피로와 의료이용, 업무상 사고 및 질병결근

장세진,고상백,강동묵,김성아,정진주,이철갑,강명근,현숙정,조정진,차봉석,박종구 大韓産業醫學會 2005 대한직업환경의학회지 Vol.17 No.4

Objectives: This study examined the relationship of fatigue to medical utilization, occupational accident and sickness absence. Subjects and Methods: Data were obtained from the National Study for Development and Standardization of Occupational Stress (NSDSOS Project, 2002~2004). A total of 30,146 employees categorized within the Korean Standard Industrial Classification and the Korean Standard Occupational Classification were recruited. A structured-questionnaire was used to assess the participants' sociodemo-graphics, job-related factors, health-related behaviors, personality trait, self=perceived fatigue (MFS) and the frequency of medical utilization, occupational accident and sickness absence. Data on medical utilization and occupational accident were confirmed from company health records. Chi-square test and logistic regression analysis were used to elucidate the relationship of self-perceived fatigue to medical utilization, occupational accident and sickness absence. Results: In logistic regression analyses, self-perceived fatigue was associated with medical utilization (outpatient), occupational accident and sickness absence although the strength of the associations was higher in the blue collar workers except for medical utilization. For medical utilization, the white collar worker's adjusted odds ratios of outpatient utilization for workers scoring in the third quartile and the highest quartile, compared to workers scoring in the lowest quartile were 1.50 (95% CI: 1.20-1.87) and 2.16 (95% CI: 1.69-2.75), respectively. The blue collar workers' adjusted odds ratios of outpatient utilization for workers scoring in the second (OR: 1.23, 95% CI: 1.06-1.43), third (OR: 1.42, 95% CI: 1.22-1.66) and highest quartile (OR:1.83, 95% CI: 1.55-2.17), respectively, compared to workers scoring in the lowest quartile were statistically significant. However, no associations were found between fatigue and inpatient utilization for either the white or blue collar workers. The blue collar workers' adjusted odds ratios of being injured for workers scoring in the second, third and highest quartile were 1.41 (95% CI: 1.00-2.00), 1.57 (95% CI: 1.10-2.22) and 2.41 (95% CI: 1.69-3.44), respectively, compared to those scoring in the lowest quartile, but, those of the white collar workers were not significant. There was more likely to an increased risk of sickness absence in workers scoring in the second, third and highest quartile compared to those scoring in the lowest quartile in both white and blue collar workers, but the magnitudes of risk were higher in the blue collar workers than the white collars workers. Conclusion: This result suggests that fatigue is a determinant predictor of medical utilization, occupational accident and sickness absence, and that the pattern of risks for the three outcomes differs according to the occupational type. Some limitations of this study and considerations for future study were also discussed.

알코올의 섭취가 흰쥐의 혈액과 간의 지질대사에 미치는 영향

이명숙,김영연,김효숙,김매하,전진순,서진숙,송선미,양영재,윤원손,이미라,이효영,정승현 誠信女子大學校 生活文化硏究所 2004 生活文化硏究 Vol.18 No.-

To investigate the effects of ethanol on the lipid metabolism in blood and liver, twenty one male Sprague Dawley rats had orally taken the 25% alcohol and 50% alcohol by 5g per Kg of weight during 3 weeks after the adjusting period. For the energy balance, 85% sucrose and 45% sucrose was added in control group and 25% alcohol group each. The weight was reduced by alcohol treatment according to the levels, otherwise the weight of liver and heart was little increased in alcohol groups rather than in control without significance. Moreover, RBC, WBC, hemoglobin and hematocrit were increased by alcohol treatment according to the levels without significance. Otherwise, adjusted bilirubin levels by 100g of weight was significantly increased by alcohol treatment dose dependently. Alcohol induced RBC degradation and increased circulated bilirubin because of liver damage. For blood lipid profiles, blood cholesterol was increased in 50% of alcohol group compared to that of 25% and control groups, otherwise, blood triglycerides (TG) was increased by 30% in 25% alcohol groups rather than in control but not significantly different. The hepatic lipid composition, cholesterol levels in alcohol treatment groups was lower than those in control. The hepatic TG was not influenced by alcohol treatment. The two reasons of decreasing hepatic lipids were suggested by 85% sucrose of control for energy balance more synthesized cholesterol and TG than those in 25 or 50% alcohol groups, and by cholesterol and TG could not be synthesized because of liver damage from alcohol.

