[국내자료/학술지] 김규식.2020.외국인 유학생 학교적응 지원 상담 프로그램 개발을 위한 논의 - 시안 프로그램의 실시 결과를 중심으로 -

[초록]

Despite the fact that the school adjustment support counseling service focusing on stress coping and emotional support for foreign students can help a lot in school adjustment after entry of foreign students in the early stages of entry, given the reality of domestic universities lacking adequate counseling programs to help them, the development and dissemination of adjustment counseling programs for foreign students’ adjustment is urgent. Thus, based on the results of a pilot program conducted for foreign students at our university, the researcher attempted to make suggestions for the development of a follow‐up program for foreign students" university adjustment support counseling. The contents that foreign students appeal about school adjustment include loneliness (absence of close friends, nostalgia for hometown, lack of emotional support), adjustment to Korean culture (difficulty in food, communication, weathering, lack of information), economic difficulties (lack of living expenses, school fees, etc.), and limitations of language skills (Korean proficiency and use, English proficiency), and because these factors can be a major cause of the stress experienced by foreign students in their university adjustment process in Korea, the target of the school adjustment support counseling program is foreign students in the early stages of entry into Korea who are most likely to experience heavy stress. For the effectiveness of the adjustment support counseling program, this study emphasized the need to provide multicultural education focusing on ‘recognition and integration of cultural diversity’ to Korean students/faculty/staff with a theoretical rationale. It was because the attitude and behavior of Koreans toward foreign students is very important to the healthy adjustment of foreign students. The goal of this school adjustment support program is to manage foreign students’ stress and provide emotional support, and the format of the program was four types such as individual counseling, group counseling, cultural experience, and special lectures. For education of moderators (or counselors) who run the program, this study covered the area of sensitivity to multiculturalism and that of counselor’s professionality. In the course of counselor’s counseling, the sensitivity area, specifically consists of things related to the competence to see through and exclude elements of inequality, such as oppression, discrimination, and the coercion or disregard of specific cultures that clients may experience. The sub‐areas of professionality are qualifications related to counseling, experience of counseling in foreign students, and supervision of specialists on relevant counseling cases.