이달의 사양관리 - 6월 사양관리

하승민,Ha, Seung-Min 한국낙농육우협회 2017 낙농·육우 Vol.37 No.6

한국의 아동복지 정책 분석

하승민(Ha, Seung-Min) 한국생활과학회 1999 한국생활과학회지 Vol.8 No.3

유아의 자아개념과 H,T,P 그림검사와의 비교연구

하승민 ( Seung Min Ha ),권성희 ( Sung Hee Kwon ) 대한아동복지학회 2005 아동복지연구 Vol.3 No.3

본 연구는 유아 자아개념 검사를 통해 유아의 자아개념 하위영역에 따라 집-나무-사람 그림검사를 비교.분석하고자 광주광역시에 소재한 S대학 부설유치원의 만 5세반 유아 30명을 연구대상으로 하였다. 첫째, Buck(1948)과 Hammer(1958)의 이론에 근거하여 본 연구에서 H.T.P그림에 대한 61개 문항의 부적응 점수는 자아개념이 낮은 유아를 판별하는데 사용될 수 있음이 밝혀졌다. 특히, 자아개념에 따라 집그림 검사를 비교했을 때 자아개념이 31점 이상 유아는 평균점수가 1.529인 반면 자아개념이 30점 이하의 유아는 평균점수가 2.923으로 이 두 평균간의 차이는 유의한 차이가 있었으며(P<.001), 사람그림 검사를 비교했을 때 자아개념이 31점 이상 유아는 평균점수가 3.647인 반면 자아개념이 30점이하의 유아는 평균점수가 4.846으로 이 두 평균간의 차이는 유의한 차이가 있었다(P<.05). 둘째, 김선애(1993)가 H.T.P그림에서 제시한 부적응 유아를 변별하는 기준 점수(집그림- 2점 이상, 나무그림 -3점 이상, 사람그림 - 5점 이상)는 본 연구의 결과와 일치했다. 셋째, 자아개념 하위영역별 검사에 따른 H.T.P그림검사 점수간의 차이를 비교해 본 결과 집그림 검사와는 자아개념 하위영역 중 사회성(P<.05), 정서성(P<.01)과 유의한 차이를 보였고, 나무-그림-검사와 자아개념의 학문성과 유의한 차이를 보였으며(P<.05), 자아개념 하위영역 중 가족성에서는 집그림 검사(P<.001), 사람그림 검사(P<.05)와 유의한 차이가 있었다. This study was written to investigate that teachers - who are in charge of the child in important period to be formed the self-concept- can apply the H·T·P(House-Tree-Person) picture test in order to understand properly the child and to make a good diagnosis those as well as to distinguish child with a low self-concept. In special this study tried to examine that sub-areas of the self-concept like the nature of learning, the sociality, the nature of the family and the nature of the emotion could be discriminated only the H·T·P picture test. Subjects of this study were 30 five years old children of the kindergarten attached S University located in Gwangju city. Tools used in this research were the child characteristic test of Song, In-Sub(1993) to measure the self-concept of infant and the marking standard of Kim, Suhn-Ae(1993) for the H·T·P picture test. Results of this study are as followings; Firstly, from the result of the percentage point for inspection the self-concept we got that child of 30 point or less were 13 persons and child of 31 point or more were 17 persons. Secondly, from the distribution of the point for H·T·P picture test according to the inspection point each sub-area of the self-concept we confirmed that child of 30 point or less was distributed at high score than child of 31 point or more. Thirdly, the comparison of the inspection point each sub-area of the self-concept and the point for the H·T·P picture test had a significant difference. Fourthly, the inspection point for the H·T·P picture test according to the self-concept test had a significant difference in the house picture and the person picture. Finally, as the result of this study we verfied that teachers could distinguish early the self-concept of child using H·T·P picture test when they tried to do small children with low self-concept in the sub-area of the self-concept like a the nature of learning, the sociality, the nature of the family and the nature of the emotion.