심신장애아 어머니의 장애아에 대한 신체상과 어머니의 자아개념에 관한 연구

박인숙,한진숙,문영숙,민현옥 충남대학교 의과대학 지역사회의학연구소 1997 충남의대잡지 Vol.24 No.1

This study is intended to verify a theoretical fact that body image about mentally retarded and physically handicapped child viewed by his/her mother is correlated with the mother's self concept, and to provide basic data for nursing intervention through which his or her mother's possible negative self concept may be changed to positive self concept. The subjects of this study were 74 mothers whose children attended W school (for mentally retarded children and physically handicapped children) in Taecjon City. The tools for this study were Semantic Differential Scale (10 items) developed by Osgood, Body Cayhexis Scale (43 items) by Secord & Jourard, Perceptual Self (20 items) by Choi, Jung Hun, and Self Esteem (10 items) by Rosenberg. The period for data collection was from November 1 to November 30, 1995. The data were analyzed by use of percentage, t-test, ANOVA and Pearson-Correlation Coefficient. The results of the study were as follows; 1. The relationship between body image and general characteristics of subjects showed a statistical significant difference according to diagnosis. In the diagnosis, Semantic differential scale of Body image (P<.05), body Cathexis Scale of Body image (P<.05), total Body image (P<.001) showed statistical significant difference. 2. The relationship between self concept and general characteristics of subjects showed a statistical significant difference according to Mother's education level, Child's birth order. In the mothers's age, perceptual self (P<.05), total self concept (P<.05), In the Mother's education level, perceptual self (P<.01), total self concept (P<.01). In the Child's birth order, self esteem (P<.05) showed statistical significant difference. 3. The correlation between body image were viewed by mothers and self concept of mothers showed statistical significant difference in the body image (Semantic differential scale) and self concept (perceptual self) (P<.01).

