진로지도에 있어서의 학교카운슬러의 역할

尹正倫 慶北大學校 學生指導硏究所 1988 學生指導硏究 Vol.21 No.1

大學新入生의 問題에 關한 硏究

李明子 慶北大學校 學生指導硏究所 1974 學生指導硏究 Vol.7 No.1

本 硏究는 新入生들의 問題傾向을 分析하여 學生들에게 效果的이고 만족스러운 大學生活의 適應을 도와 주고, 綜合的이고 長期的인 敎育 및 生活指導 計劃樹立에 必要한 科學的인 基礎資料를 마련하고자 新入生 Orientation 期間 동안에 新入生 全員을 對象으로 K.N.U. Mooney Problem Check List를 實施하고, 밑줄 反應과 0표 反應을 각각 別途로 取扱하여 大學, 專攻, 性別로 各 問題領域別 平均反應 頻度를 計算하고 比較集團間에 問題領域別로 達異檢定과 아울러 問項別 反應率을 計算하여 新入生의 問題傾向을 綜合約으로 分析했다. 그 結果 (1) 대부분의 新入生들이 社交娛樂과 經濟問題에 가장 많이 神經을 쓰고 있으며 또 이 問題를 아주 深刻하게 苦悶하고 있고, 그 다음은 修學適應, 將來·職業에 關한 問題이다. 反面에 敎育內容·方法에 關한 問題에 가장 적게 神經을 쓰고 있다. (2) 文科와 理科學生 사이에 뚜렷한 問題傾向의 差異는 없으나 다만 文科學生은 理科學生에 비하여 將來·職業의 問題를 더 重要視하며 敎育內容·方法의 問題에서 深刻한 問題傾向을 나타내고 있고, 理科學生은 文科學生에 비하여 修學適應의 問題를 더 重要視하고 있다. (3) 性別間에 有意한 差異는 없으며 男學生에 있어서 關心事이며 가장 苦悶되는 問題인 經濟問題가 女學生에 있어서는 그렇지 않다. (4) 新入生의 關心事인 問題內容을 보면 많은 新入生들이 敎養의 不足, 經濟事情의 惡化, 여행을 하고 싶은 욕망, 명랑한 性格의 所有등으로 苦悶하고 있으며 將來計劃, 職業選擇의 問題에도 神經을 많이 쓰고 있다. The present study was undertaken to grasp freshmen' main interests and concerns, to analysis varieus problems, to collect basic informations about plans of synthetic education and guidance and to help satisfied adjustments of cellege life. During the orientation period for the freshmen in 1974, the survey was administered to all freshmen through K.N.U. Mooney Problem Check-List. 1,554 students (male; 1,279, female;275) responded to it. Two different outcomes, namely, underlined responses and circled responses obtained from the Check-List were analyzed independently. And those outcomes discussed as to college, courses and sex of the freshmen. Thereupon, this study was finally designed not only to present percentages and their ranks of responsed frequencies on the each problem area of the inventory but also to compare them with those of other universities. And Chi-square method were used to discriminate the differences between natural science and civic science, between female and male. The main findings of the present were as follows: (1) The problems causing the most concern to majority of freshmen were those involving "social and recreational activities" and "finances, living condition, and employment". They were followed by arising from "adjustment to college work", "personal psychological relations", and "the future-vocational and educational and education." On the contrary, they had the least trouble with "curriculum and teaching procedures". Also, they were relatively little troubling with "courtship, sex, and marriage" and "health and physical development" than other problem areas. (2) Students of civic science were more troubling with "curriculum and teaching procedures" than those of natural science. (3) There was no significant difference in the sex. However, male students were relatively more concerning with "finances, living conditions and employments" than those of female students. (4) Specific items which majority of freshmen found themselves mostly concerned with were: lack of culture, trouble with economic problems, eagerness for journey, want for possession of cheerful personality, lack of the faculty of foreign languages, over expectation of parents, planning of future, selection of vocation.

