정신지체아·일반아 부모의 스트레스와 가족 응집성 및 적응성의 수준 = (The) Level of Stress, Family Cohesion and Family Adaptability Between the Parents of Normal and Mentally Retarded Students

다국어 초록 (Multilingual Abstract)

The purposes of this study are to compare family function(family cohesion and family adaptability) between the families of normal and mental retarded students, and mainly to find out the correlation between parents' stress and family function in order to enlarge understanding about mentally retarded students and so as to consider various environmental factors.
The specific purposes of this study are (a) to discover family cohesion and family adaptability between the parent who have mentally retarded students and don't have mentally retarded students; (b) to find out the level of family cohesion and family adaptability; and (c) to figure out the correlation between parents who have mentally retarded students and don't have mentally retarded students among parents' stress, family cohesion and family adaptability. After studying the results and through discussing, I got the following results.
First, in the degree of parents' stress, the parent who have mentally retarded students indicated higher scores than those of the parents who don't have mentally retarded students. Regardless of the different school levels such as elementary, middle, and highschool levels, parents of mentally retarded students have higher stress than those of the parents who have no mentally retarded students. In the comparison among three different schools levels, parents who have mentally retarded students have higher stress than those of the parents who have no mentally retarded students. The stress levels are related with the students' age. It means that the parents who have younger students indicated higher stress. However, there are no significant differences between the stress scores of the father and mother. The stress level of parents who have mentally retarded students is the highest in the elementary levels, than in middle and highschool. And the stress level of parents who do not have mentally retarded students is the highest in middle, then in elementary and the least in highschool.
Second, in the family cohesion, the families who have mentally retarded students indicated lower scores than those of the families who have no mentally retarded students. However, in the family adaptability, there is no significant difference between the two groups. In the comparison among the different school levels, the families who have elementary children indicated lowest scores, then next is middle and highschool. The family who do not have mentally retarded students in elementary levels has higher family cohesion compared with the family who has mentally retarded students. In family cohesion, the family who has mentally retarded students is higher than those of not having mentally retarded students. In family adaptability, there is no significant differences between the two groups. And family adaptability according to the different school levels, the family who has mentally retarded students is higher scores than those of the parents who have no mentally retarded students. Especially family adaptability who has middle school students has lower family adaptability than those of elementary and highschool students.
Third, In the correlation between parents' stress and family cohesion, and family adaptability, when family stress increase, then family cohesion decrease. And when family cohesion is increase, then family adaptability is increase.
In the correlation between parents' stress and family cohesion, family adaptability regardless of the degrees of their impairment such as mild, moderate, and severe have unrelated correlation between stress and cohesion. This means that when the family stress is high, then the family cohesion is low. The correlation between cohesion and adaptability has related correlation. In other word, when family cohesion is high, then family adaptability is high. Especially according to the severe degree of their impairment cohesion and adaptability indicate high correlation.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 4
• 3. 연구의 문제 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 정신지체아 부모의 역할 = 6
• 2. 정신지체아 부모의 스트레스 = 8
• 3. 부모의 스트레스와 가족기능 = 12
• 4. 부모의 스트레스와 가족 응집성 및 적응성과의 관계 = 25
• Ⅲ. 연구 방법 = 40
• 1. 연구 대상 = 40
• 2. 연구 설계 = 42
• 3. 연구 도구 = 42
• 4. 연구 절차 = 44
• 5. 자료 처리 = 45
• Ⅳ. 연구 결과 = 46
• 1. 부모 스트레스 수준 = 46
• 2. 가족 응집성과 적응성 수준 = 49
• 3. 부모스트레스와 가족응집성 및 가족적응성간의 상관관계 = 53
• Ⅴ. 결론 및 제언 = 55
• 1. 결론 = 55
• 2. 제언 = 56
• 참고문헌 = 57
• 영문초록 = 61
• [부록 1] 정신지체아 부모의 스트레스와 가족기능에 관한 조사지 = 64
• [부록 2] 연구도구에 대한 신뢰도 = 67