특수교육 교육과정 국제동향 분석

강경숙,김진숙,정해진,황윤한 국립특수교육원 2004 연구보고서 Vol.- No.2

본 연구는 세계 여러 국가의 특수교육 교육과정의 개발 및 운영에 대한 정보를 수집하여 국제동향을 분석하기 위해 시행되었다. 해외 9개국과 국내의 특수교육 교육과정 개발 및 운영에 대한 동향을 살펴보고, 일반교육과정과 특수교육 교육과정의 연계성을 탐색하여 국제비교하여 향후 우리나라 특수교육 교육과정 수립 시 필요한 방향성에 대한 시사점을 도출하고자 하는 것이다. 제1장에서는 연구의 필요성 및 목적, 연구의 문제 및 내용, 연구방법. 연구의 제한점을 비롯한 연구의 개요를 기술하였다. 연구의 내용으로는, 첫째 특수교육 교육과정의 전체 교육적인 맥락을 파악하기 위해 각 국가의 교육제도 및 일반교육과정에 대한 개요를 파악하고. 둘째 특수교육 교육과정의 국가수준ㆍ지역수준ㆍ학교수준 개발에 대한 실태를 파악하고, 셋째 특수교육 교육과정의 운영 및 실제에 대한 실태를 분석하고, 넷째 특수교육 교육과정의 개발 운영에 대한 국제동향을 권역별로 비교ㆍ분석하고 시사점을 도출하여 향후 교육과정 개발을 위한 방향성을 모색하는 것이다. 이처럼 전반적인 교육제도와 일반교육과정을 함께 연구한 것은 특수교육 교육과정을 연구하는 특수교육관련 전문가만이 아니라 일반교육 교육과정 관계자와 교사들에게도 유용한 정보를 제공할 수 있을 것이며 일반 교육과정과의 관계성 정립을 통해 장애학생의 교육과정적 통합을 위한 토대를 구축할 수 있을 것이다. 연구방법 및 절차로는 우선, 일반교육과정 및 특수교육 교육과정 관련자료를 분석하여 동향 분석 준거를 설정한 후 외국의 한국교육원, 해외 거주 박사과정 및 해외연구원을 활용하여 국외 특수교육 교육과정 개발 및 운영측면에 대한 자료를 수집하였다. 또한, 해외 현지외국인 교사 및 관리자를 통한 설문조사와 면담조사, 국내 교육과정 운영자료를 수집 하기 위해 설문조사와 현장방문 및 면담조사를 실시하였다. 제2장에서는 선행연구 및 특수교육 교육과정 고찰을 위해 첫째, 교육과정 국제동향비교 관련 선행연구 고찰, 둘째 기존 특수교육과정의 변천 및 제7차 교육과정 고찰, 셋째 특수교육과정 개발 및 운영에 대한 내용을 소개하였다. 제3장부터는 각 장을 구성하고 있는 본 연구의 주요부분으로 특수교육 교육과정 국제동향에 대해 미국, 캐나다, 영국, 독일, 호주, 뉴질랜드, 일본, 중국, 홍콩을 중심으로 자료를 조사하였으며, 한국에 대해서는 교육과정 개발 및 운영 면에 대해 특정 교육청으로부터 수집한 자료와 특정 학교의 사례를 중심으로 기술하였다. 본 연구의 큰 주제는 특수교육 교육과정의 개발 및 운영이지만, 특수교육 교육과정은 그 나라의 교육제도 및 일반교육과정과 밀접한 연관성을 지니고 유기적으로 개발ㆍ운영되기 때문에 교육 전반적인 맥락을 알아보기 위해 각 국가의 교육제도, 일반교육과정의 개발 및 운영, 특수교육의 개관에 대해 먼저 살펴보았다. 본 연구의 주 핵심인 특수교육 교육과정의 개발과 운영은 면담 및 설문자료를 토대로 했을 뿐 아니라, 사진 및 교실구조도와 같은 교실현장의 자료를 토대로 특수교육의 장면 특히, 통합장면의 교육사례를 중심으로 구성하였다. 위 국가에서 연구된 내용을 중심으로 연구결론에서는 권역별로 나누어 특수교육 교육과정을 중심으로 국가간 비교를 하였다. 비교할 내용의 틀로는 첫째, 특수교육의 방향 및 관련법규, 특수교육 서비스전달체제와 같은 특수교육개관, 둘째, 특수교육 교육과정 개발 측면으로 특수교육 교육과정의 결정방식, 국가ㆍ지역ㆍ학교 수준의 교육과정 개발, 표준 및 가이드라인, 교육과정철학ㆍ목표ㆍ내용ㆍ평가 등 교육과정의 요소, 학급의 교육과정 운영 시 상위수준 교육과정과의 연계성 여부, 교육과정 적용 절차 및 시기, 교육과정 재구성에 대한 교사의 자율성 및 의사결정에 대한 국가간 비교를 하였다. 셋째, 특수교육 교육과정 운영 측면으로는 교사의 교육과정 운영에 대한 자율성 부여정도, 교육과정적 통합을 위한 일반교사와 특수교사의 협력, 일반교육과정으로의 접근 혹은 연계성, 개별화교육 계획과의 연계 측면, 교육방법과 교재활용과 같은 내용을 권역별로 비교하였다. 각 국가간 권역별 비교를 통해 향후 특수교육 교육과정 수립 및 일반교육과정과의 연계를 위한 시사점 및 제언을 도출하였다. 본 연구에서는 특히 거스를 수 없는 추세인 통합교육을 위해 어떻게 일반교육과정과 연계를 맺어야 하는지, 교사 간 협력을 어떻게 이뤄가야 하는지에 대해 초점을 맞추어 시사점을 도출해내었다. 각 국가의 특수교육 교육과정을 조사한 결과를 토대로 시사점을 도출하여 간단히 정리해보면 다음과 같다. 첫째, 세계 각국의 교육과정은 나름대로 국가수준ㆍ지역수준ㆍ학교수준의 교육과정 체제의 틀을 갖추고 있지만, 중앙 집중적이기보다는 지방 분권화되어가는 경향을 강하게 보이고 있다. 미국, 캐나다, 독일과 같은 경우는 각 주에서 독자적으로 개발한 교육과정에 따라 독창적으로 운영되고 있었다. 영국, 뉴질랜드, 중국, 일본, 우리나라의 경우는 국가교육 과정의 틀에 따라 교육과정이 구성되어 전달된다고 볼 수 있다. 특수학급의 경우 각국 공통적인 현상은 국가수준의 일반교육과정과 특수교육 교육과정이 있는 경우에도, 특수학급을 위한 학교교육과정 개발을 찾기 어려웠다. 특수학급을 위한 교육과정 개발은 지역수준 교육과정 지침에 의해 학급교육과정, 개별화지도계획 등으로 교사에게 일임되어 있는 상태이다. 둘째, 교육과정 개발 및 운영에 대한 교사의 자율권을 상당부분 제공하고 있다. 미국과 영국, 캐나다, 호주는 교육과정의 기준(standards)과 성취수준을 제시할 뿐 구체적인 교육내용이나 방법을 제시하고 있지는 않기 때문에 교사의 자율권을 상당부분 허용하고 있었으며, 독일은 주 수준에서 교육과정 내용을 제시한다 하더라도 구속력은 거의 없었다. 영국은 교사들의 교육과정 구성능력이 중시된 국가로서 교사가 스스로 개발ㆍ운영하는 데 무리가 없는 국가라고 자처하지만, 장애학생의 교육성과가 교사의 질에 전적으로 의존해야 하는 상황은 신중하게 검토해야 할 부분이다. 셋째, 전 세계적인 특수교육이 분리교육에서 통합교육의 방향으로 이동해 감에 따라 일반교육과정을 근간으로 특수교육 교육과정이 구성되어 운영되는 국가가 많았다. 캐나다, 영국, 홍콩, 호주, 뉴질랜드와 같이 유럽, 미주 지역과 그 영향권 하의 학교중심 교육과정 개발의 전통이 강한 나라들이 그러하다. 일본, 중국, 우리나라와 같이 기본교육과정이라는 특수교육 교육과정이 별도로 개발되어 있는 국가는 찾아보기 어려웠다. 즉, 많은 국가에서 일반교육과정으로의 접근, 혹은 일반교육과정과 특수교육 교육과정과의 연계성 측면을 상당부분 모색하고 있는 것으로 사료된다. 