방과 후 프로그램에 대한 아동 및 부모 의견조사

하승민 ( Seung Min Ha ),강화란 ( Hoea Lan Kang ) 대한아동복지학회 2007 아동복지연구 Vol.5 No.3

본 연구는 방과 후 프로그램을 이용하는 초등학교 저학년 아동들과 부모들을 대상으로 방과후 프로그램에 대한 의견 조사를 하였다. 본 연구의 목적은 수요자 입장에서 초등학교, 보육시설, 지역아동센터 등에서 방과후 프로그램을 이용하는 아동과 부모들을 대상으로 방과후 프로그램에 대한 일반사항 및 구체적인 활동내용에 관한 의견을 알아보고자 한 것이다. 본 연구에서 도출된 결과는 방과후 프로그램 개발 및 방과후 정책개발에 기초자료를 제공하는 것에 의의가 있다. 연구결과를 보면 다음과 같다, 방과 후 프로그램에 대한 아동의견 중에서 이용 동기는 ‘부모에 의해서’가, 가장 많이 하는 활동내용은 ‘숙제 및 학습 지도’를, 함께 하고 싶은 학급 아동 수는 ‘1 ~ 10명’과 ‘11 ~ 20명’을, 원하는 교사상은 ‘부모처럼’을 가장 많이 응답했고, 가장 좋아하는 활동내용은 ‘컴퓨터, 영어, 미술’ 순이었고 반면, 가장 싫어하는 활동내용은 ‘숙제 및 학습지도, 영어, 한자, 독서 및 글쓰기’ 순이었다. 방과 후 프로그램에 대해 부모가 알게 된 경로는 ‘학교통신문’과 ‘이웃주민을 통해서’이었고 이용 이유는 ‘특기교육’과 ‘오후시간 활용’을 위해서, 이용지속 여부는 ‘계속 보낼 계획’을, 부모참여 의사는 ‘참여가 어려울 것임’이 가장 많았다. 원하는 교사상은 ‘방과 후 지도사’를, 이용 교육비의 정부지원은 ‘일부지원’과 ‘전액지원’을 가장 많이 요구하였다. 방과 후 프로그램 중 가장 중요한 활동 내용으로 ‘숙제지도와 보충학습’을, 원하는 특기교육은 ‘독서 및 글쓰기 지도’와 ‘영어’를 가장 많이 선호하였다. This research deals the survey on the views of elementary low graders and their parents about After-School Programs. The results show that children`s motives for participating in the program is mostly ‘by parents` will’. The most frequent activity is ‘homeworks and tutoring’. The most ideal number of classmates they want to be in program with is either ‘1~10 members’ or ‘11~20 members’. Their favorite activities are studying ‘computers’, ‘English’, and ‘art’, on a popularity based order. On the other hand, their most hated activities are ‘homeworks and tutoring’, ‘English’, ‘Chinese characters’, ‘reading and writing’, also on a popularity based order. When the survey asked the parents about how they came across the program, the most popular answer was ‘through school notes’, and ‘through neighbors’. Their motives in sending their kids to the program is mostly ‘to help develop specialties’ and ‘to utilize free afternoons’. On the question of whether they are planning to keep sending their kids to the program, the most popular answer was ‘keep sending’, but on the matter of parent participation, their answer was ‘skeptical’. They wanted ‘professional tutors’ for their children, and on the matter of financial supports from the government, the most popular answers were ‘partial’ and ‘full-case’. The mostimportant activity the parents are conceiving is ‘homeworks and tutoring’, and they wanted ‘reading and writing’, and ‘English’ most for their children`s specialty education.

