학교상담제도의 문제와 개선방안 연구 -Wee센터의 운영사례를 중심으로 -

소개글

2010년 석사 논문으로서 Wee센터에 대한 전반적인 소개와 개선방안을 담고 있음

목차

국문초록 ························································································································vii

제1장 서 론 ·····················································································································1

제1절 연구목적 ············································································································1
제2절 연구방법 및 내용 ····························································································3

제2장 학교상담과 Wee 프로젝트 ··············································································5

제1절 학교상담의 이해 ······························································································5
1. 상담과 학교상담 ··································································································5
2. 학교상담의 발달과정 ··························································································7
3. 학교상담의 특성과 문제 ··················································································13
제2절 Wee 프로젝트 구성과 내용 ········································································17
1. Wee 프로젝트의 등장배경 ··············································································17
2. Wee 프로젝트 구성 체계와 내용 ··································································18
제3절 선행연구 검토 ································································································22

제3장 Wee 센터의 현황 ····························································································24

제1절 Wee 센터의 조직과 역할 ············································································24
1. 조직체계 ············································································································24
2. 업무체계 ··············································································································27
제2절 Wee 센터의 인적 구성과 프로그램 ·························································· 29
1. 인적 구성 ············································································································29
2. 프로그램 ··············································································································31

제4장 Wee 센터의 문제와 개선방안 ·····································································38

제1절 조직체계 ··········································································································38
제2절 전달체계 ··········································································································39
제3절 프로그램 ··········································································································43

제5장 결론 ·····················································································································45

참 고 문 헌 ···················································································································48

본문내용

이 연구는 위기 학생에 대한 지역 교육청 단위의 통합안전망인 Wee 센터의 현황과 문제, 그리고 이의 개선방안을 모색해본 것이다. 최근 들어 급증하고 있는 학생문제와 청소년문제를 해결하기 위하여 정부는 2009년부터 학교상담의 새로운 모델로서 ‘Wee 프로젝트’를 실시하고 있다. 이는 위기학생을 위한 국가 차원의 학생안전통합시스템을 구축하고자 하는 것인데, 1차 안전망으로 단위 학교에 ‘Wee 클래스’를 운영하고, 2차 안전망으로 시ㆍ군ㆍ구 교육청 단위에 ‘Wee 센터’를 운영하며, 3차 안전망으로 권역 단위에 대안교육기관으로서 ‘Wee 스쿨’을 운영하는 것을 핵심내용으로 하고 있다.
정부는 이 프로젝트를 통해 학교 단위의 위기학생 통합지원체계를 구축할 수 있을 것으로 보고 지난 2년간 많은 재정과 인력을 투입하여 왔다. 그러나 벌써부터 이 사업에 대한 불만과 문제들이 지속적으로 제기되고 있다. 특히 시ㆍ군ㆍ구 교육청 단위에 구축되는 ‘Wee 센터’는 하위로는 단위 학교의 효율적 상담을 지원하고, 상위로는 대안교육기관과 연결하여 위기학생을 정상화시키는 통합센터 역할을 수행해야 함에도 불구하고 여러 가지 제약사항 때문에 제대로 기능을 수행하고 있지 못하다.
Wee 센터의 문제는 크게 조직체계와 전달체계, 그리고 프로그램 운영 등에서 나타나고 있다.

조직체계의 문제를 해결하기 위해서는 무엇보다도 Wee 센터 및 이와 유사한 기능을 담당하는 교육청 상담센터의 업무를 통합하는 것이 우선되어야 하며, 전달체계의 문제점으로 나타난 Wee 센터의 다양한 전문가 중심의 인적 구성은 사례관리와 위기개입에 장점이 되는 동시에 서로의 갈등상황이 노출될 수도 있다는 문제가 있다.
이를 위해서는 무엇보다도 센터 구성원들의 역할이나 직무에 대한 명확한 규정과 표준화된 매뉴얼 제작이 시급한 과제이다.
Wee 센터 프로그램은 상담 및 사례관리 등으로 구성되어 있다. 문제는 이러한 프로그램이 Wee 클래스 단위와 기존의 학교상담과 크게 구별되지 못하다는 데 있다.

참고 자료

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