넷째, 특수교육 요구학생의 개별적인 필요에 맞게 고안된 교육과정이라 할 수 있는 개별화된 교육계획을 구성하여 운영하고 있었다. 미국, 캐나다, 영국, 호주, 뉴질랜드, 우리나라에서는 특수교육 요구학생의 교육과정이 IEP에 의해 이루어지도록 제도화되어 있었다. 미국과 캐나다에서는 학생의 학업 및 사회적 기능에 초점을 맞추어 IEP가 개발되고 있는 것으로 나타났다. 영국에서는 일반학생의 교육과정을 특수교육 요구학생의 수준에 맞게 수정ㆍ보완하거나 현저한 차이가 있는 경우, 다른 것으로 대체할 수 있도록 하였다. 다섯째, 일반교육과 특수교육의 팀 형성 및 교사간 협력관계를 토대로 특수교육 교육과정이 운영되는 것을 주목할 수 있었다. IEP를 구성할 때도 일반교사와 함께 논의하고, 학급운영에 있어서도 보조원의 지원을 받을 수 있을 뿐 아니라 교사간 팀 교수를 통해 통합 장면에서의 수업이 진행되는 것을 볼 수 있었다. 독일의 경우, 특수학교에 적을 둔 특수교육 대상학생이 일반학급에 통합되어 특수교사가 함께 일반학급에서 수업을 지도하였다. 홍콩은 통합교육을 국가주도적인 정책 방향으로 삼아 '전체학교접근'을 시도하였는데, 이는 학교전체적인 차원에서 협력하여 통합교육을 지지하는 것이라 할 수 있다. 이제 통합장면에서의 특수교육 교육과정의 운영은 협력을 떼어서는 생각할 수 없는 주제처럼 생각된다. 이 외, 영국에서는 일반학교에 특수교사 대신 특수교육코디네이터(SENCO)를 두고 있으며, 일본에서도 최근 이러한 유형의 코디네이터를 학교에 배치할 것을 계획하고 있는 것으로 나타났다. 이는 일반교육 안에서 특수교육이 함께 가기 위한 노력의 일환으로 보인다. 이처럼 일반교육과 특수교육의 일원화된 체제를 지향하기 위해 독일의 특수교사 양성 교육과정에서는 교육학 일반 및 일반교과가 특수교육 전공보다 많았으며, 홍콩과 같이 일반 교사 및 특수교사 양성체제가 이원화되어 있지 않고 일반교육을 교육받은 후 이를 토대로 특수교육을 전공하거나 연수를 통해 특수교육을 이수하게 하는 경우는 처음부터 일반교육 과정과 특수교육과정이 별개로 운영되지 않을 수 있다는 단초를 제공한다. 그리고 특수학교에서의 통합교육을 모색하고 있는 중국의 경우, 지역사회에서 특수교육적 자료를 제공 하고 상담하는 리소스센터로 거듭나기 위해 학교를 개방하고 있었는데, 통합장면만이 아닌 특수학교에서의 교육과정의 개발 및 운영도 일반교육의 그것과 더불어 함께 논의되어야 한다는 점을 강하게 시사한다. 끝으로, 본 연구에서는 향후 일반교육과정과의 연계성을 고려한 특수교육 교육과정의 개발 및 운영을 위해 일반교육과정의 개정 작업 시 특수교육전문가가 참여할 것을 제안하는데, 이는 경도장애학생의 경우 당초부터 특수교육 요구학생으로 낙인되지 않고 구제될 수 있도록 모든 학생을 고려한 보편적인 교육과정을 개발하는데 특수교육적 고려를 포함 할 수 있기 때문이다. 교육의 내용 뿐 아니라 교육방법 면에서도 차별화된 교수법 등의 제안으로 일반학급에서 장애학생이 통합되어 교육과정이 운영될 수 있도록 다양한 노력이 요구된다. The purpose of this study was to analyze international trends of development and management of special education curriculum in nine countries. The results of this study will help establish direction for the development of special education curriculum in Korea. Chapter 1 describes the needs for and purposes of this research, research questions, research methods, and limitations of this study. Sections on each country have the following structure : the education system and general education curriculum ; the development of special education curriculum at the national, local, and school level ; the management of special education curriculum and current practices in local schools: and implications for establishing direction for the development of special education curriculum. This study will serve professionals in both general education and special education field since it emphasized the perspective by which special education was viewed as part of the general education system. The focus was on investigating the relationship between general education curriculum and special education curriculum. This study attempted to establish foundation for curricular integration of students with disabilities. In terms of research methods and procedures, first, researchers developed a framework for the analysis of international trends based on literature review. Second, researchers collected data on the development and management of special education curriculum through local research assistants from the countries. Third, for the nine countries, school teachers were surveyed and interviewed on special education curriculum. Chapter 2 reviews existing literature on international trends of curriculum, current special education curriculum, and the history of the development of special education