아동복지생활시설의 운영실태와 개선방안에 관한 연구

하승민 ( Seung Min Ha ),임동호 ( Dong Ho Im ) 대한아동복지학회 2006 아동복지연구 Vol.4 No.1

본 연구의 목적은 아동복지생활시설의 운영실태와 개선방안에 관한 방향을 제시하고자 전국 아동복 지생활시설 중 충청남도내에 위치한 아동양육시설을 조사 대상으로 하여 정부지원의 문헌 조사 연구와 시설의 전반전 운영실태로 조사 분석한 결과를 토대로 아동복지생활시설운영 개선방안을 제시하고자 하였다. 설문조사 대상은 아동양육시설 종사자 중 사무국장과 생활지도원을 중심으로 하였으며, 정부지원 자료 분석은 2005년도 보건복지부의 아동복지생활시설지원 자료를 중심을 분석하였다. 조사결과는 다음과 같다. 첫째, 아동복지생활시설의 조직 및 운영에 대한 결과에서, 물리적 환경 측면의 아동숙소형태는 복도형(58.5%), 지리적 위치는 도심외곽(79.2%), 지리적 접근성은 매우 불편하다 (41.5%)가 가장 많았다. 시설설비면에서 아동상담치료실의 경우는 설치되어있지 않다(43.4%)와 휴게실이 없다(41.5%)의 응답이 가장 많았으며, 지역사회와의 연계에서 교류 횟수는 연 3회, 교류기관은 6기관 정도, 시설홍보지 발행여부는 분기별(30.2%)과 1년에 1회(30.2%)가 가장 많았다. 둘째, 인력관리 및 사회보장에 대한 결과에서, 시설종사자들의 근무형태는 사무국장들의 78.6%가 주간출퇴근, 생활지도원의 72.4%가 상주근무로 나타났다. 셋째, 프로그램 운영면에서, 정서함양 프로그램 및 사회성개발 프로그램( 71.4%), 인지개발 프로그램 (64.3%), 성교육 프로그램(57.1%) 실시 순으로 많이 하는 반면, 가족복귀 프로그램 및 상담.심리치료프로그램은 64.3%가 실시하지 않는다고 응답했다. 넷째, 운영재정면에서, 운영재정상태는 저조하다(42.9)와 매우 저조하다(35.7%)에 다수가 부정적으로 반응하였으며, 시설운영의 재정비율은 정부지원금(70.0%), 후원금(20.0%), 민간단체지원금(5.0%), 법인전 입금(3.0%), 자체수익금(1.0%), 기타(1.0%) 등의 순이었으며, 정부지원에 대한 만족도는 매우 부족하다 (35.7%), 부족하다(35.7%), 보통이다(28.6%)의 순으로 나타나 다수가 정부지원에 대해 불만족을 나타냈다. The purpose of this research is to suggest plans for improvements in the management of welfare facilities for children based on the results of the analysis of management conditions of those facilities and governmental supports for them. This research was conducted mainly by the analysis of surveys and data of governmental supports. Among the workers engaged in those facilities, directors and life advisors were mainly surveyed. The analysis of the governmental supports was based on "The Data on Supports for Welfare Facilities for Children" published by the Ministry of Health And Welfare in 2005. The suggestions for the improvement of those facilities drawn from the analysis of the governmental data and the survey are the followings. First, for the questions about organization and management of the facilities, the most prevalent answers were that the type of housing facilities for children in the physical aspect was a corridor style(58.5%), that geographical locations were suburban(79.2%), and that geographical accessibilities were very poor(41.5%). For the questions about facilities, the most prevalent answers were that there was no counseling room for children(43.4%) and break room(41.5%). For the questions about public relations, the most prevalent answer for the number of exchange programs was 3, the post prevalent number of local communities for the programs was 6. The most prevalent answers for the frequency of publishing public relations pamphlet were four times a year(30.2%) and once a year(30.2%). Second, for the questions about management of workforce and social benefits, 78.6% of directors in the facilities were commuting and 72.4% of life advisors were residing. The majority of directors(42.9%) and advisors(34.5%) felt that they are overloaded with work, and 75.5% of workers in the facilities responded that they had difficulties within the place of work. While 78.6% of directors participated in educational training programs, 69.9% of advisors did not participate in the programs. Thirdly, for the questions about managing programs, the three most frequent programs conducted were emotional and personal development programs(71.4%), cognitive development programs(64.3%), and sex education(57.1%). However, 64.3% of the facilities responded that they do not conduct programs for returning to families and counseling or psychotherapy. 