非行靑少年의 自我構造 및 家庭環境에 관한 硏究

金鳳韶,李熙道,金慶麟 慶北大學校 學生指導硏究所 1974 學生指導硏究 Vol.7 No.1

청소년비행의 원인의 일면을 밝혀 그 예방과 지도를 위한 기초자료를 얻기 위하여 부산, 대구, 전주 소년원에 수용된 241명의 소년원생과 지능, 학력, 연령이 비슷한 정상적인 중고등학생 246명을 임의표집하여 Dombrose와 Slobin이 개발한 IES A-D 검사로써 自我의 상대적 강도를 측정하여 비교한 결과 정상 학생들은 自我가 보다 잘 統合되어 있었으나 비행 청소년들은 衝動性이 강하며 상대적으로 自我가 약함이 밝혀졌다. 또한 정원식의 가정환경 진단검사를 비행 청소년들에게 실시하여 이 검사의 전국 규준집단의 득점과 비교한 결과 가정의 價置志向性, 集團性格, 心理的 過程 및 物理的 條件 등 전부가 규준집단의 득점보다 낮았다. 따라서 비행 청소년의 가정은 사회-경제적 수준이 낮으며, 일관성있는 가정의 생활목표도 없고, 가정의 인간관계가 바람직하지 못하여 응집력이 약하며 또한 적절한 압력도 적음이 밝혀졌다. Though it is everyone's concern in our society to educate and guide adolescents as well-adjusted and healthy individuals, and guidance and counseling activities for them are emphasized in every level of schools, our attention is called to such terms as juvenile delinquency, anti-social behavior, and problem children at every increasing rate. The majority of such terms are directed towards the youth who fall in the so-called teen-age group. We read the reports of their violence in the papers, view movies and television programs based on this theme. The juvenile delinquency has become a serious social problem, and many efforts to investigate the cause, the prevention, and the treatment have been aroused by psychologists, sociologists etc. However, there is much that to be done and many areas that need to be explored. Such are ego structure of juvenile delinquents, their home envirnment and the interaction of them in particular. In order to prepare some fundamental data that need to prevent and guide the juvenile delinquency, this study was designed to identify the ego structure or ego functioning of juvenile delinquents and the psycholgical and physical environments of the delinquent family. Two hyphotheses were constructed in this study; the first is that the ego functioning of juvenile delinquents will be more unrealistic than that of the normal students. That is, impulse and super ego of juvenile delinquents will be stronger than those of the normals. The second is that the physical and psychological environments of the family where juvenile delinquents were reared will be more unfavorable than those of normal students. The IES Arrow-Dot test developed by Lawrence A. Dombrose and Mortin S. Slobin (1958) was used to measure the ego structure of subjects. This test was designed to measure the relative strength of impulse(I), ego(E), and super ego(S). And in order to identify the physical and psychological environment of juvenile delinquent family, the Diagnostic Home Envirnment Inventory developed by Won Sick Chung (1968) was used. This inventory consists of four subscales; Value Orientation, Group Dynamics, Psychological Process, and Physical Condition of the family. 241 juvenile delinquents institutionalized in Pusan, Taegu, and Cheonjoo Juvenile Court and 246 normal junior and senior high school boys were sampled, and both groups were matched in accordance with their IQ, CA, and EA. The mean IQ, EA and CA of juvenile delinquents were 91.7, 8.3 and 16.2, and those of normals were 98.6, 9.5 snd 15.3 respectively. They were administered the IES Arrow-Dot test individually accordirg to the standard procedure and the Diagnostic Family Envirnment Inventory was administered only to juvenile delinquents, and these data were compared with the normative data of the inventory. The main findings of this study were as follolws: 1. In both impulse and ego aspects of personality integration, the normal group clearly showed greater personality integration than the juvenile delinquent group. Because the juvenile delinquent group obtained much higher impulse score and much lower ego score than the normal group, it can be concluded that juvenile delinquents satisfied their needs immediately and directly without due consideration for realistic restrictions or concern for morality. In contrast with them, the normal students were rather ego-controlled persons and satisfied their impulses and needs in a more realistic fashion. 2. The physical condions of juvenile delinquent family were more unfavorable than those of the normal group. That is, the socio-economic status of the juvenile delinquents were lower than that of the normative group. 3. The family of juvenile delinquents was not value-oriented. Consequently, there is lack of pressure such as pursuit of wealth, social upwarding, and traditional standards in comparison with the normative group. 4. The family relationship of the juvenile delinquents was rather undesirable: The parental role expectation toward their children was unhealthy, the delinquent attitudes towards their family members were negative, and also the cohesiveness of their family was weak. 5. The psychological process of the delinquent fami1y was rather not stimulating; The delinquents were not encouraged high level of aspiration, openmindedness, affiliation, and autonomy by their parents. In another word delinquent parents were relatively unconcerned with their children.

