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- 저자 : 서유진(Seo, You-Jin) (검색결과 129 건)
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서유진,박영만,문세근,Seo, Yu-Jin,Park, Yeong-Man,Mun, Se-Geun 대한인간공학회 2003 大韓人間工學會誌 Vol.22 No.3
The purpose of this study is to investigate the present conditions of the night work and shift work systems in the heavy chemical industrial complexes found in Changwon, Masan, and Chinhae. Korea. We will attempt to define and classify their problems; and to discover further ways to improve their systems. Fifty production factories were carefully selected as the subjects for this study. The shift systems were classified into five categories. The consecutive night shifts were long in almost all cases with 6 days (36 factories) and 7 days (13 factories). It was found that the night work of about] 2 hours continues for a long period in the weekly rotation full-day shift systems and the night-including non-full-day shift systems, and there was no holiday during a shift cycle in the continuous full-day shift systems. The work time in most shift systems was longer than the 44-hours/week permitted by Korean law. Considering the characteristics of these various types of shift systems, the most essential thing to reduce the shift workers' work load may be to shorten their working hours and improve the schedule of shift systems. It is highly recommended as a fundamental solution. to reduce the portal-to-portal hours from 12 to 8 in the night-including non-full-day shift systems and the weekly rotation full-day shift systems, and at least to employ a 4-team 3-shift system in the continuous full-day shift systems. In addition to this, it should from now on be taken as a goal to restructure the types of shift systems by taking such measures as avoiding continuous night work if possible, providing sufficient off-duty intervals both before and after night shift, providing increased opportunities for workers to nap during night work. and increasing the number of holidays.
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성별에 따라 아동이 지각한 부와 모의 양육태도와 우울의 관계에서 또래 유능성의 조절 효과
서유진(Yu Jin Seo),김사라형선(Sarah Hyoung Sun Kim) 한국아동학회 2017 아동학회지 Vol.38 No.3
Objective: This study aimed to investigate the moderating effects of peer competence between children’s perception of parenting attitudes and depression among 5<SUP>th</SUP> grade elementary students. The differences are examined based by gender. Methods: ‘The Children’s Perception of the Parenting Attitudes Inventory’, ‘Children’s Depression Inventory’, and ‘Peer Competence Inventory’ were used to collect data from 200 elementary school students from Seoul, Korea. The research hypothesis were analyzed using t -tests, Pearson’s correlation analysis, standard linear regression analysis and hierarchical multiple regression analysis via SPSS 21.0. Results: The results are as follows: First, only peer competence showed a difference between the boys and girls, where the boys scored higher than the girls. Second, there was a significant correlation between all the factors. Third, the moderating effect of peer competence on the father’s parenting attitude was supported only in the boys. Conclusion: The results denote the need of a gendered approach to understanding problems and developing counseling programs to address depression among children. They also demonstrate that high peer competence can be used to treat depression in boys dissatisfied with their father’ parenting attitude.
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장애학생 상담에 대한 초등학교 통합교사의 역할 필요도와 수행역량 인식 수준과 요구도 분석
서유진 ( You Jin Seo ),남숙경 ( Suk Kyung Nam ) 한국특수아동학회 2013 특수아동교육연구 Vol.15 No.3
통합교육을 제공받는 장애학생 수가 증가됨에 따라 장애학생의 사회적 통합을 위한 상담 제공의 중요성이 강조되고 있다. 이에 본 연구는 장애학생 상담을 위한 교사의 역할을 총 6개의 영역, 36개의 세부역할로 분류하고, 초등학교 통합교사 168명을 대상으로 설문조사를 실시하여 장애학생 상담을 위한 교사의 역할 필요도와 수행역량의 인식수준을 살펴보았다. 또한 Borich의 요구도 공식으로 교사의 역할 필요도와 수행역량 간 인식 수준의 차이를 살펴보았다. 연구결과, 총 6개영역에 포함된 36개 세부역할의 역할 필요도 인식 수준은 수행역량 인식 수준보다 모두 높게 나타났고, 36개의 세부역할 중 32개 세부역할의 역할 필요도와 수행역량 간 인식 수준에는 통계적으로 유의미한(p<.05이상)차이가 나타났다. 또한 각 영역별로 ``집단 따돌림, 성폭력, 알코올, 약물, 학업중단 등의 문제예방과 해결을 위한 상담``, ``장애학생 평가와 심리검사 실시와 해석``, ``장애학생의 (조)부모를 위한 상담``, ``문제해결 능력 향상을 위한 상담’,‘자기옹호 기술, 독립성 습득을 위한 상담``의 역할은 요구도 순위가 높게 나타나 교사의 수행역량 강화를 위한 노력이 가장 많이 요구되는 역할인 것으로 분석되었다. 이러한 본 연구의 결과를 기초로 통합교사의 장애학생 상담수행 능력을 계발하고, 장애학생 상담 활성화를 통해 성공적인 장애학생의 사회적 통합을 이루기 위한 방안들이 논의되었다. As the number of students with disabilities in inclusive education have increased, the importance of providing counseling for those students for social inclusion has been emphasized. Therefore, this study identified teacher``s roles for counseling for students with disabilities as 6 areas and 32 specific roles, and surveyed with 168 elementary general education teachers in inclusive education in order to investigate their perceptions of the require- and present- performance levels of school counseling for students with disabilities. Also, the study analyzed the differences between their require- and presentperformance levels by using the need assessment formula. The results indicated that for all of the 36 roles, the teachers`` perceptions of require-performance levels were higher than present-performance levels and for 32 out of the 36 roles, the differences between their require- and present- performance levels were statistically significant(p<.05 or more). Also, the levels of need assessment regarding counseling for bullying, alcohol, drug, and drop-out, implementing assessment for disabilities and psychological problems, counseling for (grand)parents and siblings, counseling for problem-solving, counseling for self-advocacy and independence were pretty high in each area for counseling for students with disabilities. Based on these results, a variety of ways to improve teacher``s competency of providing counseling for students with disabilities and, moreover, successful social inclusion of students with disabilities were discussed.
