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해결중심 단기상담이 대학생들의 문제해결능력에 대한 지기 평가와 자아존중감에 미치는 효과
탁정미,홍경자 한국청소년복지학회 2005 청소년복지연구 Vol.7 No.2
This study is to investigate the effects of solution-focused brief counseling program on problem-solving capacity and self-esteem of college students. Eighteen students selected for this study were divided into two groups: 8 for experimental group and 10 for control group. To the students of experimental group, six sessions of the solution-focused brief counseling program were administered, a session for 120 minutes per week, and the students in control group took pre and post-test without taking any programs. 「Problem solving inventory」, 「self-esteem inventory」 and 「session evaluation questionnaire」were used in measuring. Result of this study are as follows: First, there was a significant increase in the experimental group's capacity of problem solution compared with that of the control group after the treatment. However, there were no significant differences in problem approach-avoidance style and personal control between the two groups. Second, although it's not meaningful, the experimental group's self-esteem was much improved after the treatment compared with that of the control group. Third, according to the counseling session evaluation, the subjects of the experimental group showed increased positive attitudes on depth, smoothness and positivity, but not on arousal. Fourth, Analysis of responses of the group members surveyed at each session showed that the program had a positive effect on the confidence in problem-solving, understanding and acceptance of one's self and others. Based on the results of the study, suggestions were made that the solution-focused brief counseling program should be actively applied to college students, so that students can make the best use of their strong points and potentiality and lead solution-focused lives with confidence.
아동이 지각한 부모의 양육태도가 학교생활적응에 미치는 영향
이주희,탁정미 동신대학교 2004 論文集 Vol.14 No.-
The purpose of this study is to find out elementary school children's perception of the effects of their parents' child-rearing attitudes on adaptation to school life. The subjects were a total of 362 sixth grade elementary school children in Gwangju(178) for urban area and in Gokseong(184) for rural area, who were randomly selected. The results of this study are as follows. First, the relationship between parents' child-rearing attitudes and adaptation to school life was statistically significant in all of four sub-factors: accomplishment/non-accomplishment, opening/closing, affection/refusal, and autonomy/heteronomy. As children felt that their parents' child-rearing attitudes was accomplishment-, affection-, or autonomy-oriented, they adapted to their school life more positively. However, opening-and closing-orientation had negative effects on adaptation to school life in all methods for parents' child-rearing. As children felt that their parents' child-rearing attitudes were closing-oriented, they adapted to school life more positively. Second, the difference between fathers' child-rearing attitudes and mothers' perceived by children was statistically significant in all of the four sub-factors. Foregoing results suggest that elementary school children's perception of parents' child-rearing attitudes had direct effects on their adaptation to school life. Accordingly, it is needed for parents to develop desirable child-rearing attitudes for their children's adaptation to school life and personal and social growth.