43.4% of the facilities did not offer systematic programs for early adjustment and 9.4% did not offer any kind of the program, making more than half of the facilities not providing early adjustment programs. There were more institutions that did not offer any kind of individual program(47.2%) than ones that offered some kind of individual programs(37.7%). 75.5% of the facilities responded that they conduct programs for children`s desire. 50.9% of the facilities had programs often not carried out by specialists, and 7.1% of the institutions had programs never carried out by experts. The most prevalent difficulties were financial hardships and shortage of the professional workforce. Fourthly, 42.9% of the facilities responded that financial status was poor and 35.7% had very poor financial status, making the majority respondents with negative responses. The sources of finance for the facility management consisted of governmental supports(70.0%), sponsorship(20.0%), aids from private institutions(5.0%), conversion(3.0%), earnings(1.0%), and others(1.0%). 35.7% of institutions were very satisfied by the governmental supports, 35.7% felt governmental supports were insufficient, and 28.6% responded that governmental supports were just adequate. Therefore, the majority of institutions were not satisfied by the governmental supports. The suggestions for the improvement of management of the welfare facilities for children drawn from the survey results and the analysis of data of governmental supports are the followings. First, an increase in governmental supports for the financial aspect of the facilities, securing balance of aids given by different local governments, and an increase in the private aids are needed. Especially, the governmental supports are very unrealistic since they do not reflect the rate of inflation. Furthermore, a lot of efforts are needed to increase the ratio of private aids in the financial dependency of the facilities. Secondly, the legal basis for placing social workers and the basis for financial supports from the government differed from each other. This has resulted in the increase of tasks for the facility workers and the worsening of the quality of service. Therefore, realistic arrangement of workforce and an improvement of benefits for the facility workers needs to be done immediately. Thirdly, expansion of public facilities for children`s welfare, reducing the scale of the facilities, and modernization of the facilities for the characteristics of children are needed. Plus, diverse utilization of the facilities in relation to local communities must be promoted through opening of institution facilities, changing from institutions only for residing children to institutions for general children. Fourthly, the development of programs for individual children, positioning of program professionals, and their expertness are needed. It is important to develop and conduct long-term programs rather than carrying out only piecemeal events.

