정서 및 행동장애의 실태 조사 및 심리사회적 기능과의 관계 연구

심미경(Mi Kyung Shim) 한국아동학회 1996 兒童學會誌 Vol.17 No.1

The purpose of this study was to investigate the prevalence of EBD (Emotional and Behaviour Difficulties) and to examine relationships of EBD to family and classroom psychosocial functioning. Two studies were carried out. The subjects were 840 children aged 7 to 12 for the first study and 448 children aged 12 for the second study. CBQ for children`s behaviour, FACES III for family functioning and a short version of CES for classroom functioning were used. The prevalence of EBD was 9.4 % by parents, 10.6 % by teachers and 2.1 % by both on the basis of Korean cut-off points. It was 13.7%, 20.8% and 4.3%, respectively, based on England points. More children were identified as EBD in boys, in one-child families and in lower academic group. EBD tended to be higher with lower levels of psychosocial functioning but classroom-control. The relationships were more consistent and high with children`s rather than adults` perception, and with teachers` rather than mothers` ratings. The findings were discussed in terms of the scale validity, the concept of `open systems` and differences in the validity of ratings.

장애유아 통합교육의 영향 및 활성화 방안에 대한 교사 및 부모의 인식비교

심미경 ( Mi Kyung Shim ),전예화 ( Ye Hwa Jun ),박경란 ( Kyung Rhan Park ) 한국정서.행동장애아교육학회(구.한국정서학습장애아교육학회) 2005 정서ㆍ행동장애연구 Vol.21 No.4

본 연구는 장애유아 통합교육의 긍정적·부정적 영향, 활성화 방안, 필요성, 실현가능성, 통합교육 실시에 따른 어려움에 대한 교사 및 부모의 인식을 비교 조사함을 목적으로 하였다. 이를 위하여 통합교육의 영향 및 활성방안에 대한 질문지를 제작하여 일반교사, 장애전담교사, 일반부모, 장애아부모를 대상으로 인식조사를 하였다. 질문지는 통합교육의 긍정적 영향 14문항, 부정적 영향 12문항, 활성화 방안 8문항 외에 통합교육의 필요성 및 그 이유, 실현가능성에 관한 문항, 그리고 교사 및 학부모 변인에 관한 문항으로 구성되었다. 본 연구에 참여한 기관은 일반유치원 8개, 일반어린이집 7개, 장애아전담 어린이집 10개 기관이었으며 회수된 질문지는 일반교사용 149부, 장애전담교사용 100부, 일반부모용 408부, 장애아부모용 268부였다. 통합교육의 긍정적 영향으로는 일반유아가 장애를 지닌 사람과 함께 살아야 한다는 인식을 배운다는 점을, 부정적인 영향으로는 일반교사의 업무 부담감 가중을 가장 높게 인식하는 것으로 나타났다. 그러나 대상 집단에 따라 영향의 우선순위에는 다소 차이가 있었다. 통합교육 활성화를 위해서는 통합기관에 대한 재정적인 지원의 필요성을 가장 높게 인식하고 있었다. 그러나 이 부분 역시 대상 집단에 따라 우선순위에 다소 차이가 있었다. 통합교육에 대해서는 부정적인 영향보다는 긍정적인 영향을 더 높게 인식하고 있었으며, 통합교육을 경험한 경우에 보다 긍정적으로 인식하였다. 통합교육의 성공적인 실천을 위해서는 다각적인 입장을 토대로 해야 한다는 측면에서 논의되었다. This study was for comparison of parents` and teachers` perceptions on integrative education for infants with special needs in terms of positive and negative effects, activating plans, necessity, possibility of actualization and difficulties through the process of inclusion. The questionnaire was consisted of 14 items for positive effects, 12 items for negative effects, 8 items for activating plans. Items for the necessity and reasons of inclusion, possibility of actualization, difficulties, and information of teacher`s and parents` characteristics were included. 8 Kindergartens, 7 child care centers, 10 child care centers for special infants were participated. Returned questionnaires were 149 for ordinary teachers, 100 for special teachers, 408 for parents of normal infants, 268 for parents of infants with special needs. As inclusion`s positive effects, `normal infants learn the fact that persons with special needs need to live together with normal persons` was perceived at the highest. As negative effects, `increasing working load of ordinary teachers` was at the highest. But, the ranking of the effect aspects was somewhat different according to subject groups. For activation of inclusion, `financial supports to institutes including infants with special needs` was at the highest. This aspect was also slightly different according to the groups. The positive effect was perceived higher than the negative, and the perception was more positive with an inclusion experience. It was discussed that for successful inclusion, multiple aspects need to be considered.

