지연성 근육통에 마사지와 키네시오 테이핑이 근력과 유연성 및 통증에 미치는 영향

조남정,Cho, Nam-Jeong 대한물리치료과학회 2012 대한물리치료과학회지 Vol.19 No.2

Purpose : The purpose of this study was to investigate, The Effects of Massage and Taping on Muscle Strength and Flexibility and Pain with Delayed Onset Muscle Soreness(DOMS). DOMS is a common problem that can interfered with rehabilitation as well as activities of daily living. Methods : Thirty subjects untrained were randomly assigned into Massage group, Taping group, Massage and Taping group. Treatment were applied at 24 hours, 48 hours and 72 hours after induction DOMS. The effects of Massage and Taping and Muscle strength and flexibility on DOMS were evaluated by a goniometer and dynamometer and taping and VAS sheet. Results : The results of this study were as follow : 1) There was a significant difference among Taping group, Massage group, Taping and massage group in the case of using graduator. The interaction of group shown a significance (p<.05). 2) In the case of using goniometer, all three groups had the significant difference in period (p<.05) and the interaction of group-period shown a significance(p<.05). 3) In the case of using VAS, all three group had the significant differences in period(p<.05) and the interaction of group-period shown a significance(p<.05). Conclusions : These findings suggested that Taping and Massage had effect on DOMS.

상담전공 학부생의 교육과정 경험 연구

조남정,이미현,김인규 한국상담학회 2015 한국상담학회 학술대회 논문집 Vol.2015 No.8

상담전공 학부생의 교육과정 경험 연구

조남정,이미현,김인규 한국상담학회 2015 상담학연구 Vol.16 No.3

본 연구는 상담전공 학부생의 전문상담자로서 발달을 탐색하기 위해서 4년제 대학에 재학한 상담전공 학부생의 교육과정 경험을 살펴보았다. 이를 위해서 합의적 질적연구법(CQR)으로 4년제 대학 학부과정에 재학한 상담전공 학부생 15명을 심층면접하고 그 자료를 분석하였다. 분석결과, 최종적으로 7개의 영역과 39개의 핵심개념이 도출되었다. 상담전공 학부생은 상담을 통해 사람을 돕고 싶은 동기를 가지고 입학하지만 두드러진 기대나 열망은 없는 것으로 나타났다. 이들은 학부과정에서 상담공부 자체에 대한 어려움을 가장 크게 호소하였다. 상담실습을 통해 상담에 관심이 생기고, 다양한 학교활동을 통해 성취감을 얻으며, 상담을 받고 직접 한 경험 등의 의미있는 경험을 하였고, 이를 통해 자기이해 및 자기조절능력이 향상되고, 대인관계능력이 향상되는 등의 삶의 변화를 경험하였다. 학부과정의 개선점으로 체계화된 상담실습 마련, 대학 및 선후배간 교류확대, 교육과정의 다양화 및 체계화를 꼽았으며, 졸업 후에는 대학원 진학을 가장 많이 희망하였다. 이러한 연구결과를 바탕으로 상담전공 학부생의 양성과정에 대한 논의를 제시하였다. This study was conducted to examine the learning experiences and development of undergraduate students majoring in counseling. To do this, the in-depth interviews of 15 undergraduate students majoring in counseling were analyzed using Consensual Qualitative Research(CQR). Finally according to the analysis, 7 domains and 39 categories were found. Undergraduate students majoring in counseling entered universities with motivation to help people through counseling, but there was no noticeable aspiration or expectation. they had difficulty in studying counseling itself. They had experience of getting interest in counseling through counseling practice, gaining a sense of accomplishment through various school activities, becoming a client and a counselor. Through this, they experienced the change of their life that improved self-understanding, self-control ability and interpersonal skills. In the domain of the improvement of undergraduate courses, they wanted systematic counseling practice, extension exchange of universities or their senior and junior, diversification and systematization of the curriculum. Most of them hoped to enter graduate school. Based on these results, The discussions about the training and education of undergraduate students majoring in counseling are presented.