청소년 자원봉사 실태조사-아동 권리측면에서-

하승민 ( Seung-min Ha ),임현범 ( Hyun-beom Lim ) 한국아동권리학회 2000 아동과 권리 Vol.4 No.2

아동의 놀이와 권리-조화의 방향에 대한 탐색

하승민 ( Seung-min Ha ) 한국아동권리학회 2001 아동과 권리 Vol.5 No.1

집단미술치료가 다문화가정 자녀의 자기표현과 미술표상능력 발달에 미치는 효과

하승민 ( Seung Min Ha ),고미옥 ( Mi Ok Go ) 대한아동복지학회 2011 아동복지연구 Vol.9 No.2

본 연구는 최근에 국제결혼의 증가로 다문화가정이 늘어남에 따라 학교현장에 새롭게 등장한 다문화가정 자녀에게 집단미술치료 프로그램을 적용하여 자기표현능력과 미술표상능력 향상에 미치는 효과를 검증하는데 그 목적이 있다. 본 연구에서는 전라북도 W군에 위치한 B초등학교에 다니는 한국인 아버지와 아시아계 어머니 사이에서 태어난 다문화가정 자녀 11명을 선정하여 2010년 5월 1일부터 2010년 9월 25일까지 매주 1회 60분씩 20회기의 집단미술치료 프로그램을 실시하였다. 집단미술치료 프로그램을 실시하기 전 자기표현척도, 미술적 자기표현능력 평가, HTP검사를 실시하였으며 객관적인 연구를 위해 교사에게 행동관찰 체크리스크를 사전에 제공하였다. 본 연구에서는 프로그램의 효과를 측정하는 측정도구로 자기표현능력 펑정척도는 1980년에Rakos와 Schroeder가 수정 개발한 자기표현능력 펑정척도를 기초로 김성희(1980)가 번안하여 수정 보완한 것을 활용하였으며, 미술표상능력 평정척도는 박수미(1999)가 수정하여 개발한 미술표상능력척도를 기초로 이수진(2005)이 수정 보완한 것을 활용하였다. 연구결과는 다음과 같다. 첫째. 집단미술치료가 다문화가정 자녀의 자기표현능력 발달에 효과가 있는 것으로 나타났다. 둘째. 집단미술치료가 다문화가정 자녀의 미술표상능력 발달에 효과가 있는 것으로 나타났다. 본 연구 결과 집단미술치료 프로그램이 다문화가정 자녀의 자기표현능력 발달과 미술표상능력 발달 향상에 효과가 있음이 검증되었으므로, 언어적 표현 능력이 소극적인 다문화가정 자녀에게 집단미술치료는 감정 표현을 증진시키는 효과적인 방법이라는 결론을 도출하였다. The purpose of the study was to examine the effect of a group art therapy program on the communication Self-Expression and Art Self-Expression Abilities of children from multicultural families, The rise in international marriages has lately been concomitant with an increase in multicultural families, producing a new student group who are referred to as children from multicultural families. The subjects in this study were eleven children from multicultural families who attended B elementary school in w - gun, south Jeonju Province. They were born of Korean fathers and non-Korean Asian mothers. A group art therapy program was implemented in 20 sessions, once a week, 60 minutes each, from May 1 through September 25, 2010. Before that, they took tests on an Assertiveness Scale, an Artistic Self-expression Skills Assessment and a HTP test. In order to ensure the objectivity of this study, their teachers were asked to observe the children by utilizing a behavioral observation checklist. The instrument used to assess their Self-Expression was Kim-Sung hee`s(1980)` Adapted Version of Rakos & Schroeder`s(1980)` Modified Self-Expression Inventory. The other instrument used to evaluate Art Self-Expression was Lee su-jeng`s (2005)` Adapted Version of Bak su-mi`s(1999)` Modified Art Self-Expression Inventory. The major findings of the study were as follows: 1. The group art therapy had an effect on the development of the self expression of the children from multicultural families. 2. The group art therapy had an effect on art self expression, representing the development of the children from multicultural families. The findings of the study proved that the group art therapy program had an effect on Developing Communication Self-Expression and Art Self-Expression Abilities Assessed for the children of multicultural families. Therefore group art therapy could be said to be more effective than any other media in stirring up the emotional displays of children from multicultural families who are usually unwilling to express themselves.

아토피 피부염에 동반된 열공성 망막박리

하승민 ( Ha Seung Min ),신재필 ( Sin Jae Pil ),김시열 ( Kim Si Yeol ) 대한안과학회 2004 대한안과학회지 Vol.45 No.3

단일연령집단과 혼합연령집단간의 아동의 사회 - 인지놀이 행동 비교 연구

하승민(Seung Min Ha),이재연(Jae Yeon Lee) 한국아동학회 1996 아동학회지 Vol.17 No.1

The purpose of this study was to examine children`s social-cognitive modes of play in same-age and mixed-age kindergarten classrooms. The subjects were 45 children. in three classrooms of 4-year-olds, 69 children in three classrooms of 5-year-olds, and 60 children in three mixed-age classrooms of 4- and 5-year-olds. Observations were conducted by videotape recordings. Observation periods were of five-minutes duration. There were ten observations of each child`s indoor free-play periods. Observational data were collected by the time sampling method with the social cognitive play behavioral checking list based on an adaptation of one devised by Rubin(1985). The data was analyzed by t-test with the SAS computer program. Four- and five-year-olds in mixed-age classrooms were more likely to engage in complex modes of play than 4- and 5-year-olds in same-age classrooms. Four-year-olds in same-age classrooms were more likely to engage in solitary-functional, parallel-functional, and group-functional play than 4-year-olds in mixed-age classrooms. However, 4-year-olds in mixed-age classrooms were more likely to engage in group-constructive, group-dramatic, solitary-game, and group-game play than 4-year-olds in same-age classrooms. Five-year-olds in same-age classes were more likely to engage in solitary-functional and parallel-functional play than 5-year-olds in mixed-age classes. Five-year-olds in mixed-age classes were more likely to engage in group-constructive, group-dramatic, and group-game play than their counterparts in same-age settings.