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전문적 도움추구 행동에 미치는 자기은폐성향의 영향 분석
김동민(Dong-Min Kim),양대희(Dae-Hee Yang) 중앙대학교 한국교육문제연구소 2010 한국교육문제연구 Vol.28 No.2
이 연구는 자기은폐와 전문적 도움추구 행동간의 관계에 관한 Cramer(1999)의 분석 중 보다 명확히 해명될 필요가 있는 두 가지 사항을 검토하였다. 구체적으로 전문적 도움추구 행동에 관한 심리적 불편감과 전문적 도움추구 태도의 상호작용 효과를 검토하였다. 또한 심리적 불편감의 수준에 따라 자기은폐성향과 전문적 도움추구 태도의 관계 정도에 차이가 있는지를 검토하였다. 그 결과, 전문적 도움추구 행동에 있어 전문적 도움추구 태도와 심리적인 불편감의 상호작용 효과는 없는 것으로 나타났다. 또한 심리적 불편감의 수준에 따른 자기은폐성향과 전문적 도움추구 태도의 관계 정도에도 유의한 차이가 없는 것으로 나타났다. 이는 상담에 대한 부정적인 태도가 전문적 도움추구 행동에 미치는 영향은 심리적 불편감 수준에 상관없이 동일하며, 자기은폐성향과 전문적 도움추구 태도의 관계도 심리적 불편감 수준에 따른 차이가 없음을 나타낸다. 한편, 자기은폐성향은 전문적 도움추구 태도 보다 심리적 불편감과 더 밀접히 관련 되어 있었으나, 전문적 도움추구 행동에 대한 심리적 불편감과 전문적 도움추구 태도의 영향은 그 차이가 크지 않았다. 이러한 결과는 높은 자기은폐성향이 심리적 불편감에 기여하지만 그렇다고 쉽게 상담 서비스를 활용하도록 하지는 않는다는 것을 시사한다. 또한 높은 자기은폐성향을 가진 개인이 상담에 참여하더라도 상담에 대한 부정적 태도가 여전히 존재하고 있음을 나타낸다. This study examined the relationship of Self-concealment and Professional help seeking behavior so as to clarify the main point conducted by Cramer(1999). For this analysis, 1000 data sets were generated using the correlation matrix reported by Shin(2004). Then, 2 step hierarchical regression analysis was conducted. The result of the analysis is that the attitude of counseling and psychological distress have significant main effects on professional help seeking behavior and Self-concealment. However the interaction effects of professional help seeking attitude and psychological distress both on professional help seeking behavior and Self-concealment were not significant. This analysis suggests that even if one suffers severe level of psychological distress, the negative attitude of professional help seeking the person may have can prevent professional help seeking behavior. This result of the analysis implies the need for education on the nature of counseling to the population on target and for precounseling education to the potential clients to reduce service gap.
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학업중단 청소년 대상의 기숙형 대안캠프 효과성에 관한 연구
황순길 ( Hwang Soon Gill ),정현주 ( Chung Hyun Ju ),김범구 ( Kim Bum Goo ),양대희 ( Yang Dae Hee ),이은경 ( Lee Eun Kyung ) 한국청소년복지학회 2012 청소년복지연구 Vol.14 No.2
While most adolescents who drop out of school hope to return to school, they face a great deal of adversity, including poor school achievement, low self-concept, lack of self-control, unsystematic lifestyles, and difficulties in personal relationships. The lack of comprehensive services that aid dropouts for adaptive reentry calls for an adjustment training program that deals with the various problems facing these adolescents. As an attempt at such an intervention, we developed a structured, 10-day alternative boarding camp program. To evaluate the alternative boarding camp program for dropouts, a 10-day experimental operation was held. The significance of this study can be summarized as follows. First, through an analysis of existing studies we provided theoretical grounds and a model for an alternative boarding camp program for school dropout adolescents. Second, the study also analyzed the cultural implications of the experiences of adolescents after the experimental operation via ethnography research, by reflecting the results of that inquiry so as to supplement the program. Third, Mentorship was found to be critical in the alternative boarding camp in providing youths with role models. Finally, this study presents the first Korean program for alternative boarding camps for dropout adolescents in history.
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조규필 ( Gyu Pil Cho ),박현진 ( Hyun Jin Park ),김래선 ( Lae Sun Kim ),김범구 ( Bum Goo Kim ),양대희 ( Dae Hee Yang ),이현진 ( Hyun Jin Lee ),황수진 ( Soo Jin Hwang ) 경북대학교 중등교육연구소 2011 중등교육연구 Vol.59 No.4
The purpose of this study was to investigate school readaptation process of youth who had dropped out of school. For this, The researchers conducted in-depth interviews with 11 vocational high school students who had returned school at least over 6 months, and performed Qualitative Analysis based on the guidance of the Ground Theory of Strauss and Cobin(2008). Open coding results in 133 concepts, 42 sub-categories followed by 19 more abstracted categories. The core category was ``academic motivation``. Participations had perceived the situation and had affected by people around them before they had motivation to return to school. In the process of ``having motivation`` and ``re-adaptation in the school``, they experienced ``reestablishment determination``, ``changing habits``, ``thinking family`` and ``building up friendship``. A support of parent, friends, teachers, and expert was significant conditions to affect the process of school re-adaption. The results of school re-adaption were ``school adaptation``, ``discontinuance delinquent`` and ``having a dream``. Based on the qualitative analysis, this study provides the framework for practical supporting method to prevent re-dropout of returned students.
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