학부 상담교육 인증기준 개발

조남정,김인규 한국상담학회 2016 상담학연구 Vol.17 No.6

This study was conducted to develop the undergraduate counselor education accreditation standards. It was set the model of counselor education accreditation for this purpose and it was conducted the process that lead to domains and standards of undergraduate counselor education accreditation standards through the expert delphi survey method. 22 study participants were belong to professor of the undergraduate counseling departments. As a result, A minimum standard accreditation model has been selected as the undergraduate counselor education accreditation standards. Accreditation domains were selected six area, including operating department, curriculum, students, faculty, learning environment, educational achievement. From two to four sub-domains were derived from each domain. Accreditation standards were developed from one to eight standards derived for the sub-domains. The domains of operating department are the vision objectives, operating systems, curriculum domains are learning objectives, course management, practice management, student domains are student selection, student guidance, student support, department and work adjustment programs, faculty domains are professor secure, professor achievement, professor of development assistance, environmental education domains are administrative systems, financial support, educational facilities, administrative and educational assistance personnel, educational achievement domains are the evaluation of education achievement, graduate careers. Based on the results of this study, counseling educational system and the utilization of accreditation standards were discussed. 본 연구는 학부 상담교육 인증기준을 개발하기 위하여 실시되었다. 이를 위해 상담교육인증의 모델을 설정하고 전문가 델파이 조사 방법을 활용하여 학부 상담교육 인증의 영역과 기준을 도출하는 과정을 진행하였다. 연구 참여자는 학부과정 상담(심리)학과 소속의 교수 22명이었다. 연구결과, 학부 상담교육 인증의 모델은 최소기준인증형 모델이 선정되었으며, 인증영역으로는 학과운영, 교육과정, 학생, 교수, 교육환경, 교육성과 등 6개 영역이 선정되었다. 각 영역별로 2개에서 4개까지의 하위영역이 도출되었고, 각 하위영역별로 1개에서 8개까지의 인증기준이 개발되었다. 학과운영 영역은 비전목표, 운영체계, 교육과정 영역은 학습목표, 교과목운영, 실습운영, 학생영역은 학생선발, 학생지도, 학생지원, 학과적응 및 직업적응 프로그램, 교수 영역은 교수확보, 교수업적, 교수개발지원, 교육환경 영역은 행정체계, 재정지원, 교육시설, 행정 및 교육 보조인력, 교육성과영역은 교육성과평가, 졸업생진로이었다. 본 연구 결과를 토대로 상담교육 체계와 인증기준 활용에 대해 논의하였다

간편형 대학생활적응검사 도구 개발

조남정,홍성욱,이예다나 한국상담학회 2021 한국상담학회 학술대회 논문집 Vol.2021 No.8

학부과정 상담자의 역량진단 척도 개발

조남정,최은미 한국상담학회 2017 한국상담학회 학술대회 논문집 Vol.2017 No.8

PNF 하지패턴을 이용한 스텝퍼 운동이 20대 여성의 발목근력과 균형에 미치는 영향

조남정,김기환,최명숙,최대영,권재범,현주협,유병국,손경현,Cho, Nam-Jeong,Kim, Ki-Hwan,Choi, Myung-Suk,Choi, Dae-Young,Kwon, Jae-Beom,Hyun, Ju-Hyup,Yoo, Byung-Kook,Son, Kyung-Hyun 대한고유수용성신경근촉진법학회 2010 PNF and Movement Vol.8 No.3

