가정과 학교에서 청소년의 친사회적 발달을 위한 사회화 방법 = The Socialization Practices for Adolescents' Prosocial Development in the Home and Schools

다국어 초록 (Multilingual Abstract)

The way in which adolescents think about prosocial behaviors, that is, their reasoning about why one should or should not help, seems to be especially related to parental practices. There are a variety of parental practices that contribute to prosocial development. However, the effectiveness of each practice is probably a function, in part, of both the total configuration of socialization techniques to which an adolescent is exposed and the affective environment in which the socialization practices take place. Inductive discipline, empathic preachings, the modeling of positive behaviors, and the assignment of responsibility all enhance prosocial development, especially if used by nurturant socializers. Although socializers' practices undoubtedly influence adolescents' prosocial development, it is also true that socializers' choices of child-rearing practices are affected by a given adolescent's behaviors. In brief, cause and effect in the association between socialization techniques and adolescents' prosocial development is unlikely to be unidirectional, the role of individual differences among adolescents in the socialization process cannot be ignored. Furthermore, extrafamilial agents of socialization become engaged in training for and extending prosocial values and responses. The school is obviously a socialization agent with the potential to do this, and in fact it has been demonstrated that schools can serve in this way by introducing creative programs and activities into their curricula. It appears that school-based intervention programs have the potential to produce significant positive effects on adolescents' prosocial development, although there is a critical need to develop and test programs that can be readily adapted and used in many school settings without extensive and costly training of teachers.

국문 초록 (Abstract)

이 연구에서는 청소년의 친사회적 행동을 촉진시킬 수 있는 여러 가지 방법이 제시되었다. 청소년의 친사회적 발달은 부모의 양육방식과 관련이 있으며 그 효과는 사회화가 진행되는 상황에 의해서 영향을 받는다. 이에 관련된 양육방법으로는 귀납적 훈육, 공감적 설득, 모범, 책임 부여, 지시, 처벌 등이 제시되었고, 이와 함께 특히 부모의 온정적이고 수용적인 태도가 친사회적 발달을 촉진시키는데 중요한 상황 요인으로 지적되었다. 그러나 청소년의 친사회적 발달과 부모의 양육방법의 관계는 일방적이 아니고 청소년과 부모 자신의 특성 및 사회문화적 요인도 영향을 미친다. 또한 학교에서도 친사회적 발달을 조장하는 프로그램을 제공하고 실천기회를 부여함으로써 청소년의 긍정적 행동을 자극할 수 있다. 청소년의 친사회적 발달을 격려하기 위한 교육 프로그램이 제안되었고 이 효과를 높이기 위한 부모나 교사 자신의 모범적인 친사회적 행동의 필요성도 강조되었다.

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