[진로상담] 진로상담의 목표, 과정, 원리, 진로상담 기법 분석과 청소년 진로 상담 사례 (Holland의 유형론을 적용한 진로상담)

목차

Ⅰ. 진로상담의 기초
1. 진로상담이란? ··················································································································································1
2. 진로상담의 목표 ·············································································································································1
3. 진로상담의 과정 ·············································································································································2
4. 진로상담의 원리 ·············································································································································2

Ⅱ. 특성 및 유형론적 관점
1. Parsons의 특성요인이론 ·····························································································································3
2. Holland의 유형론 ···········································································································································5

Ⅲ. 발달적 관점
1. Ginzberg: 발달적 접근 ······························································································································10
2. Super: 생애발달적 접근 ····························································································································11
3. 발달적 접근의 다른 이론들 ····················································································································15

Ⅳ. 사회학습 및 의사결정 관점
1. Bandura: 자기효능감이론 ·························································································································18
2. Krumboltz: 사회학습접근 ·························································································································20
3. 사회인지적 진로이론 ··································································································································22
4. 의사결정모델 ··················································································································································23

Ⅴ. 청소년진로상담 사례: Holland의 유형론을 적용한 진로상담
1. 청소년 커리어코치 ······································································································································26
2. `나의 홀랜드 유형& 나의 인생 로드맵’ ····························································································28

참고문헌

본문내용

Ⅰ. 진로상담의 기초

1. 진로상담이란?

내담자로 하여금 장래의 불확실한 진로를 개척하기 위하여 치밀한 방법과 계획을 세워 생 애 문제를 어떻게 대처해 나갈 것 인가에 관한 여러 가지 문제를 현명하게 선택하고 적응 하도록 돕는 방법이다.

2. 진로상담의 목표

1) 자신에 대한 정확한 이해 증진

자기에게 맞는 일과 직업을 선택하기 위해서는 무엇보다 자신의 가치관, 능력, 성격, 적성, 흥미, 신체적 특성 등에 대하여 올바르게 이해하는 일이 필수적이기 때문이다.

2) 직업세계에 대한 이해 증진

현대 사회에 존재하는 복잡하고 다양한 일과 직업의 종류 및 본질 등 직업 세계의 다양한 측면과 변화 양상 등을 바르게 이해할 수 있도록 하는 일은 진로지도의 매우 중요한 목표가 되기 때문이다.

<중 략>

2) 직업카드 분류활동의 목표

(1) 학생이 가지고 있는 직업세계에 대한 이해를 넓힌다.
아는 직업과 모르는 직업으로 구분하여 학생의 흥미를 유발할 수 있는 카드놀이를 통해 모르는 직업에 대해 알게 하고, 아는 직업에 대해 더 깊이 이해하도록 돕는다.

(2) 학생의 직업흥미를 탐색한다.
좋아하는 직업과 싫어하는 직업을 선택하게 하고 그 이유를 탐색함으로써 자신이 가지고 있는 직업선택의 기준을 알고, 자신의 흥미에 대해 구체적으로 파악할 수 있도록 돕는다.

(3) 학생으로 하여금 직업흥미 탐색활동에서 알게 된 자신의 특징을 이해하도록 한다.
자신의 직업선택 기준을 부모님의 기준과 비교하여 생각해 보고, 좋아하는 직업이 속하는 유형을 파악하여 자신의 성격과 비교하여 생각해 보게 함으로써 자신에 대한 이해를 높인다.
3) 직업카드를 활용한 진로지도 프로그램 구성 내용 (초등학생용 예시)

참고 자료

김봉환 외(2011). 직업카드 전문가 지침서. 학지사 심리검사연구소
김봉환(2003). 진로상담의 실제. 학지사
이회성(2011). 학부모의 진로의식 향상을 위한 Holland 진로집단상담 프로그램 개발. 한국교원대학교 교육대학원
채수영(2006). 고등학교 진로교육의 실태와 학생들의 진로의식에 관한 연구. 경기대학교 교육대학원
한국청소년개발원(2005). 청소년상담론. 교육과학사
황태수(2010). 고등학생의 진로인식에 관한 연구. 관동대학교 교육대학원
http://blog.naver.com/economyseoul?Redirect=Log&logNo=100165870910
http://blog.naver.com/thossork?Redirect=Log&logNo=165119432
http://blog.naver.com/thossork?Redirect=Log&logNo=157720259
http://blog.naver.com/kops_blog?Redirect=Log&logNo=70139205941