高等學校에서의 進路指導와 適應

李熙道 慶北大學校 學生指導硏究所 1974 學生指導硏究 Vol.7 No.1

생활지도의 모든 활동의 귀착점은 학생이 졸업한 후 자기에게 가장 적절한 직업을 선택하고 직업적응이 이루어져 개인적인 행복과 사회에 이바지하도록 하는데 있다. 따라서 진로지도는 그만큼 중요한 것이며 어려운 것이다. 본 논문에서는 진로지도의 중요성으로 첫째 개인의 행복과 사회외 발전에 직결된다는 점, 둘째 고등학생은 확고한 진로선택의 준비가 갖추어져 있지 않음에도 진로선택을 강요받는다는 점, 셋째 대학의 전공학과 선택은 장래의 직업과 직결된다는 점, 넷째 현재의 진로지도는 많은 오류를 범하고 있다는 점, 그리고 사회의 변천을 들고 설명하였다. 특히 사회의 변천은 직업 자체 및 인력의 변화를 초래함을 강조하였으며 진로지도에 영향하는 역동적 제 요인을 개인적 요인과 환경적 요인으로 구분 고찰하였다. Career guidance should be a continuous process from primary school to college. But because of the developmential characteristics of high school students and the forced situation to choose some kind occupation or college, career guidance is particularly important for them. Therefore, this paper discussed the importance and necessity of high school career guidance, the relation between social changes and career planning, and the dynamic factors influencing career planning and choice. First, the reason why high school career guidance important is may be outlined as follows; (1) Career guidance is closely related to personal happiness and social development. (2) High school seniors are forced to decide their career choice, though they are not jet prepared for it. (3) What tind of majors to choose is almost direcily related to their future occupation. (4) There are many errors in the high school career guidance. (5) It becomes more important by social changes. Second, in the rapidly changing society subtle sense and perspective for the future is reqired for better career planning and choice. The factors influencing career planning by the social changes can be included as follows: (1) growing new professions, (2) failure to educate adequate manpower by lact of educational opportunities, (3) manpower change by the change of industrial structure, (4) changes of women's role, (5) military obligation and (6) social anxiety. Third, the personal and environmental factors influencing career planning and choice can be outlined as follows: Personal factors can be divided into the intellectual and non-intellectual factors. The important factors as intellectual aspect include intelligence, aptitude and academic achievement, and interst, personality traits, work value and physical conditions can be included as non-intellectual factors. Environmental factors as well as personal factors are important for career planning. Especially, home, social, cultural and school environments are most important influencing career planning and choice. In cnclusion, the followings can be important for effective career guidance: (1) to stimulate the students to understand strength and weakness of their abilities, persoality and environment. (2) to prepare the students for the correct occupational and educational informations, (3) to prepare for the opportunities of self realization, (4) to prpare for subtle perspective of the changing society, (5) to prepare for the opportunities of reality testing and (6) to prepare for follow-up services.

