청소년기 자녀 어머니를 위한 애착 이론 기반 부모교육 프로그램 개발 및 효과

Abstract

This study aimed to develop and verify the effectiveness of an attachment theory-based parent education program for mothers of adolescents. Through this, the purpose is to improve the parent-child interaction ability of mothers of adolescents, and to increase the level of parental efficacy and psychological well-being. To achieve this goal, based on literature research analysis, a demand survey was conducted and analyzed targeting mothers of adolescents, youth counseling experts, attachment theory experts, and parent education experts. Based on this, a model of attachment theory-based parent education program for mothers of adolescents was developed according to the group counseling program development process, and its effectiveness was verified. This program is divided into 5 stages: recognizing the goal of change, understanding the relationship with the parent of origin, understanding the relationship with the child, enhancing parent-child interaction, and committing to change to improve mother-child interaction skills of mothers of adolescents. Through the 5 stages, the understanding of the mother-child attachment representation and the mother-child interaction ability recommended by the attachment theory were improved overall. In order to achieve this goal, the contents of a program that runs for 120 minutes per session of 9 sessions were composed by integrating the consideration of previous studies, analysis of needs, and preliminary research results. To verify the effectiveness of the developed program, 20 mothers with adolescents in B city were divided into experimental and control groups, and comparative analysis was conducted according to pre-, post-, and post-time points. Parental sensitivity, parent-child communication, parental efficacy, and psychological well-being were used as measurement tools for effect verification. As a result of data analysis, it was confirmed that the experimental group, which hand implemented the attachment theory-based parent education program, had a significant effect compared to the control group in parental sensitivity, parent-child communication, parental efficacy, and psychological well-being. Also, as a result of content analysis based on interview data, it was found that positive changes were experienced through the program. Based on the above results, the conclusions drawn in this study are as follows. The attachment theory-based parent education program for mothers of adolescents sufficiently reflected the difficulties faced by mothers of adolescents and the demands in the field, and the program was developed according to a systematic procedure. This can be said to have increased the possibility of field application by minimizing the developer's subjectivity and reflecting the characteristics and needs of the subject. Therefore, attachment theory-based parent education programs can be said to be suitable for improving mother-child interaction skills, parental efficacy, and psychological well-being of mothers of adolescents. Finally, based on the results of this study, suggestions and implications for follow-up studies were discussed.