청소년참여를 통한 리더십 생활기술 프로그램 개발 = (A)study on the program dvelopment through youth participation

다국어 초록 (Multilingual Abstract)

The Republic of Korea enacted "Youth Basic Law" in 1991. This law defined and institutionalized varied youth activities as "Youth Training Activities". Among those Youth Training Activities, recently the concern for youth potential development has been increasing, such as social skills or life skills. Especially the leadership capacity and leadership related life skills are regarded very important factors at the time of Youth Development Project. In designing the youth leadership life skill program, youth leaders and researchers should focus on all the features of physical, cognitive, and societal developmental stages, and consider most of their operations based on the peer group activities.
Since the concept of youth leadership is different from that of adult leadership, it is necessary to recognize What are their activities and where are the best places of their activities, and try to find out what are the required leadership life skills. The core mission of self-initiative youth activities is to establish the "Youth Leadership" from inter-relationship activities among themselves. Because this area of leadership should be centripetal force of youth inter-relationship activities, and may be the cultural index or new value between old generation and youth.
In this study, the youth group leadership concept was focused on the youth viewpoint through their participation in their everyday lives, not on the old generation's in the big or small conventional events. Furthermore, it was intended to demonstrate the possibility of youth activities by youth-initiative performance with their active participating in making the leadership related programs
The objectives of this study were (a) to establish the new youth activity direction by program development through their active participation, (b) to give fundamental information by describing what is the leadership concept, life skill variables, and the difference from the general leadership theories, (c) to search for the effective methods of youth activity by the drawing process of leadership life skill variables and program development by reflecting their self-judgement, (d) to identify how to work the youth leadership life skill variables in youth leadership program designing
The methods of this study were focused on participatory research in terms of addressing the qualitative and practical research, and applied the phenomenological approach to describe and analysis the situation itself. With practical research method, the data collection and survey were conducted by the open questionnaires, mutual contents analysis of each group, and arranging the opinions regarding selected youth association.
The target samples of this study were seven groups which are voluntarily made and run by themselves of Kang-buk youth training center in Seoul Korea, and they previously consented to participate in this survey. The research committee were composed of the youth association staff and youth group leaders.
To determine the leadership related variables, once leadership life skill factors in each group was investigated. On the basis of this data, explored the real meanings of current using words by youth, and to identify the meanings of leadership life skill factors thought by youth, and researcher had the conforming process of asking the concrete cases by interview.
The major findings from several procedures of this study were "professional skills" featured by one group specific factor and four group general factors, such as 'responsibility and trust', 'conflict solution', 'discriminate between official and private matters', and 'data processing'.
The research committee suggested just one model made by developing the only sampling factors, in that beyond controlling all the determined leadership life skill factors. In the course of discussing, we decided the 'conflict solution' factors as the regarding factor for youth leadership program development among five general group factors. The group specific factor was excluded on the reason of being considered the unusual context.
To develop the 'conflict solution' program selected as life skill factor, we concluded the next steps and processes with survey groups.
The first step was to define what is the 'conflict solution' factor. The second step was to find out the specific context happening the conflict. The third step was to search for conflict solution skills as leader. With this result, the fourth step was to discuss the effective ways of implementing the program. Finally to propose the concrete program cases.
On the basis of the results, youth leadership life skill program was designed for the purpose of applying and implementing on the real situation. The points of this program were (a) leadership is occurred naturally and the social process shared with all members, (b) recognized as very important leadership life skills to adapt in the changeable and challengeable society, (c) considered the core skill acquired by experiential learning methods.
The program techniques comprised Thinking, feeling, making, drawing, acting, discussing, group activity, Simulation and game, the analysis of real situation.
As one of the group general factors, 'responsibility and trust' factor was selected the other main curriculum of youth leadership program design. It was classified as three sectors like 'doing before others', 'taking the different angle', 'communication capacity', and settled the sub-objective according to divided sectors ,and designed the unit program on the determined objective.
This program can be applied with flexibility in group associated meeting, camping, or the school leaders' training program. In recent, the assertion of youth participation should be increasing in overall youth policy and youth activities. On the contrary, youth do not join in the program planning and managing, but attend the arranged program by adults as activity participants.
This dissertation will be the symbolic meaning for identifying the appropriate factors and designing the programs through youth active participation, and expected the ongoing complementary and updating process by applying the created program.

목차 (Table of Contents)

• 목차 = ⅰ
• I. 서론 = 1
• 1. 문제의 제기 = 1
• 2. 연구의 목적 = 5
• 3. 연구의 방법 = 6
• 가. 연구의 설계 = 7
• 나. 연구의 절차 = 8
• 다. 연구 대상 = 15
• 4. 연구의 제한점 = 22
• II. 이론적 배경 = 23
• 1. 리더십의 개념 = 23
• 가. 리더십의 일반적 개념 = 23
• 나. 리더십의 요소와 과정 = 27
• 2. 리더십 생활기술 = 31
• 가. 리더십 생활기술의 개념 = 31
• 나. 청소년의 리더십 생활기술 관련이론 = 34
• 다. 선행연구에 의한 리더십 기술 관련 변인 = 44
• III. 청소년 리더십 생활기술 요인 추출 = 50
• 1. 단계별 추출 과정 = 51
• 가. 동아리 별 요인 추출 = 51
• 나. 동아리 리더들의 요인 조정 = 57
• 다. 요인 종합 = 65
• 2. 추출된 요인의 특성 = 79
• IV. 청소년 리더십 생활기술 프로그램 개발 = 87
• 1. 프로그램 개발의 과정 = 87
• 2. 프로그램의 실제 = 98
• V. 요약 및 결론 = 109
• 참고문헌 = 120
• Abstracts = 126