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- 저자 : 이순득(Soon-Deuk Lee) (검색결과 4 건)
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이미형(Lee, Mihyoung),임지영(Lim, Ji Young),이순득(Lee, Soon Deuk),오승은(Oh, Seung Eun) 한국보건간호학회 2009 韓國保健看護學會誌 Vol.23 No.2
Purpose: The aim of this study was to provide the basic data for efficient strategy planning to prevent school violence by analyzing the types, causes and copying methods of school violence. Methods: The subjects consisted of a finite population of teachers (n=230) in a certain area. The method of data collection was a self-reported questionnaire. A total of 216 surveys were conducted using a modified school violence measurement tool (Lee, 1999). Data were analyzed using SAS 10.0. Results: The most serious school violence type perceived by the teachers was cursing/strong language. The main cause of school violence was perceived to be the home environment factors such as broken homes, inadequate care methods, and family violence. The most effective copying method of school violence was school violence prevention education programs for the students. Conclusions: Establishment of prevention education for students need for future school violence prevention.
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정승호(Seung-Ho Jung),이상은(Sang-Eun Lee),박판순(Pan-Soon Park),이순득(Soon-Deuk Lee),최혜진(Hye Jin Choi),이희원(Hee Won Lee),김철응(Chul-Eung Kim) 대한소아청소년정신의학회 2013 소아청소년정신의학 Vol.24 No.1
Objectives:The aim of this study was to examine attitudes of middle-school students toward happiness, suicide, and factors associated with suicide. Methods:A self-administered questionnaire was used in a cluster sample of 1,319 middle-school students (male 793, female 526). Data were obtained on a wide range of constructs regarding their attitude towards happiness, suicidal ideation and attempts, and factors associated with suicide. Results:Middle-school students choose ‘love within family’ as most important factor for their happiness. Subjective mental health status was mostly associated with happiness. Subjects in lower socioeconomic status tended to respond their mental health status was not good and have more suicidal idea. 48.7% of subjects had permissive attitudes toward suicide, especially, girls. However, 65.0% responded that suicide was preventable problem. Compared to older people, middle-school students perceived that environmental factors were more important than innate and personal factors for suicide. Conclusion:Results of the study indicate that middle-school students have permissive attitudes toward suicide, but positive attitudes for the prevention of suicide. This suggest that education in these age group could be effective for the prevention of suicide. Also, approaches to suicide prevention programs should be developed based on the family intervention. Especially, we should care about girls and adolescents in lower socioeconomic status.
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통합교육의 실태와 통합학급 교사의 태도 : a Report Centering about the Busan Educational Board
이순득,박재국,손상희 한국특수아동학회 2001 특수아동교육연구 Vol.3 No.-
본 연구는 성공적인 통합교육을 이루기 위해서는 통합학급에서 이루어지는 통합교육의 실태와 통합학급 교사의 통합교육에 대한 태도가 중요하다는 것에 착안하여 부산광역시의 초중등학교에 근무하는 통합학급 교사를 대상을 설문조사를 하였다. 검증된 연구들을 토대로 통합교육의 실태와 통합학급 교사의 태도를 측정하는 설문을 구성하여 배부한 결과 모두 278부가 회수되어 이 중 성실하게 응답한 250부를 대상으로 분석하였다. 첫째, 부산 지역의 통합교육의 실태는 운영 체제 등의 물리적인 면에서는 통합교육의 형태를 갖추어가고 있지만 질적 향상을 위한 기능적, 사회적인 면에서의 노력은 부진하며, 초등학교와 중학교가 크게 차이를 보이지 않는다. 이렇게 보면 부산 지역의 통합교육은 통합학급 교사에 크게 의존하고 있을 정도로 각종 지원이 거의 이루어지지 않고 있으며, 교사의 전문성마저 부족한 것으로 나타나 바람직한 통합교육을 하기에는 어려운 점이 많은 것으로 나타난다. 둘째, 통합학급 교사는 통합교육 전반에 대하여 초중등학교 교사 모두 중립적인 입장을 취하고 있다. 또한 장애학생의 장애정도에 대해서는 경도 장애학생을 대상으로 한 통합교육에 대하여는 중도장애학생의 경우보다 덜 부정적인 것으로 나타난다. 그러나 몇몇 항목에서는 집단별로도 차이를 보며, 효과면에서는 초등학교 교사가, 노력면에서는 중학교 교사가 약간 높은 반응을 보인다. 셋째, 통합학급 교사의 태도는 현실적으로 통합교육 조건에 대하여 크게 영향을 받지 않는 것으로 나타난다. 통합교과, 통합된 장애학생 수에 따라 약간의 반응을 보일 뿐 그 외 많은 조건들에 대해서는 반응을 보이지 않는다. 이는 현실적으로 통합학급 교사들은 통합교육 자체에 대한 기대를 하고 있지 않는 것으로 해석된다. 이렇게 보면 통합학급 교사가 통합교육에 대하여 그다지 긍정적이지 못한 이유는 교사 스스로가 자신감을 가지지 못한 탓도 있지만 그보다는 통합교육의 여건이 조성되지 않았기 때문으로 볼 수 있다. 통합교육의 여건 조성을 위한 지원이 전제된다면 통합학급 교사의 태도는 얼마든지 개설될 수 있을 것으로 보인다. The purpose of this study is intended to find out not only the current situation of inclusion in the inclusive class but also the perceptions of the general teachers in the elementary school and middle school, Busan. A questionaire was designed to find out the above-mentioned items. The subjects of the survey are 250 general teachers who work in the elementary and middle schools, Busan. The results of the questionaire are as follows: 1) it seems that inclusive classes of Busan take the form of inclusion in the operating system, and not in the functional and social systems. The same undesirable situations of inclusion appear in the elementary and middle schools, Busan. inclusion is mainly practised by the general teachers because people have no interest in providing it with various supports. 2) the perceptions of inclusion among general teachers in the elementary school are little different from those in the middle school. This is far from many pre-studies. That is, general teachers' perceptions in the elementary school are more affirmative than those of general teachers' in the middle school. However, boarding speaking, general teachers take neutral attitudes toward it. It means that they don't know inclusion or they try to evade their responsibility for the retarded. 3) general teachers' perceptions of inclusion are concerned with an efforts for operating inclusion. General teachers' perceptions of students with severe disability are affected by what kind of curriculum students take, but general teachers' perceptions of students with mild disability are affected by the number of students with disability. In other words, general teachers' perceptions of inclusion are more affected by efforts for the operating inclusion(for example, curriculum and the number of students with disability) than by efforts for the functional and social inclusion.
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