) 54(65.1) 29(34.9) 83(100.0) 130(87.2) 19(12.8) 149(100.0) 67(62.0) 41(38.0) 108(100.0) 163(80.3) 40(19.7) 203(100.0) 34(63.0) 20(37.0) 54(100.0) ** 22.24*** 7.16* 197(76.7) 60(23.3) 257(100.0) *p<.05, **p<.01, ***p<.001

14 (2, 3.3%), (1, 1.7%). (1, 1.7%)., < 10> (χ 2 =3.33, p=.189), (χ 2 =5.5, p=.24), (χ 2 =.34, p=.35), (χ 2 =4.1, p=.054)., < 10> (χ 2 =9.21, p=.004).., < 10> (χ 2 =22.24, p=.000).., < 10> (χ 2 =7.16, p=.011).....,,,.. (, 2008).

15 (Gagne, 1998)..,. (2008)..,,..,.. (2008),.,..., 76.7%. 23.3%.,. (,, 2012).. (, 2015),

16 .,,,,.,,,....,,,.,,.,, (,, 2013).,.. (,, 2009)..,.,,

17 .,. ((Lord, Cook, Leventhal, & Amaral, 2000; VanMeter, Fein, Morris, Waterhouse, Allen, 1997).,, (, 2015)..,.,.,,,,.,.,,,.., 5.., (Osgood) 1957 (1964).

18 .. (2014).., (2008).. (2), (2008).,,., (2009).. (2), (2012).,,. (2003).. (1996).., (2014).. (2015).. (3), (2001).,,.,, (2014).., (2007).., (2009).. (1), (2000).. (1), ,,,, (2006).. (3), (1964).., (1999)..,,. (2010)..,

19 ,. (1999)..,,. (2015). ADHD. (2), , (2012).. (4), , (2013).. (4), Alice, P. J., & Norah, F. (2010). Multiple-informant predictors of social inclusion for students with autism spectrum disorders attending mainstream school. Journal of Autism Developmental Disorders, 40, Amado, A. N., Stancliffe, R. J., McCarron, M., & McCallion, P. (2013). Social inclusion and community participation of individuals with intellectual/developmental disability. Intellectual and Developmental Disabilities, 51(5), Baron-Cohen, S., O Riordan, M., Stone, V., Jone, R., & Plaisted, K. (1999). Recognition of faux pas by normally developing children and children with asperger syndrome or high-functioning autism. Journal of Autism and Developmental Disorders, 29(5), Gagne, R. M. (1998). (, )..( 1988 ) Hobson, P. (2005). Autism and emotion. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders(pp ). Hoboken, NJ John Wiley & Sons. Keith, J. M., Bennetto, L., & Rogge, R. D. (2015). The relationship between contact and attitudes Reducing prejudice toward individuals with intellectual and developmental disabilities. Research in Developmental Disabilities, 47, Lord, C., Cook, E. H., Levethal, B., & Amaral, D. G. (2000). Autism spectrum disorders. Neuron, 29(2), Martinez, C. S. (2011). Spark Program evaluation of school-based group therapy for at-risk student. Unpublished doctoral dissertation, The Wright Institute. Osgood, C. E., Suci, G. J., & Tannenbaum, P. H. (1957). The measurement of meaning. Champaign, IL University of Illinois Press. Simplican, S. C., Leader, G., Kosciulek, J., & Leahy, M. (2015). Defining social inclusion of people with intellectual and developmental disabilities An ecological model of social networks and community

20 participation. Research in Developmental Disabilities, 38(1), VanMeter, L., Fein, D., Morris, R., Waterhouse, L., & Allen, D. (1997). Delay versus deviance in autistic social behavior. Journal of Autism and Developmental Disorders, 27(5),

21 A Study on the Attitude and the Intention of Psychotherapists toward the Counseling for Children with Special Needs The purpose of this study was to investigate the attitude and the intention of psychotherapists on the counseling for children with special needs. Two hundred and fifty-seven psychotherapists participated in this study. For the research purpose, the survey questionnaires based on related literature and the semantic differential scales were used. Data were analyzed by frequency, percentage, case percentage, t-test, F-test, and χ 2 test. The results of this study were as follows. First, on the attitude of psychotherapists on the counseling for children with special needs, there were not significant differences according to the special fields, work experiences, and religion. But there were significant differences according to the family member with special needs, the taking courses and in-service training related the counseling for children with special needs, and the experience worked in the institution implementing the counseling for children with special needs. Psychotherapists who have a family member with special needs in family or relatives showed more positive attitude on the counseling for children with special needs. Second, on the intention of psychotherapists on the counseling for children with special needs, 76.7% of the subjects showed the intention on the counseling for children with special needs. There were not significant differences according to the special fields, work experiences, religion, and the family member with special needs. There were significant differences according to the taking courses and in-service training related the counseling for children with special needs, and the experience worked in the institution implementing the counseling for children with special needs. Psychotherapists participated in the study showed comparatively positive attitude and intention on the counseling for children with special needs. Key words semantic differential technique, couseling for children with special needs, psychotherapist * ()

., (, 2000;, 1993;,,, 1994), () 65, 4 51, (,, ). 33, 4 30, 23 3 (, ) () () 25, (),,,, (,,, 2015b). 1 5,

., (, 2000;, 1993;,,, 1994), () 65, 4 51, (,, ). 33, 4 30, 23 3 (, ) () () 25, (),,,, (,,, 2015b). 1 5, * 4.,, 3,,, 3,, -., 3, 12, 27, 20. 9,,,,,,,,. 6,,,,,. 5,,,,.. * (2016),. (Corresponding Author): / / 303 Tel: 063-225-4496 / E-mail: jnj1015@jj.ac.kr ., (, 2000;, 1993;,,, 1994), 2000. 2015 () 65, 4 51,

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