전문상담교사의 특수교육대상학생 상담 역량 척도 개발 및 타당화

Abstract

This study aims to develop and validate a scale of professional school counselors' competence to counsel special education students. The research questions presented for this purpose are as follows, First, ‘What are the factors and questions on the professional school counselors' counseling competency scale for special education students?’ and second, ‘What about the validity of the scale developed to assess the competency of professional school counselors in counseling special education students?’. According to these research problems, the research procedure was conducted as follows. First, literature analysis and Delphi survey were conducted to explore the factors and questions that make up counseling competency scale for special education students' of professional school counselors. By analyzing domestic and international dissertations, academic journals, policy reports, and research reports on counseling for special education students and professional school counselors competence, the opinions of 11 expert panels on provisional counseling competency questions were collected twice to develope a scale that verified the validity of the content. Second, the validity and reliability were verified to confirm the validity of the scale developed in this study. To this end, data analysis were conducted through preliminary surveys and main survey. The preliminary survey was conducted on 150 professional school counselors working in 17 cities and provinces nationwide, and the main survey was expanded to 473 professional school counselors nationwide and the validity was verified. After that, the adequacy of the scale was confirmed through descriptive statistics, exploratory factor analysis, confirmatory factor analysis, and reliability analysis. Based on the above, the results obtained in this study are as follows. First, the scale developed in this study consisted of 30 questions with 7 factors: 󰡐consultation, cooperation and linkage󰡑, 󰡐parental counseling and behavioral intervention support󰡑, 󰡐ethical practice󰡑, 󰡐use of psychological assessment󰡑, 󰡐understanding special education students󰡑,󰡐training and educational support󰡑and 󰡐promotion of communication skills󰡑. Second, the validity of the scale developed in this study is a significant measures because it has been verified. The verification of the scale was based on a provisional scale constructed through literature analysis and delphi survey, and a preliminary survey and main survey. The collected data were validated by descriptive statistical analysis, exploratory factor analysis, confirmatory factor analysis, convergence and discriminatory validity, and in-question consistency reliability review. The results of this study suggest that it is an objective and reliable scale with proven validity and reliability that sets standards for professional school counselors' competence to counsel special education students. The limitations of the present study and the implications for further research were discussed.

Key words: professional school counselors, special education students counseling, competency, scale