육군 초급간부의 정신건강이해력

고희성 ( Ko Heesung ),황선영 ( Hwang Sunyoung ) 국군간호사관학교 군건강정책연구소 2018 군진간호연구 Vol.36 No.2

Purpose: This study was conducted to determine the level of mental health literacy (MHL) of the R.O.K junior army offices. Methods: A descriptive cross-sectional survey design was used with a convenient sample. The survey data were collected from 145 junior army officers. Participants were presented with a survey about 2-case vignettes (schizophrenia and depression) and responded questions assessing recognition of these mental problems and understanding about the helpfulness of interventions and resources. Descriptive analysis, t-test and x²-test were performed. Result: The rate of recognition for mental health problems was 15.3 percent for schizophrenia and 43.4 percent for depression. Participants understood stress, unconscious conflict and interpersonal conflict as causes for both schizophrenia and depression. they believed that psychological counseling was helpful intervention and family and friends were useful care resources. Conclusion: The findings indicate that education program is necessary to improve the mental health literacy of the junior army officer.

상호문화적 소통 능력을 위한 융복합 교수-학습 방안 연구 -국어와 도덕 교과의 "배려"를 중심으로

고희성 ( Heesung Ko ) 국어교육학회 2016 國語敎育學硏究 Vol.51 No.2

이 연구는 다문화 사회에 적합한 국어교육의 핵심역량으로 설정한 ``상호문화적 소통 능력``의 구성 요소를 밝히고, 이를 위한 교과 간의 융복합 교수-학습 방안을 제안하는 데 목적이 있다. ``상호문화적 소통 능력``은 복합적인 채널을 통해 수많은 지식과 가치들을 공유하고, 다양한 문화적 배경을 가진 구성원들과 활발히 교류하는 다문화 사회의 학습자들이 그들을 둘러싼 다양한 문화들의 상호성을 이해하고 존중하며 소통할 수 있는 능력을 말한다. ``상호문화적 소통 능력``은 국어과의 핵심역량으로서, ``지식, 기능, 태도``에 해당하는 구성 요소들의 결합을 토대로 구축된다. 이때 ``상호문화적 소통 능력``의 구성 요소는 ``지식, 기능 태도``의 범주에 따라 각각 ``다양한 언어문화에 대한 지식``과 ``호혜적 문제해결에 대한 지식``, ``적확한 언어 사용 능력``과 ``협력적 관계 형성 능력``, ``다양성 존중의 태도``와 ``배려의 태도``로 구분된다. 이러한 ``상호문화적 소통 능력``은 지금여기, 그리고 미래 사회를 살아가야 하는 학습자들이 길러야 하는 목표에 해당하는 것으로, ``상호문화적 소통 능력`` 신장을 위한 효과적인 교수-학습 방안이 마련되어야 한다. 이를 위해 실천 양식으로서 교과 간 통합을 지향하는 융복합 교육의 교수-학습을 적극 활용할 수 있다. 이 연구에서는 국어과와 도덕과의 통합을 실현한 ``공유모형``을 기반으로 ``상호문화적 소통 능력``의 구성 요소 중 ``배려의 태도``를 위한 융복합 교수-학습 방안을 제안해 보았다. 담화 상황에 따른 ``배려``의 가치를 탐구하여 그들의 삶 속에서 ``배려의 태도``를 실천할 수 있도록 ``가치 탐구 학습법``과 ``역할놀이 학습법``이 결합된 복합 모형을 적용해 ``배려``의 교수-학습 과정을 마련한 것이다. The purpose of this study is to find out components of ``intercultural communication ability`` established as key competence of Korean language education suited to a multicultural society, and suggest a convergence teaching-learning plan between subjects for the foregoing. ``Intercultural communication ability`` refers to the ability that learners in multicultural society sharing various knowledge and values and exchanging various cultural backgrounds with members actively through a complex channel understand, respect and communicate reciprocality of various cultures encircling them. ``Intercultural communication ability``, as key competence of Korean language subject, is constructed based on the combination of components corresponding to ``knowledge, function and attitude``, Components of ``intercultural communication ability`` are classified as ``knowledge of various linguistic cultures``, ``knowledge of reciprocal problem-solving``, ``ability to use accurate language``, ``ability to form a cooperative relation, ``attitude respecting diversity`` and ``caring attitude`` according to the categories of ``knowledge, function and attitude``. ``Intercultural communication ability`` corresponds to the objective that learners living here now and will live in the future society should develop, so an effective teaching-learning plan for increasing ``intercultural communication ability`` should be prepared. For the objective, teaching-learning in convergence education aiming at the integration between subjects as a practical mode can be actively utilized. Of the components of ``intercultural communication ability``, this study suggested a convergence teaching-learning plan for ``caring attitude`` based on the ``Shared Model`` that realized integration between Korean language and Moral subjects. This means that this study prepared a teaching-learning course for ``caring`` by applying a complex model that ``value inquiring learning method`` and ``role playing learning method`` are integrated for enabling learners to fulfill ``caring attitude`` in their life by seeking the value of ``caring`` according to the situation of conversation.

