어머니의 애착유형, 자녀양육행동이 아동의 자아존중감, 지각된 사회적 지지 및 행동문제에 미치는 영향

문영숙 충남대학교 간호과학연구소 2002 충남대 간호학술지 Vol.5 No.1

The relationship between mother and her children in the early period after birth continuously affects the way of the children to make relationships with other surrounding things, including humans, for the rest of their lives. What emotional relationship infants or children make with a rearer means how attachment is formed between them. It is a potent predictor of the forms of their behavior all through their lives. In this connection, the present explanatory study was conducted for the purpose of understanding the causal structural relationship in which mother's attachment types and the child caring behaviors affect child's self-esteem, perceived social support, and behavioral problems. The data collection period was July 2-14, 2001. The subject was 4th, 5th, 6th graders in 8 elementary schools located in Daejoen city and their mothers. 586 surveys were used in the analysis. As for the tools used in this study, the Attachment Scale in Three-Category Model by Harzan and Shaver (1987), and Revised Adult Attachment Scale by Collins and Read (1990) were used to assess the types of mother's attachment, and Mother's Child Caring Behavior Scale by Park, Seong-Yeon and Yi, Sook (1990) was used to measure the mother's behaviors. To measure child's self-esteem, Self-Esteem Scale by Coopersmith (1967) was used; perceived social supports were measured with the Social Support Evaluation Scale by Dubow and Ullman (1989), and; childhood behavioral problems were measured with the Korean-Child Behavior Checklist (K-CBCL), standardized into the Korean version by O, Gyung-Ja, Yi, Hye-Ryon, Hong, Gang-Eui, and Ha, Eun-Hye. For the data processing, the frequency and the percentage were calculated, and the analyses of discriminant, variance, correlation, and regression were carried out. The result of this study is summarized as follows: First, the examination of the effect of mother's attachment types on the mother's caring behavior, child's self-esteem, perceived social support, and behavioral problems shows that significant differences are made by the types of attachment in the positive caring behaviors (p=0.0296), negative caring behaviors (p=0.0001), child's behavioral problems (the total problems in the child's behaviors p=0.0005). Second, the examination of the effect of mother's caring behaviors on the child's self-esteem, perceived social support, and the child's behavioral problems shows that significant statistical differences are made by the positive caring behaviors in the child's self-esteem (p=0.0002), social support perceived by the child (total support p=0.0019), and the child's behavioral problems (total problems p=0.0022). Besides, significant statistical differences are also made by the negative caring behaviors in the perceived social support (total support p=0.0085) and child's behavioral problems (total problems p=0.0001). Third, as for the correlations among the child's self-esteem, perceived social support, and behavioral problems, a significant correlation is revealed between the child's self-esteem and the perceived social support (r=0.583, p<.001), and both the child's self-esteem (r=-0.300, p<.001) and the perceived social support (r=-0.214, p<.001) have a significant negative correlation with the child's behavioral problems. Fourth, as the factors affecting the child's behavioral problems could be presented mother's attachment types (stable type p=0.0005, avoiding type p=0.0157), caring behaviors (p=0.0001), child's self-esteem (p=0.0001), and the social support perceived by the child (p=0.0444).

