학교사회사업 도입을 위한 청소년들의 학교부적응 요인 분석 = Factor Analysis of the youths' school maladjusted behavior for introduction of school social work

다국어 초록 (Multilingual Abstract)

The problem of maladjustment that arises during the one´s puberty period in school becomes and important indicator that predicts one´s social adjustment level after the growth. Where the youth´s problems (juvenile crimes") rise as serious social problems at this point, ti will be necessary to support the maladjusted youths by introducing them appropriate social works, which will decrease its maladjustment, so that they can be brought up as sound human beings. In the beginning of youth´s problems, for many problematic behaviors appears in a place called, school, inserting corresponding social works to school maladjustment youth will prevent from one´s becoming a juvenile delinquent. At the same time, ti will be a critical moment of one´s life as he/she adopts himself/herself to school life better, because it will provide basis for a chance of one´s becoming a normal citizen.
The research is intended to develop and to provide data for a school social work program. This paper discusses and focuses on psychological and emotional problems of youths´ school maladjustment that can be divided into five sub-concepts: self-expression, a sense of alienation, self-control, a relationship with peers and endurance. by scrutinizing how each of above factors related to school maladjustment, it could contribute to decide which factor should be strengthened or weakened, to prevent from the school maladjustment of youth and to increase adjustment level.
Based on the contents withdrawn from the results of research, I would like to find out factors that influence on the school maladjustment youths, and that reduce the maladjusted behavior of those youths. Finally, I would like to propose a couple of plans for introduction of school social work program, which will increase and strengthen the school adjustment level. First the program should be designed and implied to reduce a sense of alienation of school maladjustment youths.
Since those youth feel stronger alienation than other ordinary youths do the assistance is needed to make them realize they are a part of class. This can be achieved through a school social work program in which all members of class participate; furthermore, it is necessary to support them to adopt themselves to school environment better. Specially in the academic field where those youths have tough time, in order to help those school maladjustment youths develop study habit with their peers, a program consisted of academic tutoring and writing a class diary should be proceeded by coupling them with the ordinary students. In addition to that, the school social work program ought to contain and imply the two following sub-programs: one is needed to design to create an environment where the school maladjustment youths feel attachment to school. The other should be planned to develop confidence among classmates so that maladjustment youths feel secure and supportive.
Second, it is necessary to proceed a school social program that strengthens the self-control ability of school maladjustment students.
It is identified that school maladjustment youths have weaker self-control ability compared with the normal youths, and they were felt that they were not much supported by teachers and parents. Also the research revealed that they have experienced many negative mutual relationships. In other words, the insufficient self-control ability may lead to a great possibility to develop a negative relationship between the students and teachers by having teachers feel difficulties, controlling the class. Therefore, embracing parents and teachers in the program so as to aid them to understand each other better, and also offering the opportunities that provide experiences of positive mutual relationship are necessary. Likewise it is acknowledged that those maladjustment students live on without any plan for the future. They are uncertain and hopeless of their future image. Accordingly to assist them to have positive self-portrait by accessing themselves to better and positive self-understanding and self-acceptance, a group educational program should be included in a whole school social work program. Particularly it will be helpful to them, finding their identity and realizing their strengths.
Third, a school social program that strengthens endurance of school maladjustment students should be required.
Especially, since they are short of capability of keeping their hobby, getting them involved in a hobby-based club with their peers, which they were interested in or what they wanted to do at the usual time, is recommended. It will bring synergy and reciprocal help of increasing their endurance and getting better understanding on each other at the same time. Also they have a tendency to give up easily on the matters that they didn´t do well or have failed. Thus it is necessary to provide an opportunity by implementing a programs like puzzles or other activities so that the youths can feel achievement and success which they have failed before. Besides, a school social program needs to subsume other programs as well such as mountain climbing, endurance training, and camp activities that can be done during the vacation.
However problems of school maladjustment are not caused by one single factor, therefore, an individual counseling as well as group educational program needs to be practiced. At the same time, family therapy will be able to solve the problems as well, helping to resolve the family problems by approaching to the relationship among the members; moreover, improving the school environment, where the most students spend their time, is another way to solve the school maladjustment youths; problems.
Namely in order to solve the problems effectively, it is essential to put effort not only on an individual student but also on a family therapy which has access to effective improvement of family relationship and also on reform of school environment through developing a systems of cooperation with teachers.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 목적 = 1
• 2. 연구의 방법 = 4
• Ⅱ. 학교부적응 청소년과 학교사회사업에 대한 문헌 고찰 = 6
• 1. 학교 부적응의 원인과 유형 = 6
• 2. 학교부적응 청소년의 정서적 특징 = 10
• 3. 학교부적응에 영향을 미치는 요인 = 14
• 4. 학교부적응 청소년과 학교사회사업 = 27
• Ⅲ. 조사설계 = 31
• 1. 조사대상 및 표집방법 = 31
• 2. 조사도구 = 31
• 3. 조사절차와 자료 수집방법 = 32
• 4. 분석방법 = 33
• Ⅳ. 조사결과 분석 및 해석 = 34
• 1. 학교부적응에 영향을 미치는 요인에 관한 조사 분석 = 34
• 2. 분석결과의 상관관계 = 44
• 3. 분석결과에 대한 논의 = 50
• Ⅴ. 학교부적응 청소년을 위한 학교사회사업의 도입 방안 = 55
• 1. 조사결과 요약 = 55
• 2. 학교사회사업의 도입방안 = 57
• 참고문헌 = 61
• 부록 = 66
• Abstract = 71