본 연구는 초등교사가 지각하는 아동의 심리적 문제를 한국아동인성평정척도 교사평정용(KPRC-TRF)을 사용하여 밝히는 데 목적이 있다. 심리적 문제가 있고, 이로 인해 심리상담이나 치료를 받을 필요가 있다고 지각되는 431명의 아동이 선정되었고, KPRC-TRF를 사용해서 평정하게 하였다. 또한 교사가 지각한 아동의 심리적 문제를 부모와 아동 자신이 어느 정도 인식하고 있는지를 알아보기 위해 희망하는 63명의 대상아동에게는 KPRC 교사용뿐만 아니라 부모용과 아동용을 실시하였다. 본 연구에서 도출한 결과는 다음과 같다. 첫째, 일반 아동과 선정된 대상아동 간 척도점수의 차이를 t검증한 결과, ERS 척도점수를 제외한 모든 척도의 평균점수가 일반 아동과 비교하여 선정된 대상아동에서 유의미하게 높게 나타났다. 둘째, 자료를 군집분석하여 정상 프로파일, 외현적 문제, 우울과 사회관계문제, 외현적 문제와 정신증적 문제, 외현적 문제와 가족관계문제, 우울과 불안, 전반적 불편감의 7개의 군집을 도출할 수 있었다. 셋째, 교사가 지각하는 문제를 부모와 아동도 동일한 수준으로 지각하고 있는지 알아보기 위해 선정된 대상아동 중 63명을 대상으로 KPRC 교사용, 부모용 및 아동용을 실시한 결과, F, FAM 척도점수를 제외한 나머지 척도점수에서 교사, 부모, 아동 간에 전반적으로 유의미한 차이가 있었다. 넷째, 초등교사들이 지각한 아동의 심리적 문제의 종류를 내용상 유사한 것끼리 묶어 분류한 결과 내재화문제, 외현적 행동문제, 대인관계문제와 관련된 3개 영역, 19개 하위영역, 28개 세부항목으로 나타났다. 마지막으로 연구결과를 근거로 본 연구의 제한점과 제언을 논의하였다.
The purpose of this study is to examine children's psychological problems perceived by elementary school teachers with the use of KPRC-TRF. In order to know the psychological problem types of the children whom 223 elementary school teaches perceived, the subjects of 431 elementary school students ranging from first to sixth graders were evaluated by KPRC-TRF. In order to know how much parents and students themselves perceived children's psychological problems perceived by the teachers, 63 of 431 subject students were tested by KPRC-TRF as well as KPRC-CRF and KPRC-PRF. Finally, teachers who took part in the material collection were asked to describe the reasons for selecting those 211 subject students. The results from above processes are as follows: First, the result of verifying the scales difference between normal students and selected subject students indicated that all scales were in average range, except ERS scales which were meaningfully higher in selected subject students than in normal students. Second, in order to know children's psychological problematic types perceived by the elementary teachers, similar types in contents were put together and reasons for the selection of the subjects were described by three aspects such as internalizing problems, external behavioral problems and interpersonal relationship problems, 19 sub aspects, and 28 specific aspects. Third, data of 353 except missing data were cluster analysed, and seven clusters were extracted such as the normal profile, the external problems, depression and social relationship, external problems and psychotic problems, external problems and family relationship problems, depression and anxiety, and the general complaints profile. Fourth, among seven cluster profiles, children's psychological problematic types and frequency perceived by teachers were studied on the basis of profile meaning. In the normal profile(cluster 3), external behavioral problems were reported a lot such as 47.22% in "Don't focus on study and distracted." and 38.89% in "Pick up quarrels with friends and often fight." Fifth, in order to know whether the problems perceived by teachers were perceived as the same level by parents and children, 63 of selected children were tested with KPRC-TRF, KPR-PRF, KPRC-CRF. The scales except for F, FAM scales had meaningful differences among teachers, parents and children. On the basis of the study results, the limitations of the study and considerations for the future study were suggested.