유치원교사의 유아 문제행동에 대한 인식과 경험, 지원에 대한 요구

곽윤숙(Yoonsook Kwag) 인지발달중재학회 2021 인지발달중재학회지 Vol.12 No.3

연구목적: 유치원교사들이 유아의 문제행동을 어떻게 인식하고 어떤 경험을 하고 있으며 문제행동 지도와 관련하여 어떤 지원을 요구하는 지 살펴보고자 한다. 연구방법: 유아 문제행동을 교사의 관점에서 접근하고자 최근 2년간 동안 문제행동 유아를 지도한 경험이 있는 유치원교사 8명을 대상으로 심층면담의 방법으로 연구문제를 분석하였다. 연구결과: 교사들은 유아들의 문제행동을 자신과 타인에게 부정적 영향을 미치는 행동으로 정의하고 있으며 문제행동을 일시적 부적응행동과는 구별하여 장기간 지도하였음에도 불구하고 수정되지 않는 고착화된 행동으로 보고 있다. 교사들은 문제행동의 유형을 내재화된 문제행동과 외현화된 문제행동으로 분류하고 있는데 외현화된 문제행동을 더 심각하게 인식하고 있다. 교사들은 유아의 문제행동을 대하면서 적절한 지도방법에 대한 지식과 기술의 부족으로 어려움을 겪고 있으며 전체학급을 운영하면서 문제행동을 하는 유아를 개별적으로 지도하는 과정에서 내적 갈등과 심리적 소진을 경험하고 있다. 이러한 애로사항으로 교사들은 자신의 심리적 문제를 완화해줄 수 있는 심리적 지원체제를 원하고 있으며 문제행동 사례를 중심, 소그룹 형태의 교사교육을 요구하고 있다. 결론: 유아의 문제행동은 그 개인의 문제에 한정되는 것이 아니라 전체학급의 운영이나 다수의 일반유아들에게도 부정적인 영향을 미치기 때문에 교사를 대상으로 한 심리적 지원체제와 교사의 요구를 반영한 교사교육을 실시함으로써 문제행동을 하는 유아뿐만 아니라 모든 유아의 교육받을 권리를 보장할 수 있다. Objective: The purpose of this study was to explore how kindergarten teachers recognize and experience children’s behavioral problems and what kind of support they demand in order to provide guidance for children’s behavioral problems. Method: We approached the behavioral problems of young children from the perspective of the teachers using in-depth interviews. Results: Kindergarten teachers defined behavioral problems as behaviors that have negative impact on oneself and others and as a fixed behavior that is not modified even after long-term guidance. The teachers classified behavioral problems into internalized and externalized behavioral problems, the latter being recognized as more serious. When dealing with children’s behavioral problems, teachers had difficulties, due to a lack of knowledge and skills regarding appropriate guidance methods. Consequently, they experienced internal conflicts and psychological exhaustion. Therefore, the teachers wanted a psychological support system that alleviated their psychological problems and demanded teacher education focusing on cases of behavioral problems. Conclusion: Children’s behavioral problems are not only limited to the individual problems but also tend to have a negative effect on other children. We concluded that a psychological support system for teachers and teacher education reflecting their needs was necessary, not only for individual children with behavioral problems but also for all children in kindergarten.

남자 중학생의 정서조절과 행동문제의 관계에서 행동조절의 매개효과 연구

박선영,설경옥,박지은 한국심리학회 2013 한국심리학회지 일반 Vol.32 No.3

This study examined two aspects of self-regulation- emotional and behavioral regulations, and how they were related to behavior problems among 262 adolescent boys. Specifically, we hypothesized that behavioral regulation would mediate the relation between emotional regulation strategies of reappraisal and suppression, and behavior problems. Adolescent self-reports of emotional and behavioral regulations and behavior problems were used. Additionally, teachers reported behavior problems of adolescents. Results revealed that reappraisal emotional regulation strategy was positively associated with behavioral regulation, and negatively associated with behavior problems. The behavioral regulation partially mediated the link between reappraisal emotional regulation strategy and behavior problems of adolescent boys. However, suppression emotional regulation strategy was not related to behavrioal regulation but positively associated with behavior problems. There was no mediational effect of behavioral regulation on the relation between suppression emotional regulation strategy and behavior problems. In conclusion, reappraisal emotional regulation strategy appeared to have a more positive association with adolescent boys' behavioral regulation. Adolescent boys who exercised better behavioral regulation in turn, showed lower levels of behavior problems. However, suppression emotional regulation strategy was positively associated with higher levels of behavior problems when it was not related to adolescent boys behavioral regulation. 자기조절 능력은 급격한 신체 심리적 변화와 스트레스를 경험하는 청소년들에게 중요한 발달 과업이며 자기조절의 실패는 행동문제로 연결되기 쉽다. 본 연구는 중학교 2학년 남자 청소년 262명을 대상으로 자기조절능력의 두 하위영역인 정서조절과 행동조절, 그리고 이들의 외현화, 내재화 행동문제의 구조적 관계를 검증하기 위해 실시되었다. 구체적으로 청소년이 사용하는 재평가와 억제 두 가지 정서조절 방략과 행동문제의 관계에서 행동조절의 매개효과를 연구하였다. 청소년의 행동문제는 자기보고와 보다 객관적인 행동문제 평가를 위해 담임교사의 보고도 포함하였다. 그 결과 정서조절의 하위 영역인 재평가와 억제 방략에 따라 남자 청소년의 행동조절과 행동문제의 수준에 차이가 나타났다. 재평가 방략은 행동조절과 정적관계 그리고 행동문제 정도와는 부적관계가 있었으며, 재평가와 행동문제의 관계를 행동조절이 부분 매개하는 것으로 나타났다. 반면 억제 방략은 남자 청소년의 행동문제 정도와 정적관계가 있었으며, 행동조절과는 관련이 없는 것으로 나타났다. 연구결과, 재평가 방략을 사용한 정서조절이 남자 청소년들의 효과적인 행동조절로 이어지며 행동조절이 잘 될수록 행동문제는 더 적게 보고되었다. 그러나 억제 방략의 사용은 행동문제 정도가 더 높은 것과 관련 있는 것은 물론 남자청소년들의 행동조절에도 도움이 되지 않았다. 본 연구의 의의와 한계점을 논의에 포함하였다.