어머니의 양육민감성과 유아의 학교준비도 간의 관계에서 양육스트레스, 유아의 기질 및 정서조절능력의 매개효과

심미경(Mi Kyung Shim),우주영(Ju Young Woo) 한국아동학회 2019 아동학회지 Vol.40 No.5

Objectives: The study was conducted to verify the mediating effects of parenting stress, child’s temperament, and emotional regulation on the relationship between mothers’ parenting sensitivity and preschoolers’ school readiness. Methods: Questionnaires were distributed among a total of 400 parents and 286 teachers, finally each of 271 were analyzed, from 12 institutes of early childhood education in K area. The model was tested using the SPSS and AMOS programs. Results: First, mothers’ parenting sensitivity had a direct impact on parenting stress, the child’s temperament, and emotional regulation. Second, the mother’s parenting stress had a direct effect on child’s emotional regulation, but child’s temperament had no effect on it. Third, parenting sensitivity partially mediated the effect of parenting stress, and parenting stress had a serial multiple mediating effect on school readiness, through mediating child’s emotional regulation. Parenting sensibility also affected school readiness through mediating child’s emotional regulation. Fourth, parenting stress influenced school readiness by fully mediating child’s emotional regulation. However, child’s temperament did not affect emotional regulation, and had no mediating effect on school readiness through emotional regulation. Conclusion: The higher the mother’s parenting sensitivity, the lower the rate at which parenting stress increases. This, then, continuously led to the increase of child’s emotional regulation. This, in turn, had a more positive impact on school readiness. In addition, this study found that mothers’ parenting sensitivities enhance the child’s emotional regulation and improves their school readiness.

어머니의 정서표현수용태도 및 유아의 애착안정성과 정서조절능력이 문제행동에 미치는 영향

서선옥(Seon Ok Seo),심미경(Mi Kyung Shim) 한국아동학회 2016 아동학회지 Vol.37 No.4

Objective: The purpose of this study was to explore the influences of maternal attitude toward child emotional expressiveness, young child attachment stability, and emotion regulation ability on problematic behaviors. The participants of this study consisted of 279 children (age 5), and their mothers, and 48 teachers. Methods: The data was analyzed by means of t -test, Pearson correlation, confirmatory factor analysis, and SEM analyses. Results and Conclusion: The major findings were as follows. First, higher maternal attitude toward child emotional expressiveness was associated with better child attachment stability. Second, higher child attachment stability was associated with better child emotion regulation at home and lower problematic behavior. Third, higher child emotion regulation at home and in the classroom was associated with lower problematic behavior. Fourth, maternal attitudes toward child emotional expressiveness directly impacted levels of problematic behavior. Fifth, child emotional regulation fully mediated the effect of attachment stability on problematic behavior.

어머니의 부모역할지능과 유아의 자기조절능력 및 공감능력과의 관계

강민주(Min Ju Kang),심미경(Mi Kyung Shim) 한국아동학회 2011 아동학회지 Vol.32 No.4

The purpose of this study was to investigate the relationships between mothers` parental intelligence and children`s abilities of self-control and empathy. 180 children aged 5 were selected from 4 kindergartens in G city. The gender breakdown for the sample group was as follows: boys comprised 60.0% (108) and girls comprised 40.0% (72) of the total sample. The Parental Intelligence Scales (PIS) was used to rate mothers` parental intelligence. Children`s self-control and empathy were also measured. The SPSS 12.0 program was used for the purposes of analyzing the data. The results of the study were as follows. Firstly, mothers` parental intelligence was related in a general sense with children`s self-control. However, such a relationship did not appear between rejection in the area of parental intelligence and self appraisal in self-control, nor did it appear between acceptance in intelligence and emotion in self-control. Secondly, the variable of encouragement was the only one in evidence in terms of mothers` parental intelligence and how it was related with children`s empathy.

