본 연구는 인지적 및 행동적 NLP 집단상담이 ADHD 아동의 행동변화와 학교적응에 미치는 효과 차이를 알아보기 위한 목적으로 이루어졌다. 연구 대상은 담임교사가 ADHD 경향이 있는 아동으로 추천하고 ADHD 아동용 척도 점수가 상위 8%에 해당하는 30명 아동이었다. 이들 중 인지적 NLP 실험집단에 10명, 행동적 NLP 실험집단에 10명, 통제집단에 10명을 무선배치 하였다. 실험집단에서의 NLP 집단상담은 1회당 60～90분, 주 2회로 6주에 걸쳐 12회기 과정으로 이루어졌다. 그 결과 첫째, 인지적 NLP 집단상담과 행동적 NLP 집단상담은 ADHD 아동의 긍정적인 행동변화에 효과가 있으며 그 효과는 일정기간 지속된다. 둘째, 행동적 NLP 집단상담은 인지적 NLP 집단상담에 비해 ADHD 행동변화에 효과적이다. 셋째, 인지적 NLP 집단상담과 행동적 NLP 집단상담은 ADHD 아동의 학교적응력 향상에 효과가 있으며 그 효과는 일정기간 지속된다. 넷째, 행동적 NLP 집단상담은 인지적 NLP 집단상담에 비해 ADHD 아동의 학교적응력 향상에 효과적이다. 따라서 ADHD 아동의 학교적응력 향상과 행동변화를 위해 NLP 집단상담 프로그램을 개발할 때는 행동적인 요소가 많이 포함되도록 구성하는 것이 필요한 것으로 나타났다.

The Purpose of this study was to examine a comparison of the effect of cognitive/behavioral NLP group counseling on school life adjustment and improving behaviors of ADHD children. The subject of this study were 30 children which had Attention Deficit Hyperactivity Disorder. There were 10 children in cognitive experimental group and 10 children in a behavioral experimental group. There were 10 children in a control group. The subjects of the cognitive experimental group and the behavioral experimental group received group counseling for 18 hours during 6 weeks. The control group, while, received no treatment except a series of tests. The results of this study were analyzed by two means. One of which was analyzed the results showed by the two psychological tests. The other means was analyzed in order to calculate the frequency and statements of the group response. The conclusions based on the results and discussions were as follows: First. The cognitive NLP group counseling and the behavioral NLP group counseling that had an effect on improving behavior of ADHD children more effectively than control group. Second. There were differences between cognitive and behavioral NLP program for improving behavior of ADHD children. The behavioral group was more useful and effective than the cognitive group in terms of improving behavior of ADHD children. Third. The cognitive NLP group counseling and the behavioral NLP group counseling had an effect on improving school life adjustment of ADHD children more effectively than control group. Finally. In the results of quantitative analysis, there were not differences between cognitive and behavioral NLP group counseling for improving school life adjustment of ADHD children. In the results of qualitative analysis, the behavioral group was more useful and effective than those of the cognitive group in terms of improving school life adjustment of ADHD children.