감사의 글 ····························································································· 1
들어가며 ······························································································· 2

1강
한국의 교육 현실과 교사의 자기이해
Ⅰ. 교사의 현실 ················································································· 13
Ⅱ. 교사학생 간 상호이해와 스트레스 감소를 위한 심리학적 해법 · 16
1. 교사 역할의 특수성(특별한 어려움) 이해 ····································· 16
2. 유능한 교사의 본성에 대한 이해
(칼 로저스-충분히 기능하는 인간) ··············································· 18
3. 교사의 자기이해 ·············································································· 23
Ⅲ. 교사의 학생 이해 ········································································ 28

2강
청소년기의 이해
Ⅰ. 청소년기의 특성 ·········································································· 31
1. 청소년기의 정의와 개괄적 특성 ···················································· 31
2. 청소년기의 신체발달 ······································································· 33
3. 청소년기의 심리 사회 발달 ···························································· 42
4. 청소년기의 인지발달 ······································································· 50
5. 청소년기의 심리 부적응 ····························································· 52
Ⅱ. 청소년 이해를 위한 교사의 자세 ··············································· 56
1. 청소년기의 방황의 의미 ································································· 56
2. 칼 로저스(Carl Rogers)의 인간중심 상담자의 자세 ················· 57

3강
의사소통의 실제 Ⅰ - 너의 마음 듣기
Ⅰ. 의사소통의 전제조건 ··································································· 61
1. 마음이 통하는(소통하는) 대화란? ················································· 61
Ⅱ. 듣기(적극적 경청)의 기술 ·························································· 65
1. 감정 반영하기(Reflecting) ··························································· 65
2. 거울처럼 반영하기(Mirroring) ·················································· 67
3. 재진술하기(Paraphrasing) ························································ 68
4. 명료화(Clarification) ································································· 69
5. 요약하기(Summarizing) ······························································ 69
6. 타당화, 인정하기(Validation) ····················································· 70
7. 공감(Empathy) ············································································· 71
Ⅲ. 적극적 듣기의 실제 ···································································· 72
1. 불통(소통되지 않는) 대화를 소통 대화로 재구성해 보기 ··········· 72
2. 적극적 듣기를 활용해 심정대화로 의사소통한 예 ···················· 74
Ⅳ. 비언어적 메시지 듣기 ································································· 77
Ⅴ. 심정대화 중 듣기를 할 때, 주의할 점 ······································ 79

4강
의사소통의 실제 Ⅱ - 나의 마음 말하기
Ⅰ. 의사소통을 위한 ‘말하기’ 기술 ·················································· 83
1. 심정대화의 ‘말하기’와 사리대화의 ‘말하기’의 차이점 ·················· 83
Ⅱ. 심정대화의 ‘말하기’ 기술 ··························································· 84
1. 상대방이 들을 준비시키기 ······························································ 84
2. 감정 말하기 ····················································································· 84
3. 분노(화) 표현하기 ·········································································· 86
4. 감정 말하고 기다리기 ····································································· 88
5. 심정대화의 ‘말하기’의 전제 조건 ··················································· 89
Ⅲ. 교사의 ‘말하기’ 기술
(교수-학습과 생활지도를 위한 말하기 기술) ····························· 92
1. 지시어는 간결하고, 명확하게 말한다. ········································· 92
2. 거절의 언어(No)보다는 수용의 언어(Yes)를 사용한다. ············· 93
3. 생활지도 시에는 미리 한계를 설정하고, 자율성을
존중하는 방식으로 말한다. ····························································· 95
4. 사소한 건 모른 척한다. ································································· 96
Ⅳ. 피해야 할 말 ··············································································· 97
Ⅴ. 소통하는 대화의 실례(실습용 사례) ········································ 100
Ⅵ. 에필로그: 소통과 관계 맺기 ···················································· 103

참고 문헌 ··························································································· 104
부록 ···································································································· 119