직업선택 요인에 대한 고등학생의 인식

文昌鉉 慶北大學校 學生指導硏究所 1988 學生指導硏究 Vol.21 No.1

This study is designed to examine how aware high school students in Taegu area are of such internal vocational information useful in career decision-making as knowledge of aptitudes, capabilities, interests, and values. The study is based on 615 senior high school students in both divisions of studies, 316 boys and girls students of humanities and 299 boys and girls students of vocations. The rasults of this study may be summerized by division of studies and sexes as follows. 1. The students who could define the concept of vocational aptitude are 43.8% of total. The scores by division of studies and sexes are: humanities 41.6%, vocations 45.5%, boys 41.5%, and girls 46.5%. 2. The students who could define the concept of vocational interests are 90.6% of total. The scores by division of studies and sexes are: humanities 75.6%, vocations 65.7%, boys 70.1%, and girls 71.1%. 3. The five things(abilities) that the students would be at best if they had adequatepractice are: (1) sports, (2) typing, (3) book-keeping, (4) abacus, and (5) teaching, However, these are different among division of studies and sexes. 4. The one thing(ability) that the students would be best at is: abacus expressed by all students: humanities favored teaching: vocations expressed abacus: boys expressed sports, and girls favored abacus. 5. The five vocations in which the students are most interested are : (1) teacher, (2) bank employee, (3) professor, (4) company employee, and (5) journalist. However, these are different among division of studies and sexes. 6. The importance of career decision factors identified in a rank order by all students are: (1) aptitude, (2) job security, (3) job interest, (4) salary, (5) fsiendliness of coworkers, (6) transportation abailability, (7) previous work experience, and (8) family wishes. These are also different among division of studies and sexes. (9) The one factor that the students think the most important in sareer decision is job aptitude by all students. Hnwever, the least impostant factor is transportation availability. (10) As for their future job opportunity, students expressed confidence in securing jobs.

직업선택의 전략과 직업상담의 역할

金忠起 慶北大學校 學生指導硏究所 1988 學生指導硏究 Vol.21 No.1

大學의 環境과 學生의 心理的 類型에 관한 硏究

李潤樹,陣渭敎,李熙道 慶北大學校 學生指導硏究所 1973 學生指導硏究 Vol.6 No.1

The purposes of the present study were to analyse the typology of college students, to disgnose the campus environment, climate or atmosphere of a relatively large national university (Kyungpook National University), to investigate the relationship between typology of students and their collective perceptions and recognitions about the campus environment, and to compare typoligies anong the student groups. The subject groups in this study consisted of a total of 3,076 from the population of freshmen and upperclassmen (in case of upperclassmen, fall shorts of population), Kgungpook National Univarsity (KNU). And the main instruments used in the present investigation were a translated, revised and excerpted forms of (1) College Student Questionnaire (CSQ) constructed by Peterson (1968) and (2) College and University Environment Scales (CUES) developed by Pace (1969). From the former questionnaire Clark-Trow model of student typology was adopted. A brief descriptions of the instruments are as fallows; First, Cark-Trow model of student typology (each student's own philosophy of higher education) was classified as following four main types. Vacational type (philosophy A)‥‥This philosophy emphasizes education as preparation for an occupational future. Persons holding this philosophy are usually quite committed to particular fields of study and are in college primarily to obtain training for careers in their chosen fields. Academic type (philosophy B)‥‥The philosophy assigns greatest importance to scholarly pursuit of knowledge and understanding, and entails serious involvemenet in course work or independent study beyond the minimum required. In short, this attitude attaches greatest importance to interest in ideas, pursuit of knowledge, and cultivation of the intellect. Collegiate type (philosophy C)‥‥This philosophy holds that an important part of college life exists outside the classroom, laboratory, and 1ibrary. This attitude, while not excluding academic activities, emphasizes the importance of the extracurricular side of college life. Nonconformist (philosophy D)…This philosophy emphasizes individualistic interests and styles, concern for personal identity and often, contempt for many aspects of organized society. Second, The CUES yields five scales to indicate the environmental press of the colleges; Community‥‥A friendly, cohesive, group oriented campus. There is a feeling of group welfare and group loyalty that encompasses the college as a whole. Scholarship‥‥An emphasis on high academic achievement and a serious interest in scholarship. Practicality‥‥A practical, instrumental emphasis on the college environment. Propriety‥‥An environment that is polite and considerate. Group standards of decorum are important. Awareness‥‥A concern and emphasis upon three sorts of meaning: personal, poetic, and political. The main findings of the present study were as fallow; 1. From the results of a diagnostic analysis of typology of KNU student population, 1) The rank order of four student typologies among freshmen population was Academic (42.4%)-Collegiate(35.5%)-Vocational(17.3%)-Nonconformist(4.8%), 2) The rank order of the proportions of four student typologies among upperclassmen was asollegiate(37.7%)-Academic(32.1%)-Vocational(22.6%)-Nonconformist(7.5%). 3) The tendencies of typology of freshmen were different to that of upperclassmen, and the typology proportions of both groups of our university were contrasted with that of the american colleges and universities. As for the rank order of the typology proportions of american students was Collegiate(50.8%)-Vocational(26.5%)-Academic(18.5%)-Nonconformist(3.8%). 4) There was a significant difference between sexes(x^2=19.66 P<·01) and there was not any significant difference among major fields (humanities and social sciences versus natural and engineering fields) in student typologies 2. From the results of comparison of student typology and CUES scale scores; There were significent differences among the grade levels (freshmen and upperclassmen) in comparison between student typologies and five enviromental factors except scales C and P in Vocational type (p<·01∼p<·001 by t test). 3. From the results of item by item analysis on the CUES scales; 1) Among the 20 scale items of five factors 66%+responses to the keyed direction were 3 items in scale C, 5 in S, 5 in P, 7 in Pr, and 2 in A respectively. 2) Among the 20 scale items of five foctors, 33%-responses to the keyed direction were 13 items in scale C, 16 in S, 14 in P, 9 in Pr and 15 in A respectively. 3) It wae believed that for effective use of Clark-Trow model of student typology and CUES in our culture elaborate examinations on the construct validity of that model and item validation studies on the CUES scales should be carried out.

