Oh, Ji Eun
Department of Psychotherapy Graduate School of Social Education
Jeju National University
Supervised by Professor Kim, Min Ho
The purpose of this study was to examine the effects of externalization on the therapeutic alliance of maladjustment adolescent in narrative therapy. For this purpose, researcher addressed these questions:
First, would externalization improve significantly the researcher’s therapeutic alliance with maladjustment adolescent?
Second, would externalization improve significantly sub-factors of the researcher’s therapeutic alliance with maladjustment adolescent?
Subjects were consisted of 16 middle-school students(male 8, female 8) enrolled in S alternative school at J city. Subjects were assigned randomly into two group; 8 subjects in a experimental group and 8 subjects in a comparison group. This study tried to find therapeutic alliance by some questionnaires three times: before the experiment, after the experiment, and follow up research.
To analysis data collected from their responses, researcher produced means
and standard deviations of each variables, and conducted repeated measure ANOVA and t-test in order to verify improvement of therapeutic alliance.
The findings of this study were as follows:
First, externalization improved significantly the therapeutic alliance with maladjustment adolescent.
Second, externalization more improved than cognitive reconstruction training significantly the therapeutic alliance with maladjustment adolescent.
These findings indicated that effect of externalization in narrative therapy on the improvement of therapeutic alliance with maladjustment adolescent.
Based on the findings of this study, researcher concluded that externalization in narrative therapy needs to improve the therapeutic alliance and achieve effect of psychotherapy.
However, it was difficult to observe qualitative change in therapeutic alliance and effect of externalization because this study did not have enough experiments. Researcher did not consider the effects of exogenous variables:
adolescents are living in a dormitory and program was progressed in evening self study time. In order to overcome such weakness, further research will be required.
Key words: narrative therapy, externalization, maladjustment adolescent, therapeutic alliance
<부록 1> 치료적 동맹 척도
♥ 각 문항을 읽고 자신의 생각을 가장 잘 나타내 주는 칸에 표를 해 주세요~.
별칭 :
문항
전혀 그렇지
않다
그렇지
않다 그렇다 매우
그렇다
1. 나는 선생님과의 프로그램 시간이 기다려진다. 1 2 3 4
2. 내가 걱정하는 것에 대해서 선생님께 이야기한
다. 1 2 3 4
3. 나는 선생님과 함께 있을 때 프로그램 시간이
빨리 끝나기를 바란다. 1 2 3 4
4. 나는 선생님을 만났을 때 나를 화나게 하는 것
들에 대해 이야기한다. 1 2 3 4
5. 나는 선생님과 시간을 함께 보내는 것이 좋다. 1 2 3 4 6. 나는 선생님과 함께 있을 때 힘든 일(예: 문제,
어려움, 걱정, 불안한 것 등)을 말하지 않고 차라 리 속으로 간직한다.
1 2 3 4
7. 나는 선생님을 좋아한다. 1 2 3 4
8. 나는 선생님이 나의 힘든 일(예: 문제, 어려움, 걱정, 불안한 것 등)에 대해 물었을 때 기꺼이 이 야기 한다.
1 2 3 4
9. 나는 선생님과 만나기보다는 다른 것(예: 오락
이나 친구와 놀기 등)을 하고 싶다. 1 2 3 4
10. 나는 선생님은 내 편이고 나를 도우려고 노력
한다고 생각한다. 1 2 3 4
11. 나는 선생님께 내 기분(감정)에 대해서 말한다. 1 2 3 4 12. 나는 프로그램 시간에 선생님이 나를 그냥 내
버려 두었으면 좋겠다. 1 2 3 4
<부록 2> 프로그램 활동지
<자료1>