발달장애아동의 문제행동 중재에 관한 문헌연구

김효정(Hyo Jung Kim),장현진(Hyun Jin Chang),신명선(Myung Sun Shin),전희숙(Hee Sook Jeon) 한국언어치료학회 2016 言語治療硏究 Vol.25 No.4

Purpose: Behavioral problems make the nurturing and educating of children with disorders difficult. The current paper aimed to analyze Korean studies on the intervention of behavioral problems in children with developmental disorders through a review of the current status of the research. Methods: From 2001 to 2015, 185 studies on behavioral problems of children with disorders were analyzed in terms of year, research subject, evaluation, and intervention. Results: Research on the intervention of behavioral problems increased in number to 2008 and began decreasing in 2012. The most frequent subjects were elementary school students. In terms of disorder type, autism/developmental disorders were most frequent, followed by intellectual disability and ADHD. The evaluation of behavioral problems was conducted directly through observation. Direct intervention approaches (positive behavior support, cognitive behavior strategy, natural teaching, communication intervention, and behavioral intervention) and integrative intervention (arts, music, exercise, and play activities) were found in similar proportions. For the last five years (2011~2015), the number of studies on intellectual disabilities and ADHD decreased, but research on children with autism/developmental disorders increased. In addition, direct intervention on behavioral problems were researched more during the period than integrative intervention. In terms of intervention methods depending on disorder type, direct intervention for behavioral problems was studied more for children with autism/developmental disorders, while integrative intervention was considered more for children with ADHD. Conclusions: The results of this study revealed much information on the subject, evaluation methods, and intervention methods for behavioral problems. As for mediating behavioral problems of children with disorders, the current study may contribute to selecting evaluation and intervention methods adequate for the disorder type of children.

문제행동 청소년을 위한 대인관계 집단치료 효과

이후경,안현주,김선재,윤성철,봉수연 大韓神經精神醫學會 2003 신경정신의학 Vol.42 No.5

Objectives : Fast change and confusion of the value system in society affect the identity formation of adolescents. So Adlescents' behavioral problems seem to be increasing yearly. It is known that the interpersonal group therapy is the most effective treatment modality among many group programs for adolescents with behavioral problems. Objectives of this study are as follows ; first, evaluate therapeutic effects of the interpersonal group therapy for adolescents with behavioral problems second, examine the therapeutic factors ; third, analyze the group process : fourth, orgamize the group therapy for adolescents with behavioral problems as an applicable treatment modality. The types of group therapy performed in this study are small, closed, homogeneous, outpatient, timelimited, and adolescent group. Methods : This study was carried out at one of the adolescents mental health services in Uiwang Mental Health Center, from April to June and from September to November in 2000. The subjects were 2nd grade students in K middle school with behavioral proplems. The experimental groups were composed of 4 groups including 2 male groups and 2 female groups (male 11, female 17), and the control groups matched the same conditions as the experimental groups (male 10, female 19). The group therapy was performed weekly in CA (club activity) time, and it took 60-70 minutes at one time. They met total 10 sessions including preparatory meeting and termination meeting. Before and after this program, self-rating scales (behavioral problems, aggression, and impulsivity) were applied for subjects, and the teacher rating scales (behavioral problems, aggression and impulsivity) were performed by teachers in charge. After each session, Yalom's 13 therapeutic factors scale was perfbrmed. At the last meeting, total assessment questionnaire was compleled. Results : The mean scores of all self-rating scales (behavioral problem, aggression, and impulsivity) were lower in the experimental groups (both male and female group) than the control groups, but not significant statistically except the behavioral problem scale of female students. The mean scores of all teacher rating scales (behavioral problem, aggression, and impulsivity) were lower in the experimental groups (both male and female group) in comparison with the control groups, all significant statistically. As faras the therapeutic factors are concerned ; first, the mean scores of all therapeutic factors in female students were higher than in male students and the mean scores of all therapeutic factors in the later half sessions were higher than the former half sessions ; second, catharsis and existential factor were high in all students and sessions ; third, identification with therapist factor was high in all students and sessions : fourth, during the later half sessions, interpersonal input was relatively high in male students and socializing technique was relatively high in female students. Its forthe total assessment questionnaires ; 100% of male students and 88.2% of female students reported that they were helped by this group therapy ; 100% of male students and 82.4% of female students reported that they would participate willingly if future opportunity of the same group therapy is given for them. Conclusion : Adolescents with behavioral problems who participated in this study showed the decrease of behavioral problems and the change of aggressive and impulsive attitudes in comparison with the control groups although they had some differences between male and female students. The group therapy with adolescents would be practiced more broadly and extensively though there are several accompanied problems including the difficulty of structuring, the deficit of motivation, and financial problem.