진로정보활동 탐색

石秀隆 慶北大學校 學生指導硏究所 1988 學生指導硏究 Vol.21 No.1

Career Career information service is the collection, dissemination, and interpertation of information needed by the student in career development. It is usually divided into the cartegories of occupational, educational, personal-social information. The student of junior and senior school who use broadly current and reliable information from these erea information will: ① understand the range of career opportunities available at present and to be available in the future. ② realize career options that might be acceptable and personally satifying. ③ understand the educational and training possibilities available at present and to be available in the future. ④ realize factors that influence shifts in occupational oppurtunities and adjust learning skills. ⑤ appreciate the need for the basic academic skills to meet realistic current and future job requirement. ⑥ appreciate and use opportunities for vocational educational in their career development plans. ⑦ build skills in seeking and using career information for future decision and career changes. The school counselor might play an effective role for assisting students to use broadly up-to-date and reliable information. He/she in any setting needs competencies in all aspects of information used in career development. They are included the following knowledge: ⓐ of education, training, employment trends, and future outlooks related to broad occupational fields. ⓑ of career development and deeision making theories. ⓒ of strategies to store, retrive, and disseminate career information. ⓓ of resources and techniques designed for using career information. If the school counselor who has competencies as the above plays a major role in career information service, the service will be resulted in more effectiveness.

진로상담의 주요 이론

김성회 慶北大學校 學生指導硏究所 1988 學生指導硏究 Vol.21 No.1

Major approaches of career counseling have been reviewed to the clients who want to make decision in their career. The five approaches to career counseling are briefly reviewed in this order: (1) trait-and-factor, (2) person-centered, (3) ps-ychodynamic, (4) developmental, and, (5) behavioral. The model of an approach is defined along the temporal continuum which career counseling spans, beginning with the diagnosis of a chient's problem, culminating in certain goals, and proceeding through the process of client-counselor interviews or interactions. The model is a theoretical explication of the assumptions and propositions which are made about the principle components of any approach to career counseling. The methods of career counseling include interview techniques, test interpretations and use of occupational information. The task is now to synthesize these several theoretical and procedural contributions, each of which has its unique value but none of which is sufficient: into a comprehensive approach to career counseling that has both generality and specificity in its applicability. In a later paper, a provisional try will be made to accomplish this task.