Purpose : The aim of this study was to investigate the effects of stepper exercise using lower extremity patterns of PNF(Proprioceptive neuromuscular facilitation) on ankle muscle strength and balance ability of females in their twenties. Method : Twenty subjects participated in this experiment were carried out the exercise program dose of 5 days per week for 2 weeks. They were divided into two groups; using twist stepper group(lower extremity patterns of PNF group, n=10) and using straight stepper group(n=10). The effects of twist stepper and straight stepper were evaluated by measurements of normal standing(NSEO, NSEC), and dynamic type 1 and dynamic type 2, respectively. For each case, the experimental data were obtained about static balance in 3 items : mean X speed, mean Y speed and velocity moment, that of dynamic balance in 4 items : mean X speed, mean Y speed, time, distance. Results : The results of this study were as follows; 1) In straight stepper group, the statistically significants were significants were shown on right/left ankle muscle strength in case of dorsi-flexion. 2) In twist stepper group, the statistically significants were significants were shown on right/left ankle muscle strength in case of dorsi-flexion. 3) In straight stepper group, the statistically significants were significants were shown on right ankle muscle strength in case of plantar-flexion. 4) In twist stepper group, the statistically significants were significants were shown on right/left ankle muscle strength in case of plantar-flexion. Conclusion : The above results revealed that twist stepper exercise using lower extremity patterns of PNF was more effective than straight stepper exercise for improving the ankle muscle strength.

최적화 FCNNs(Fully Connected Neural Networks) 알고리즘을 통한 플라스틱 물성에 대한 예측 성능 평가

조남정,최우진,김인,박재성,이재흥 한국공업화학회 2021 한국공업화학회 연구논문 초록집 Vol.2021 No.1

상담전공 학부생의 핵심역량에 대한 탐색적 연구

조남정 한국상담학회 2016 상담학연구 Vol.17 No.3

This study was conducted to exploring the core competencies of undergraduate students majoring in counseling. For the purpose of this study, This study was performed literature research, in-depth interviews, testing validity of competency classification framework, delphi survey of three times, importance and required proficience analysis and importance-proficience matrix analysis in according to three-step research process. These were derived the core competencies of undergraduate students majoring in counseling. The study results are as follows. The finally confirmed competency of undergraduate students majoring in counseling was consisted of three competency clusters, twelve competency factors and twenty-seven competency indicators. The finally confirmed core competencies of undergraduate students majoring in counseling were twenty competency indicators. The knowledge of theory cluster was nine competency indicators, as the knowledge of counseling theory, the specific knowledge of counseling skills, the understanding of specific person, the knowledge of group counseling, the understanding of principle in changes, the utilizing knowledge of skills in counseling process, the understanding of human development and culture, the knowledge of problem domain, the interpretation and application knowledge of psychological test. The skills and performance competency cluster was six competency indicators, as relationship skills with clients, linkage and referral skills, document management, the relationship skills with group member, case conceptualization skills, interaction skills in group counseling, The attitude and personal qualities cluster was five competency indicators, as individual personality, self-reflection, counselor ethics, the preventing and coping burnout, researcher ethics. Based on the core competencies derived from undergraduate students majoring in counseling, counselor's training program and the curriculum for department of counseling were discussed. 본 연구는 4년제 대학 상담전공 학부생의 핵심역량이 무엇인지를 알아보고자 수행되었다. 이를 위해 역량모델개발, 역량도출, 핵심역량도출의 3단계 연구절차에 따라 문헌연구, 심층면접, 역량 분류 틀의 타당성 검토, 3차에 걸친 델파이조사, 중요도와 숙달도 분석, 중요도-숙달요구도 매트릭스 분석을 실시하여 상담전공 학부생의 핵심역량을 도출하였다. 연구결과, 상담전공 학부생의 역량은 3개의 역량군, 12개의 역량요소, 27개의 역량지표로 도출되었고, 최종 확정된 상담전공 학부생의 핵심역량은 총 20개의 역량으로 나타났다. 핵심역량의 이론지식 역량군은 9개의 역량으로 상담이론 지식, 상담기술별 지식, 대상별 이해, 집단상담 지식, 변화원리이해, 상담단계별 기법활용 지식, 인간발달과 문화 이해, 문제영역별 지식, 심리검사 해석과 활용 지식이었다. 핵심역량의 기술․수행능력 역량군은 6개의 역량으로 내담자와 관계형성 기술, 연계 및 의뢰 기술, 서류관리, 집단원과 관계형성 기술, 사례개념화 기술, 집단상호작용 기술이었다. 핵심역량의 태도․개인자질 역량군은 5개의 역량으로 개인인성, 자기성찰, 상담자윤리, 소진예방 및 대처, 연구자 윤리이었다. 도출된 상담전공 학부생의 핵심역량을 토대로 상담자 양성과정과 상담학과 교육과정에 대한 논의를 하였다