아동 · 청소년 내담자의 문제행동에 대한 분석과 부모상담의 탐색적 연구

박미라(Mila Park) 한국기독교교육정보학회 2016 기독교교육정보 Vol.0 No.48

본 연구에서는 아동 · 청소년 내담자의 문제행동에 따른 심리교육적 접근의 부모교육상담의 필요성을 피력하였다. 한국에서 주로 이루어지고 있는 부모교육 프로그램에는 부모의 행동적 변화, 부모의 내적변화, 자녀의 변화를 위한 세 가지 내용으로 구분되었다. 하지만, 자녀의 문제행동에 대한 변화를 다룬 부모교육 프로그램은 거의 없었고, 자녀의 내재화 문제 및 외현화 문제로 분류하여 적용한 부모교육상담 프로그램은 거의 희박한 실정으로, 본 연구에서 심리교육적 접근의 부모교육상담모델은 새로운 시도라고 할 수 있다. 본 연구에서 통계분석을 통하여 아동 · 청소년 내담자의 문제행동은 내재화 문제와 외현화 문제로 구분하였다. 한편 내재화와 외현화의 문제를 공통으로 가지고 있는 문제행동들은 학업문제, ADHD, 가족관계문제, 친구관계문제 등으로 분류하였다. 내재화 문제를 가진 자녀를 돕기 위해 부모에게 합리-정서적 치료(REBT)와 교육의 기회를 제공(교훈적지시, 과제, 구조화된 역할놀이기법 등)하여 비논리적이고 비합리적인 신념을 찾아 논박하는 기술을 교육해야 함을 발견하였다. 또한 자녀의 외현화 문제를 수정하기 위해서는 체계적 감소법, 상호작용 전략(사회훈육모델, 현실치료, 교류분석)법, 행동수정기법등의 전략을 통해 자녀의 외현화 문제가 일어났거나 지속되는 비행을 막고 중지하는데 그 목적을 두어 자녀의 문제행동에 따라 부모상담 및 교육모델이 다르게 접근해야 함을 발견하였다. This research asserted that the psycho-educational parenting counseling approaches are needed to treat the behavioral problems of children and adolescent clients. Three parenting education programs, such as parents" behavioral change, parents" internal change, and children"s behavioral change are main classified programs in Korea. However, there are little parenting education programs to deal with the changing of children"s behavioral problems, and classify the children"s internal-external problems. In this reason, this research is a trial of making new psycho-educational parenting counseling model. This study applied the statistical analyses to classify children"s behavioral problems into the internal-external problems. And children"s common behavioral problems are academic problem, ADHD, family conflicts, and relationship with friends regardless of internal-external problems. The parents should be given the REBT and educational direction, assignment, structured role playing techniques to help the children"s internal behavioral problems. These methods could refute the beliefs of illogicality and irrationality. To amend the children"s external behavioral problems the parents should be given systematic desensitization, interactional strategy, community discipline, reality therapy, transactional analysis, and behavior modification methods. These methods also obstruct children"s continueing delinquencies. In result this research found out the parents counseling and education model should be differently applied depending on the children"s behavioral problems.

