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갈등해결중심 학교폭력 예방프로그램이 초등 통합학급 학생들의 갈등해결전략 사용과 학교폭력에 대한 태도 및 장애학생 수용태도에 미치는 영향
지지은 ( Ji Eun Lee ),이숙향 ( Suk Hyang Lee ) 한국지적장애교육학회(구 한국정신지체아교육학회) 2015 지적장애연구 Vol.17 No.1
본 연구의 목적은 학교생활에서 일어나는 크고 작은 또래 간 갈등상황을 해결하여 학교폭력을 예방할 수 있도록 초등학생의 수준을 고려한 학교폭력 예방교육 프로그램을 실시하여 통합학급 학생들의 갈등해결전략 사용과 학교폭력에 대한 태도 및 장애학생 수용태도에 미치는 영향을 알아보는 것이다. 연구 참여자는 경기도 S초등학교 5학년 통합학급 학생들이며, 중재는 학교 교육과정 내 창의적 체험활동 수업시간에 실험집단이 속한 통합학급의 교실에서 주 2회기씩 총 16회기 실시되었다. 연구결과, 실험집단의 비장애학생들은 갈등해결전략 사용과 학교폭력에 대한 태도 및 장애학생 수용태도에 있어 통제집단과 비교하여 유의하게 긍정적인 변화를 보였다. 또한 실험집단의 장애학생도 통제집단의 장애학생에 비해 갈등해결전략 사용과 학교폭력에 대한 태도에서 사전·사후검사 결과 차이에 있어 긍정적인 변화를 보였다. 이와 같은 연구 결과를 바탕으로 본 연구는 최근 전사회적인 문제로 대두된 학교폭력 예방을 위한 노력을 적극적으로 반영하면서 그동안 배제되어왔던 장애학생까지 포함한 통합학급 학생들을 위한 갈등해결 및 학교폭력 예방프로그램 교육의 필요성에 대한 논의와 본 연구의 제한점 및 교육현장과 후속연구를 위한 제언을 제공하였다. The purpose of this study was to investigate the impact of a conflict resolution-oriented school violence prevention program, which was designed for inclusive elementary school students, on their use of conflict resolution strategies and their attitudes toward school violence and students with disabilities. For this purpose, 50 students in two 5th-grade inclusive classes of S elementary school participated in this study as experimental and control groups, respectively. A special education teacher as a researcher applied the program for students in the experimental group during 16-session. Independent sample t-tests were conducted to see if there were any significant differences in use of conflict resolution strategies and attitudes toward school violence and students with disabilities of students without disabilities between the two groups. The scores of the two variables of students with disabilities in two groups were analyzed using descriptive statistics respectively. The results of this study were summarized as follows: First, students without disabilities in the experimental group showed positive changes in the use of conflict resolution strategies and attitudes toward students with disabilities as well as school violence compared with those in the control group, and the differences were statistically significant. Second, students with disabilities in the experimental group showed positive changes in the use of conflict resolution strategies and attitudes toward school violence compared with those in the control group, including all sub-domains of the strategies. The above findings suggest that the conflict resolution-oriented school violence prevention program can have positive effects on the use of conflict resolution strategies and attitudes toward school violence of students with and without disabilities in inclusive elementary classes. In addition, this program was effective in improving attitudes toward students with disabilities of students without disabilities.
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이연미 ( Yeon-mi Lee ),박동언 ( Dong-earn Park ),권명옥 ( Myoung-ok Kwon ),양지인 ( Ji-in Yang ),안은경 ( Eun-gyung Ann ),지지은 ( Ji-eun Ji ) 국군의무사령부 2011 대한군진의학학술지 Vol.42 No.1
Objectives: This study was conducted to investigate the influencing factors on the functional status of the soldiers of the troops dispatched overseas. Methods: The participants were 286 military soldiers in the troops dispatched overseas. The data was collected from May, 3 to 13, 2010 by using self-report questionnaires. The instruments used were somatic symptom scale in SCL-90-R, Spielberger state-trait anxiety inventory, CES-DC(center for epidemiological studies-depression scale), family function scale, social support scale, traumatic event scale, post traumatic growth scale, posttraumatic stress disorder scale, resilience scale. The data was analyzed by using the SPSS/Win 12.0 program. Results: The functional status of the dispatched overseas soldiers negatively correlated to anxiety, while it positively correlated to family function and social support. Anxiety, family function, and social support accounted for 44.2% of the variance in the functional status of the soldiers of the troops dispatched overseas. Conclusions: The influencing factors on the functional status of the soldiers of the troops dispatched overseas were anxiety, family function, and social support. Programs which focus on anxiety management and relaxation techniques, and family or peer support systems should be developed and provided.
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