만 5세 애착측정도구로서의 '애착 Q-set' 예비 타당도 연구

서선옥(Seon Ok Seo),심미경(Mi Kyung Shim) 한국아동학회 2015 아동학회지 Vol.36 No.3

The purpose of this preliminary study was to investigate the validity of the ‘Attachment Q-set’ as a measuring tool for 5 years attachment stability. The subjects comprised 18 boys and 15 girls aged 5 in a daycare center in G city, in Kyongnam. The instruments used in this study were ‘Attachment Q-set’, ASCT, and IPPA-R. Based on experts’ rating, the Q-set was modified, reducing it from 90 to 75 items, and used a Likert 5-points scale. ASCT scores as well as types were compared with the scores of the Q-set and IPPA-R. The attachment type was classified into either secure or insecure. The IPPA-R score of the secure infants was significantly higher than the insecure, and correlated with the ASCT score. However, there was no significant correlation between the Q-set score with the attachment types or the ASCT scores. The Q-set scores were partially correlated with the IPPA-R. This results were discussed in terms of the Q-set’s invalidity for rating attachment levels of 5 years as well as the limitations imposed by the subjects`` restrictive numbers.

대전 지역 신생아의 수면/활동 양상에 관한 연구

김태임 ( Tae Im Kim ),심미경 ( Mi Kyung Shim ),김미종 ( Mi Jong Kim ) 부모자녀건강학회 2000 부모자녀건강학회지 Vol.3 No.2

소집단 미술활동이 고립 유아의 또래간 상호작용 증진에 미치는 영향

심미경,허혜선 한국정서.행동장애아교육학회(구.한국정서학습장애아교육학회) 2003 정서ㆍ행동장애연구 Vol.19 No.2

This research was attempted to verify that small group art activities make an effect on the social interaction of children isolated from their peer groups. Using a sociometric test, 5 children aged 4 to 6 were identified, 3 with externalized problem behavior and 2 with internalized, 4 boys and 1 girl. The intervention was administrated through two stages, 10 sessions in the first intervention, 6 in the second, one hour per session. The children's social behavior was recorded weekly for 20 minutes during a free time section and analyzed with the Social Interaction Behavior Checklist. The children's social interaction was improved, i.e, positive interactions were increased and negative decreased. The improvement was shown more in the externalized group than internalized, which was discussed in terms of higher relationship of externalized behavior to social interaction as social skills.

Death of a Salesman의 페미니즘 연구

심미경 檀國大學校英美文化硏究所 1996 英美文化 Vol.5 No.-

Feminist theatre originated from the women's movement. which started from a social movement in the 1960s and expanded into a cultural aspect. Feminism suggests that women have their own unique experience of life, system of values, and world-view, which cannot be properly expressed within the traditional form of male literature or art-form. Millers's Linda of Death of a Salesman is passive and receptive rather than active and aggressive. Simone de Beauvoir states that one is not born a women, but on becomes one. It means that women are conditioned not only by the education but also by the traditional image of women. Under patriarchial system, women have been constructed as men's other. Upon this theory Linda's passivity is the result of patriarchy. Through Lacan's diagrams, we can find the arbitrariness of sexual roles. The binary opposition of man (subject) / woman (object) is not absolute but changeable. We can find that men's control over women is determined by material base and patriarchy. Through Feminist Approach to Linda, We can find Linda passivity is endowed by patriarchial system.

소집단 놀이활동이 자폐성향 아동의 사회적 상호작용 행동에 미치는 영향

심미경,김윤아 인제대학교 아동가족복지연구소 2001 인간환경복지연구 Vol.1 No.1

This study was to verify the effects of small group play activities on social interactive behavior of an autistic child. The subject was integrated in an ordinary classroom of a childcare center. The program for improving his social interaction was developed by researchers and administered to the subject with 3 of normal peers. The program was applied 3 to 4 times in a week for 20 to 30 minutes in the morning free play time. From observations for 11 weeks, targeted behavior and anecdotal report were collected, which were done through the stage of baseline, small group play activities, and the first and the second following periods. The list of targeted behavior was consisted of 9 types of behavior, classified to 4 categories. The frequency and the percentage of the behaviors were calculated and the results were presented in tables and figures. The results were as follows: First, the autistic child gradually changed the targer of social interaction from himself to toys and peers or his teacher. Second, the types of social interaction of the autistic child improved in the aspect of quality, i.e. isolated from peers to approaching, from passive behavior to active with teacher or peers. These results were discussed in terms of the need of systematic educational plan for integrated disordered children rather than physical integration simply to increase the effect of inclusion in special educations.