초기 청소년기는 급격한 신체적, 정서적, 인지적 변화가 생기고 가족관계, 학교생활 및 진로 등 다양한 스트레스 요인에 노출되어 있다. 이 시기 청소년들은 이러한 변화에 대한 적응 및 스트레스와 관련된 문제해결을 수행하도록 요구 받지만 발달적·심리적 미성숙으로 인해 효과적인 대처에 어려움을 느낀다. 초기 청소년기 자녀를 둔 부모들은 이와 같은 자녀의 변화에 많이 놀랄 뿐 아니라 다양한 스트레스를 받는 자녀와 어떻게 상호작용할 것인지에 대해 혼란스러워하고 시행착오를 겪는다. 부모가 양육에서 느끼는 이러한 어려움은 결과적으로 자녀에 대한 부모의 지지를 약화시켜 자녀의 문제행동을 증가시키는 악순환을 야기한다. 따라서 초기 청소년기 자녀를 둔 부모들이 자녀와의 갈등과 다양한 문제에 효과적으로 대처할 수 있는 부모의 역량을 계발하는 것은 청소년 문제 예방에 큰 의미가 있다. 이에 본 연구에서는 초기 청소년기 자녀를 둔 부모를 대상으로 자녀의 효과적인 지지체계 역할을 할 수 있도록 돕기 위해 부모교육 프로그램을 개발하는데 목적을 두고 있다.

목 차 Ⅰ. 서 론 1. 연구의 목적과 필요성 ································································· 1 2. 연구 과제 ·················································································· 4 Ⅱ. 이론적 배경 1. 초기 청소년기의 이해 ································································· 5 2. 청소년기 자녀와 부모의 관계 ····················································· 8 3. 부모교육 프로그램 ···································································· 12 Ⅲ. 연구방법 1. 프로그램의 개발 모형 ······························································· 33 2. 연구과정 ················································································· 34 3. 프로그램의 실행 및 평가 ························································· 69 Ⅳ. 연구결과 1. 프로그램 효과성 평가 ······························································· 76 2. 프로그램 참가자 및 지도자 평가 ·············································· 82 3. 프로그램의 수정 및 보완 ························································· 96 Ⅴ. 요약 및 논의 1. 연구 요약 ··············································································· 100 2. 연구의 의의 및 제언 ······························································ 103 참고문헌