청소년 자녀를 둔 부모와 중,고등학교 교사의 정신건강이해력

고희성 ( Heesung Ko ),최희승 ( Heeseung Choi ) 한국간호과학회 정신간호학회(구 대한간호학회정신간호학회) 2015 정신간호학회지 Vol.24 No.3

Purpose: The purpose of this study was to investigate the level of mental health literacy (MHL) among parents of adolescents and middle and high school teachers in Korea. Methods: A descriptive cross-sectional survey design was used for the present study. Participants were 120 parents and 103 middle and high school teachers in Korea. In 2014-2015 participants completed a survey about two case vignettes(adolescent schizophrenia and depression) and answered questions assessing recognition of these disorders and belief about the helpfulness of interventions and resources. Descriptive analysis, t-test and x2 test were performed. Results: Schizophrenia was recognized by only 11.6% of parents and 25.2% of teachers. Depression was recognized by 32.5% of parents and 59.2% of teachers. Both parents and teachers acknowledged individual and socio-environmental factors as causes for schizophrenia and depression. However, they were less likely to recognize biological factors as potential causes for mental illness. Conclusion: The findings demonstrate the need for education programs for parents of adolescents and teachers to improve their mental health literacy, particularly concerning biological causes of mental illness.

Parents’ Perceptions and Responses to Parent-adolescent Conflict Situations: A Mixed Methods Approach

Heeseung Choi(최희승),Sumi Kim(김수미),Heesung Ko(고희성) 대한스트레스학회 2020 스트레스硏究 Vol.28 No.3

본 연구는 부모-자녀 관계와 관련된 양적 변수에 따라 구분된 각 그룹들에서 부모자녀 갈등의 주제, 갈등상황에서 부모의 인식과 반응의 질적인 차이를 확인하고자 시도되었다. 국내 5개 도시에서 청소년 자녀를 둔 부모 103명이 부모효능감, 부모-자녀 의사소통, 부모-자녀 관계, 부모-자녀 갈등, 부모스트레스 관련 온라인 설문에 참여하였고, 이들은 청소년 자녀와의 갈등상황을 직접 기술하였다. 5개 변수의 군집분석결과 두 개의 그룹으로 분류되었고 두 그룹의 부모들은 모두 청소년 자녀와 갈등상황에서 실망, 분노, 걱정, 좌절 등의 감정을 경험하였으나 갈등을 인식하고 반응하는 양상에서는 차이가 있었다. 본 연구결과는 향후 부모자녀 관계를 향상시키기 위한 부모교육프로그램 구성의 기초자료가 될 것이다. Background: Understanding how parents cognitively and emotionally perceive and respond to parent-child conflicts would provide a basis for targeted and effective parent education programs. The specific aims of this online mixed methods research study were to (1) categorize parents of adolescents based on their level of parental self-efficacy, parent-child communication, parent-child relationships, parent-child conflicts, and parental stress; and (2) explore parent-child conflict situations and parents’ perceptions and responses to them in each group. Methods: A total of 103 parents with adolescent children aged 11∼16 years were recruited from five cities in Korea to participate in the study. Participants completed an online questionnaire about parent-child relationships and described a parent-child conflict situation that occurred within the past week and their perceptions and responses to it. We used cluster and content analyses for quantitative and qualitative data, respectively. Results: The study revealed two clusters: adequate parent-child relationship (group 1) and inadequate parent-child relationship (group 2). The key variable distinguishing the two groups was parental self-efficacy. Although parents in both groups generally experienced frustration, anger, worry, discouragement, and disappointment in the conflict situations, the two groups differed in their perceptions and responses to these situations. Conclusions: Results suggested that parent education programs should focus on improving parental self-efficacy. Additionally, the programs should provide an opportunity for parents to practice self-reflection, help them understand the link between emotion-thought-behavior based on cognitive model, and thus, effectively manage parent-child conflict situations.