스스로 저성취로 인식하는 학습자의 중․고등학교 시기 정서․행동문제 유형과 전이양상 및 관련 변인의 영향

허유성,김민성 한국학습장애학회 2023 학습장애연구 Vol.20 No.3

본 연구는 스스로 저성취로 인식하는 학습자의 중․고등학교 시기 정서․행동문제 수준, 유형과 전이양상 및 영향 변인을 분석하였다. 이를 위해 ‘한국아동․청소년패널조사2018’의 중1패널 자료, 3, 5차년도(2020, 2022년) 자료를 활용하였다. 연구대상은 3, 5차년도(중3, 고2) 조사에 모두 참여한 1,990명의 학생이다. 이 중 저성취 학생은 중학교가 351명(17.64%), 고등학교는 318명(15.98%)이다. 주요 연구결과를 보면, 첫째, 중․고등 학생의 정서․행동문제 중 위축과 주의집중 문제가 상대적으로 심한 것으로 나타났다. 보통성취이상 학생보다 저성취 학생의 정서․행동문제 수준이 높았다. 둘째, 정서․행동문제 유형은 정서․행동 안정형, 외현화문제 우세형, 주의집중․위축문제 우세형, 정서․행동문제 관심형, 정서․행동문제 주의형 등 5가지로 분류되었다. 중, 고등학교 모두 정서․행동문제 관심형과 주의집중․위축문제 우세형의 비율이 높았다. 저성취 학생이 보통성취이상 학생보다 중․고등학교 모두 정서․행동문제 관심형과 정서․행동문제 주의형의 비율이 높았다. 셋째, 정서․행동문제의 영향 요인은 스마트폰 의존이 모든 유형에서 일관되게 부정적 요인으로 나타났다. 넷째, 정서․행동문제의 종단적 전이확률을 분석한 결과, 외현화문제 우세형과 주의집중․위축문제 우세형 간 이동 비율과 정서․행동 관심형과 정서․행동문제 주의형 간 이동이 많았다. 외현화문제 우세형이 정서․행동 안정형으로 이동하는 비율이 높았다. 전이 과정에 스마트폰 의존, 친구관계, 스스로 공부, 저성취 여부가 영향을 미치는 요인으로 나타났다. The purpose of this study was to analyze the level, type, transition pattern, and influencing variables of emotional and behavioral problems during middle and high school in learners who perceived themselves as low achievers. For this purpose, we used the 3rd and 5th years (2020, 2022) of the 3rd and 5th year of middle school panel data of the ‘Korea Children and Youth Panel Survey 2018’. The subjects of the study were 1,990 students who participated in the 3rd and 5th years of the survey (3rd year of middle school and 2nd year of high school). 351 (17.64%) low-achieving students were in middle school and 318 (15.98%) were in high school. According to the results, first, among the emotional and behavioral problems of middle and high school students, withdrawal and attention problems were found to be relatively severe. Second, the types of emotional and behavioral problems were classified into five types: emotional and behavioral stability type, externalizing problem dominant type, attention․withdrawal problem dominant type, emotional and behavioral problem attention type, and emotional and behavioral problem concern type. Third, smartphone dependence was consistently shown to be a negative factor in all types of emotional and behavioral problems. Fourth, there was a high rate of movement between the externalizing problem dominant type and the attention․withdrawal dominant type, and between the emotional and behavioral concern type and the emotional and behavioral problem attention type.