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지적장애 학생을 위한 교과교육 중재연구 분석: 질적지표와 증거기반 중재 기준을 중심으로
서유진 ( You Jin Seo ),나경은 ( Kyong Eun Na ) 한국특수아동학회 2012 특수아동교육연구 Vol.14 No.1
본 연구는 지적장애 학생을 대상으로 한 주요 교과영역 중재연구에서 제공된 중재의 특성과 효과크기를 살펴보고, Gersten 외(2005)와 Horner 외(2005)의 질적지표를 기준으로 각 중재연구의 질을 평가하여 지적장애 학생을 위한 교과영역별 증거기반 중재가 무엇인가를 살펴보았다. 연구결과를 요약해보면, 첫째, 지적장애 학생을 대상으로 한 총 27편의 국어, 수학, 사회, 과학 교과 중재연구의 특성과 효과크기 분석결과, 국어교과는 읽기와 유창성 영역에서, 수학교과는 연산과 문장제 문제풀이 영역에서 인지과정 전략에 관련된 중재를 제공한 연구가 많았다. 또한, 1편을 제외한 모든 연구에서 중재의 효과성을 입증하는 결과를 제시하였으나, 단일대상연구의 경우, 기초선 기간에서 자료점의 불안정성으로 인해 낮은 효과크기를 보인 연구가 많았다. 둘째, 질적지표 충족도 평가결과, 증거기반 실제의 기준을 만족하는 연구는 없는 것으로 나타나, 지적장애 학생의 주요 교과영역별 학업능력 향상을 위한 효과적인 증거기반 중재를 선정하지는 못했다. 그러나 독립변수와 종속변수의 기술, 실험효과와 결과 제시의 질적지표를 충족하는 연구는 많은 편으로 나타나, 앞으로 중재제공자와 측정도구 정보제시, 중재 충실도 측정, 중재의 사회적 타당도와 일반화 측정의 질적지표를 고려한 중재연구가 좀 더 활발히 수행된다면, 지적장애 학생에게 일반교육과정에 기초한 교과교육을 효과적으로 제공할 수 있는 증거기반 중재를 파악할 수 있을 것으로 기대된다. This study analyzed the characteristics and effect sizes of intervention studies in main subject areas for students with intellectual disabilities, and evaluated the quality of the studies based on the quality indicators of research in special education provided by Gestern et al.(2005) and Horner et al.(2005) to identify the evidence-based intervention for the improvement of academic skills of students with intellectual disabilities in the main subject areas. The results of this study were as the follows: First, based on the analysis of the characteristics and effect sizes of a total of 27 intervention studies, intervention studies for reading and fluency skills in the area of Korean literature, and intervention studies for arithmetic and word problem-solving skills in the area of mathematics were frequently provided focusing on cognitive processing strategies. All intervention studies, except for one, demonstrated the positive findings, but many single subject design studies showed low-level effect sizes due to the inconsistent data points during the baseline periods. Second, based on the evaluation of the quality of the intervention studies, no study was met with the criteria of evidence-based practice. Therefore, the evidence-based interventions for the improvement of academic skills of students with intellectual disabilities in the main subject areas were not able to be identified. However, several quality indicators, for example, description of independent and dependent variables and demonstration of intervention effects and results were sufficiently provided in the many studies, so that if the studies carefully consider the quality indicators, such as provision of information on intervention provider, measure of intervention fidelity, provision of information on measure, and measure of social validity and generalization, the evidence-based interventions for the improvement of academic skills of students with intellectual disabilities in the main subject areas are successfully identified.
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