實際的 自我와 理想的 自我間의 差異와 學業成就度와의 關係

李相魯,李明子 慶北大學校 學生指導硏究所 1974 學生指導硏究 Vol.7 No.1

兒童後期인 國民學敎學 5,6年과 靑年氣인 中學校와 高等學校에 있어서 實際的 自我와 理想的 自我間의 差異를 밝히고, 이 差異와 學業成就度와의 關係도 밝힘과 同時에 性差도 밝히려고 하는 것이 本 硏究의 目的이다. 硏究對象은 年令을 統制하여 國民學校學 5年부터 高等學校 2學年까지 441名(男 237名, 女 204名)이다. 測定道具는 Bills, Vance&Mclean(1951)의 尺度와 McCallon(1967)의 尺度에서 選擇한 것에다 硏究者가 尺度를 더하여 豫備檢査 結果 各 尺度間의 相關係數 .7이상되는 尺度는 제외하였으며, 尺度의 檢査一再檢査 信賴度는 .75였다. 實際的 自我와 理想的 自我間의 差異는 理想的 自我의 點數에서 實際的 自我의 點數를 減한 點數로 하였다. 比較集團間에 t-test와 CR-test 및 x^2-test를 適用시키고, Person의 積率相關係數를 算出하였다. 그 結果 (1) 實際的 自我와 理想的 自我間의 差異에 있어서 國民學校 5學年과 6學年間에 有意한 差가 있고 다른 學年間에는 有意한 差가 없다. (2) 國民學校와 中學校間에는 有意한 差가 있고 中學校와 高等學校間에는 有意한 差가 없다. (3) 男女間에는 差가 없다. (4) 實際的 自我와 理想的 自我間의 差異와 學業成就度와는 關係가 없다. The purposes of the present study were to investigate the discrepancy between real self (RS) and ideal self (IS) from ages 10 to 16, to explore the relationship between discrepancy and academic achievement and to see difference between male and female. The subjects in this study were 441 students(male; 237, female; 204) sampled with limited age. They were 47 boys and 26 girls of fifth-grade aged 10-0 to 10-11, 37 boys and 26 girls of sixth-grade aged 11-0 to 11-11, 31 boys and 38 girls of first-year in middle school aged 12-0 to 12-11, 31 boys and 31 girls of second-year aged 13-0 to 13-11, 33 boys and 33 girls of third-year aged 14-0 to 14-11, 31 boys and 26 girls of first-year in high school aged 15-0 to 15-11 and 27 boys and 24 girls of second-year aged 16-0 to 16-11. The real-self scale contains 38 trait-descriptive adjectives as follows; "I am kind, brave, honest, stubborn, optimistic, likable, trusted, good, cold, businesslike, sincere, cooperative, cheerful, proud, logical, popular, courteous, helpful, lazy, shrewd, friendly, alert, successful, reckless, commonplace, clever, thoughtful, responsible, faultfinding, frank, competent, confident, jealous, obedient, broadminded, rebellious, calm and annoying," The ideal-self scale contains the same adjective only prefaced by "I would like to be" instead of "I am." The rating categories, scored "not at all," "not very often", "some of the time", "most of the time," and "all the time." One point is received on an item if number one is encircled which signifies "not at all," up to five points if number five, signifying "all the time," is encircled, with the exception of the nine negative adjectives(stubborn, cold, proud, lazy, reckless, faultfinding, jealous, rebellious, annoying) which are scored in inverse order. The discrepancy score was determined by subtracting the total real-self score from the total ideal self score. The academic achievement was measured by the grade point average of students' monthly end examinations. CR-test and t-test were performed to determine the significance of the difference between ages, between sex in RS-IS discrepancy. Product-moment correlation was calculated to investigate the relationship between RS-IS discrepancy and academic achievement, Also 3×3 x^2-test was performed to determine the significance of the difference between RS-IS discrepancy and academic achievement. This study led to the following conclusions: 1. There was a significant difference between fifth grade and sixth grade in RS-IS discrepancy but there was no between other grades. 2. There was a significant difference between elementary school and middle school in RS-IS discrepancy but there was no between middle school and high school. 3. There was no significant difference between male and female in RS-IS discrepancy. 4. There was no significant relationship between RS-IS discrepancy and academic achievement.