인지행동미술치료가 정서·행동장애 위험군 아동의 문제행동과 사회적 기술에 미치는 영향

정대영,정창숙 한국미술치료학회 2015 美術治療硏究 Vol.22 No.4

The purpose of this study is to determine whether cognitive behavioral art therapy can be used to evaluate the effects on children's emotional behavioral disorder risk. Subject was a 9-year-old boy who has difficulty in social skills and shows behavioral problems in KPRC(The Korean Personality Rating Scale for Children). The subject's problems stems from a mix of internalized and externalized problems. The subject also shows the lack of relationship with peers and his parents because of insufficient social skills. Korean Child Behavior Checklist(K-CBCL) was used to investigate the level of change of behavior problems. Pre-and post-test of K-SSRS and KSD were conducted and examined for changes in social skills. Based on the data collected, this study showed a positive result in five sub-factors in the K-CBCL, and K-SSRS, and KSD pre-post test results showed positive changes. According to the study behavioral disorder risk emotional brought the positive changes in children's internalizing behavioral problems and social skills. Thus, the study confirms that cognitive behavioral art therapy problem can have a positive effect on changes in emotional behavior disorders and reduce the risk of child behavior problems and poor social skills. 본 연구의 목적은 인지행동미술치료가 정서·행동장애 위험군 아동의 문제행동과 사회적 기술에 미치는 영향을 알아보고자 하는데 있다. 대상은 9세 남아로 아동인성평정척도(KPRC)에서 문제행동을 나타내며 사회적 기술에 어려움을 겪고 있다. 연구 대상 아동의 문제행동은 내면화문제와 외현화문제가 혼재된 양상을 보이고 있다. 사회적 기술부족과 가족 간의 갈등으로 부모와 또래간의 관계형성이 원만하지 못하였다. 본 연구에서 측정도구는 아동청소년행동평가척도(K-CBCL)를 사용하였으며, 문제행동증후군 척도에서 문제행동의 수준변화를 살펴보았다. K-SSRS와 KSD에서 사전․사후검사를 실시하여 사회적 기술의 변화에 대해 알아보았다. 이를 통해수집된 자료들을 토대로 K-CBCL에서 5개 하위요인에서 긍정적 결과를 나타내었다. K-SSRS와 KSD 사전․사후검사 결과 긍정적 변화를 나타내었다. 본 연구결과에 의하면 정서·행동장애 위험군 아동의 내면화 문제행동과사회적 기술에 긍정적 변화를 가져왔다. 따라서 인지행동미술치료프로그램이 정서·행동장애 위험군 아동의 문제행동 감소와 사회적 기술의 긍정적 변화에 효과가 있음을 알 수 있다.

초등학교 장애학생의 정서·행동문제의 양상과 특수교사의 대처전략 및 지원요구

박명화 한국정서행동장애학회 2017 정서ㆍ행동장애연구 Vol.33 No.4

The purpose of this study was to analyze appearance of emotional and behavioral problems of elementary schoolers with disabilities and to investigate the support needs and coping strategy of teachers for emotional and behavioral problems of elementary schoolers with disabilities. The subjects of this study were 161 special education teachers, 322 elementary schoolers with disabilities who have emotional and behavioral problems. The results of this study could be summarized as follows: First, There was distribution of externalizing and internalizing behavior problems of elementary schoolers with disabilities in the normal, quasi-clinical and clinical levels. Externalizing behavior problems, total behavior problem and 4 low types of emotional and behavioral problems were appeared in students of special school higher than students of special classroom. Second, Special school teachers more often used positive prevention strategy Ⅱ for internalizing behavior problems of elementary schoolers with disabilities than special classroom teachers. And Special school teachers more often used positive prevention strategy Ⅰ, Ⅱ for externalizing behavior problems of elementary schoolers with disabilities than special classroom teachers. Finally, Both of special school teachers and special classroom teachers’ the most highly support needs for emotional and behavioral problems of elementary schoolers with disabilities were supply and development of behavioral intervention manual and arrange behavioral intervention specialist. 본 연구는 초등학교 장애학생의 정서․행동문제의 양상이 어떠하며, 정서․행동문제에 대한 특수교사들의 대처전략과 지원요구는 어떠한지 알아보고자 하였다. 이를 통해 장애학생의 정서․행동문제의 예방 및 대처를 위한 교사 지원 및 교사 재교육 프로그램 개발을 위한 기초자료를 얻고자 한다. 연구대상은 초등특수교사 161명과 정서․행동문제를 보이는 장애학생 322명이었으며, 연구결과는 다음과 같았다. 첫째, 특수학교․급에 입급된 장애학생의 정서․행동문제는 내재화문제와 외현화문제, 총행동문제 및 8개 하위유형 모두 임상범위와 준임상범위, 정상범위에 분포되어 있었고, 외현화문제와 총행동문제 및 4개 하위유형은 특수학교 초등학급 장애학생의 발생률이 더 높은 것으로 나타났다. 둘째, 초등학교 장애학생의 내재화문제에 대한 대처전략은 특수학교 초등교사가 특수학급 초등교사보다 긍정적 예방전략Ⅱ를 더 많이 사용하는 것으로 나타났고, 외현화문제에 대해 특수학교 초등교사가 특수학급 초등교사보다 긍정적 예방전략Ⅰ과 긍정적 예방전략Ⅱ를 더 많이 사용하는 것으로 나타났다. 셋째, 초등학교 장애학생의 정서․행동문제 대한 특수교사의 지원요구는 내용면에서는 학급에서 실시할 수 있는 예방 및 행동중재 메뉴얼 개발 및 제공에 대한 요구가 가장 높았고, 지원형태는 전문가 배치에 대한 요구가 가장 높은 것으로 나타났다. 본 연구결과를 통해 장애학생의 교육권과 안전은 물론 특수교사의 교권과 안전을 확보하기 위해 요구되는 실질적인 교사지원 및 교사 재교육 프로그램 개발을 위한 기초자료를 얻게 되었다.

