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중학생의 집단 따돌림 예방을 위한 교육 프로그램 : 마음일기법의 활용 Utilization of Mind Diary Method
송순,박은경 원광대학교 생활자원개발연구소 1999 생활자원개발연구 Vol.1 No.-
The purpose of this program was to improve sociability and satisfaction of life by establishing self-improvement and respectiveness through personality development of middle school in order to prevent group ostracism among middle school students. To achieve this purpose effectively, middle school students should realize the habitual state of mind and try to change it into positive one gradually through reflection. The mind diary method which proved to be very effective in developing personality of juveniles was used in this program. The participants were below 60. A team consisted of about 15 subjects and program director, The-step education activity for 7 weeks one time a week was conducted during the time after school. The time required for one step was 120-140 minute. The lecture hours were about 30 minutes. A ten minutes' recess was given between lecture and activities of participants. The program proceeds introduction → unfolding → concluding in order. The introduction process includes warming-up, check of assignment in a previous step, collecting mind diaries, introduction of content of each step. the unfolding process includes lecture by each subject and participants' activity and appraisal, presentation and general appraisal of mind diaries. The concluding process includes concluding of content of each activity and suggestion of assignment. The subject, purpose and major activity of this program by step are as follows. Step 1(Opening mind) : This is intended to form an intimacy among participants and to realize seriousness of damage caused by group ostracism. It includes self-introduction, renaming, introduction of program, watching a video on ostracism, explaining how to write a mind diary, selecting a manito, etc. Step 2(Understanding mind) : This is intended to form a attitude to understand one's mind and respect it. It includes a lecture on characteristics of mind, 'But' sentence making, making teams for a role-playing drama and deciding the subject of a role-playing drama by team, etc. Step 3(Sympathizing) : This is intended to form attitude to sympathize with frieds' mind and respect it. It includes a lecture on meaning and importance of friend-respecting, a role-playing drama by team, etc. Step 4(Sharing mind Ⅰ) : This is intended to improve an ability to talk with friends effectively. it includes a lecture on skills of effective conversation, a parrot game, etc. Step 5(Sharing mind Ⅱ) This is intended to improve an ability to form and maintain good relations with friends. It includes a lecture on skills making friends, finding and praising friends' merits, etc. Step 6(mind control) : This is intended to improve self-respect and self-confidence, 'I certainly and do~' sentence making, etc. Step 7(Changing mind) : This is intended to renew a relationship among friends, to have one's minds made up to improve life attitude and to try to achieve these all. The program ends by concluding the content of program, completing a feedback paper, giving a present to one's manito, presentation of feeling of a mind diary and of pledge, having a time for refreshments, etc. In addition, various kinds of seat arrangement, manito game, appraisal, presentation and general appraisal of a mind diary continues by the end of the program. Program directors should have a correct understanding of developmental characteristics and characteristics of group ostracism in middle school students and a ability to appraise participants' mind diaries.
양육행동에 대한 어머니신념과 아동의 자기능력지각과의 관계
송순,송희옥 원광대학교 생활자원개발연구소 2003 생활자원개발연구 Vol.5 No.-
The purpose of this study was to investigate the relationships between mother's beliefs on child rearing and children's self-perceptions. More specifically, the objectives of this study were to examine the degree of mothere's beliefs about child rearing : to assess the levels of children's self perceptions : to explore the relationships between mothere's beliefs about child rearing and children's self perceptions. The subject of this study were comprised of 167 third-grade children (ages 8-10) and their fathers who were located in Iksan & Kunsan city, from 2, Dec. to 8, Dec in 2000. The childern's self-perceptions were assessed by the Self perceptions Profile for Children(Harter, 1985). Mother's beliefs Questionnaire, developed by Okagaki and Sternberg(1993), was used to obtain the data on mother's beliefs of parenting. The methods of analyses included basic descriptive categorical analysis(frequencies, means, percentages) as well as t-test, one way ANOVA-test, and multiple regression analyses. To summarize major findings from the analyses ; first, a significant difference was found in the degree of mother's beliefs about child rearing by mother's religion(p<.01), mother's education(p<.05), income(p<.001), level of life(p<.01), mother's job, mother and fathers' agreement of child rearing(p<.05), relationship between mother and child(p<.05) in independence but a significant difference was not found in the degree of mother's beliefs about child rearing in accommodation. Second, the levels of children's scholastic performance was related to higher levels of mother's education(p<.001), mother's income(p<.001), mother and fathers' agreement of child rearing(p<.01). The levels of of children's social competence was related to higher, chil's gender (p<.01) ; girls were higher than boys. The levels of children's athletic abilities was not significant. The levels of children's physical appearance was related to higher levels of mother's education(p<.01), mother's income(p<.01), level of life(P<.05), mother's marriage(not divorce)(P<.01). The levels of children's behavioral conduct was related to higher levels of child's gender (p<.05), mother's education(p<.01), mother's income(p<.01), relationship between father and child(p<.01). The levels of children's global self worth was related to higher levels of mother's age(P<.05), mother's education(p<.001), level of life(p<.05). Third, according to the multiple regression analyses for the relationships between mother's beliefs about child rearing and children's self perceptions, mother's beliefs on the creativity was related to higher levels of children's scholastic performance, social competence, and mother's beliefs on the problem solving skills was related to higher levels of children's behavioral conduct and mother's beliefs on the accommodation was related to lower levels of children's scholastic performance, social conduct.