본 연구는 군(軍)의 또래 상담병이 갖추어야 할 역량을 선정하고, 이를 바탕으로 역량을 강화하기 위한 교육과정을 설계함과 동시에 교육 인증제를 마련하고자 실시하였다. ADDIE 모형을 바탕으로 역량지표의 구성을 위해 또래 상담병 및 상담자 역량 관련 문헌조사를 실시한 뒤, 군상담관련자(n=19) 심층면접을 실시하였다. 내용타당도 검증은 연구자들이 역량지표를 검토한 후, 전문가 집단(n=20)을 대상으로 델파이 조사를 실시하여 내용타당도(CVR) .42이하의 역량을 삭제하였다. 교육과정 개발을 위해서는 또래 상담병 교육에 대한 요구분석과 심층면접을 통해 교육내용, 교육과정, 운영주체, 교육방법, 교육시간과 검증 및 인증방식에 대한 정보를 수집하였다. 또한 상담 및 심리관련 학과가 있는 30개 대학의 2, 3, 4학년을 마쳤을 때 배우게 되는 각 과목과 시간을 분석하여 공통적으로 이수해야할 과목과 시간의 평균을 조사하였다. 분석한 자료를 기반으로 연구자간 회의를 거쳐 교육과정과 운영방안을 설계한 뒤, 델파이 조사를 재실시하였고, 부적합한 교육과정을 삭제함으로써 최종 또래 상담병 교육과정과 운영방안을 완성하였다. 최종 선정된 또래 상담병의 역량은 이론지식역량군(상담지식역량, 변화 및 치료 원리이해, 성격 및 이상심리 지식, 인간발달 및 문화이해), 기술ㆍ수행역량군(내담자와 관계형성 능력, 개입전략수집 및 활용능력, 위기상황대처능력, 심리검사 활용능력, 연계 및 의뢰능력, 행정능력), 태도ㆍ개인자질 역량군(수용 및 개방성, 자기성찰, 문제해결능력, 자기관리능력, 상담윤리준수역량), 군 특성 역량군(군 조직이해, 군 조직적응력, 협력관계구축 및 자원 활용능력, 군 조직과 내담자간 중립 및 균형유지, 체력)의 4가지 역량 군과 20개 역량지표로 구성되었다. 그 중 각 대학의 교육과정에 따라 과목별 인정규정을 제시하였다. 구체적인 운영방안으로는 군 입대 전에 상담 및 심리학을 전공한 남자 학부생을 대상으로 학점제로 실시하는 방식이 선호되었다. 운영의 주체는 상담ㆍ심리관련 학회나 협회가 추천되었고, 교육 이수 후 검증 및 인증은 다면적 평가, 필기시험, 구두면접, 사례보고서 평가 등이 유용한 것으로 조사되었다.

The purpose of this study is to design a curriculum to enhance the competency of soldiers who work as peer counselors and to prepare a certification system for the curriculum. In order to construct the competency indicators based on ADDIE model, a critical review on literature regarding peer counseling and counselor competency and in-depth interviews with military personnel that work as counselors(n=19) were conducted. For the validity test, three researchers reviewed the constructed competency indicators, and the Delphi survey was conducted for the expert group(n=20). All results below the content validity(CVR) .42 were eliminated. In order to develop a comprehensive curriculum, contents of the training and course, main body of the operation, educational method and time, as well as the information on verification and authentication method were collected through the needs analysis and in-depth interview. In addition, the researchers have reviewed the required courses and time for completion in each year from the 2nd through 4th year in 30 universities which offer majors in counseling and/or psychology through the related academic departments to acquire the required subjects and time in common. Based on the analyzed data, the overall curriculum and operation plan were designed through the review among the researchers. The Delphi survey was conducted for the second time and deleted the courses which appeared as inadequate to the curriculum in order to finalize the peer counseling curriculum and operation plan. The selected peer counseling competencies in final consisted of four competency groups and 20 competency indicators as follows: Theoretical Knowledge Competency Group (Competency in counseling knowledge, Understanding in change and treatment principle, Knowledge in Personality and abnormal psychology, Understanding in human development and culture), Skills and Performance Competency Group (Ability to form relationships with clients, Ability to collect and use intervention strategies, Ability to cope with crises, Ability to use psychological tests, Ability to make a referral and communicate, Ability to conduct administrative tasks), Attitude and Personal qualities Competency Group (Acceptance and openness, Self-reflection, Problem solving ability, Self-management ability, Counseling ethics compliance ability), Military Characteristics Competency Group (Understanding of military organization, Adaptability of military organization, Ability in partnership establishment and resource utilization, Keeping neutrality and balance between the military organization and client, Physical fitness). The accreditation guidelines on the academic courses were presented according to the curriculum of the each universities. As the specific operational plan, it was preferred to conduct a Credit System for the male undergraduate students majoring in counseling and/or psychology prior to entering the military service. As for the main body of the operation, the counseling and psychology related institutes and associations were recommended. The multifaceted evaluation, handwriting test, oral interview, and case report evaluation were found to be useful for verification and certification at the completion of training.