복지시설 심리장애 아동,청소년의 연령과 지능수준에 따른 문제행동특성

김선주 ( Sun Ju Kim ),하은혜 ( Eun Hye Ha ) 한국놀이치료학회 2015 한국놀이치료학회지(놀이치료연구) Vol.18 No.3

본 연구의 목적은 아동복지시설의 심리치료대상 아동?청소년의 연령과 지능수준에 따른 문제행동특성을 규명하는 것이었다. 이를 위해 전국의 170개 아동복지시설 아동 치료ㆍ재활 지원 시범사업의 아동?청소년 297명(남:182, 여:115)을 대상으로 K-WISC-III와 K-CBCL 6-18을 실시하였다. 첫째, 연령과 지능 및 문제행동의 상관분석 결과, 연령은 전체 지능, 언어성 지능, 언어이해 지표와 유의한 부적상관을 보였다. 둘째, 복지시설 아동?청소년의 연령을 6-9세, 10-12세, 13-16세 집단으로 나누어 집단별 문제행동의 차이를 분석한 결과, 사회적 미성숙, 사고 문제와 주의집중 문제, DSM 반항행동 문제와 DSM ADHD에서 유의한 차이가 나타났으며 연령이 증가할수록 문제행동이 감소하는 것으로 나타났다. 연령별 세 집단 간 인지능력의 차이를 분석한 결과, 전체 지능과 언어성 지능, 언어이해 지표에서 유의한 차이를 보였으며, 연령이 증가할수록 전체 지능과 언어적 능력이 낮아지는 것으로 나타났다. 셋째, 지능수준에 따라 정신지체, 경계선, 보통하, 보통이상 집단 간 CBCL 문제행동의 차이를 검증한 결과, 사회적 미성숙과 주의집중 문제, 문제행동 총점에서 유의한 차이가 나타났다. 넷째, 복지시설 아동?청소년의 언어성 지능 수준에 따라 집단간 문제행동의 차이를 분석한 결과, 주의집중 문제에서 유의한 차이가 있었으며, 언어성 지능이 낮을수록 주의집중 문제가 증가하는 것으로 나타났다. The purpose of this study was to examine the characteristics of behavioral problems of young people with psychological disorders in welfare institutions, according to age and intelligence level. For the purposes of this research, the intelligence of 297 children and adolescents(Average age: 10.77, 182 boys and 115 girls) currently in welfare institutions was tested by means of the Korean-Wechsler Intelligence Scale for Children-Third Edition(K-WISC-III), and behavioral problems were investigated using K-CBCL 6-18(Korea Child Behavior Checklist). First, age, intelligence and behavioral problems were analyzed by correlation for descriptions. As a result, the variable of age indicated significantly negative correlations with Full IQ, Verbal IQ and Comprehension factor index. Second, participants were divided into three groups based on their age levels(6~9 years old, 10~12 years old, 13~16 years old), and each group`s behavioral problems were compared. The result indicated that there were significant differences in terms of Social Problems, Thought Problems, Attention Problems, DSM ODD and DSM ADHD. When each age group`s intelligence was compared, the results showed that there were significant differences on FIQ, VIQ, and the Verbal Comprehension factor index. Third, participants were divided into four groups (MR, Borderline, Low Average and Above Average), and each group`s behavioral problems were compared. The results showed that there were significant differences in terms of Social Problems, Attention Problems and Total Problems scores. Forth, participants`s verbal IQ was divided into four levels(MR, Borderline, Low Average and Above Average) and each verbal IQ group`s behavioral problems were compared. The result again indicated that there was significant differences in terms of Attention Problems of CBCL. As a general rule, lower verbal IQ resulted in more attention problems.