학부 상담학과 교육과정 현황 분석 연구

조남정,이미현,김인규 한국상담학회 2015 상담학연구 Vol.16 No.4

In this study, twenty one curriculums of the undergraduate department of counseling were analyzed to understand and improve the curriculums opened in the undergraduate course. The curriculums were analyzed by focusing on the object of the department, lectures, practice of counseling, operating procedures. As a result, the expression of ‘counseling expert’ was shown as the most frequency in the object of the department. The educational objective of most departments was to train professional counselors. In the lectures, the basic domain of counseling was mostly distributed in the freshman courses. The domain for the theory and technique of counseling was mostly distributed in the sophomore courses. The domain for the evaluation of counseling was mostly distributed in the junior courses. The domain for the statistics, research and practice of counseling was mostly distributed in the senior courses. Examining the components of counseling, the lectures related to the media counseling, mental health, practice of counseling, testing of psychology and theory of counseling were mostly included in the counseling courses. The lectures related to the ethic of counseling and the supervision of counselor training were relatively less included in the counseling courses. The domain for the general counseling was the most frequently occupied in the field of counseling. The lectures related to the philosophy, principles, engineering and economy of counseling were not opened. In relation to the practice of counseling, the counseling theory lectures were opened for the lower grades. The lectures related to the practice and site (supervision) were opened for the higher grades. Sixty to sixty six credits for the single major were the most frequently marked in the operating procedures. The characteristic advanced courses such as the courses for a certificate of qualifications, specialization projects, programs for the track system, multiple interdepartmental majors, and practice courses for the practical job experience were operated in the various universities. The improvements for the curriculums of the undergraduate department of counseling were discussed based on the suggested results. 본 연구는 4년제 대학에 설치된 상담학과 21개의 교육과정을 분석하여 학부 상담학과 교육과정의 개선점과 발전방안을 살펴보고자 수행되었다. 교육과정은 상담학과 교육목표, 교과목, 상담실습, 운영과정을 중점으로 분석하였다. 분석 결과, 상담학과 교육목표에서는 ‘상담전문가’의 용어가 가장 높은 빈도를 나타냈고, 대부분의 학과의 교육목표는 전문상담가 양성이었다. 교과목에서는 상담학 기초 영역은 1학년, 상담이론과 기법 영역은 2학년, 상담평가 영역은 3학년, 통계 및 연구와 상담실습 영역은 4학년에서 가장 많은 분포를 나타냈다. 상담학 교과목에서는 매체상담, 정신건강, 상담실습, 심리검사, 상담이론의 교과목이 높은 비율의 분포를 나타냈고, 상담윤리, 상담자교육 수퍼비전의 교과목은 상대적으로 낮은 비율의 분포를 나타냈다. 상담학 영역에서는 상담일반 영역이 가장 많은 분포를 차지하였으며, 상담철학, 상담원론, 상담공학, 상담경제 등 관련 영역의 교과목은 개설되지 않았다. 상담실습에서는 저학년은 상담이론, 고학년은 실습과 현장(수퍼비전) 교과목이 많이 운영되었다. 운영과정에서는 단일전공 졸업이수학점은 60-66학점의 분포가 가장 많았으며, 자격과정, 특성화사업, 트랙제, 연계전공, 실무형 실습과정의 특색있는 과정을 운영하였다. 제시된 결과를 토대도 학부 상담학과 교육과정의 개선점 및 발전방안을 논의하였다.