curriculum. Also information on the development and management of special education curriculum in Korea was provided. In the following chapters, data on special education curriculum from nine countries including USA, Canada, UK, Germany, Australia, New Zealand, Japan, China, and Hong Kong were analyzed. Particularly, for Korea, the description centered around the analysis of data from a District Office and case studies of local schools. Main topic of this study was the development and management of special education curriculum. However, special education curriculum can not be discussed without considering the context of general education system and curriculum. Therefore, first, reviewed were education system in general and development and management of general education system for the nine countries. The development of special education curriculum was presented at the national, local, and school level, and management of special education curriculum was described based on interview data, survey responses, pictures, and case studies. In the results section, international data on special education curriculum was compared and contrasted by the region. The framework for the comparison include (1) special education overview including special education trends, law and policy, special education service delivery system, (2) the development of special education curriculum including curriculum decision-making process, the national, local, and school level curriculum, standard and guideline, curriculum philosophy, elements of curriculum such as objectives, contents, methods, and assessment, link to the upper level curriculum, curriculum implementation procedures, teacher autonomy in curriculum restructuring, (3) the management of special education curriculum including teacher autonomy in the management of curriculum, collaboration between special education and general education teachers, link to general education curriculum, link to IEP, instructional methods, and use of text books. Based on the regional comparisons among countries, implications and suggestions were drawn. In particular, the focus was on how to connect general education curriculum with special education curriculum, and how to encourage collaborative relationships between teachers. The implications are as follows. First, although curriculum in the countries had different levels of curriculum such as the national, local, and school-level curriculum, the international trends moved toward localization from centralization. Countries including USA, Canada, Germany implemented the state-developed curriculum while countries such as UK, New Zealand, China, and Korea developed curriculum within the framework of the national level curriculum. With regard to curriculum in special education classrooms, reviewed countries appeared to share a similar trend. That is, even in the cases that had the national-level general and special education curriculum, the national-level curriculum for students in special education classrooms were not found. In most cases, curriculum for students in special education classrooms was often developed by teachers based on local curricular guidelines. Second, autonomy in the process of the development and management of curriculum was provided for teachers. For example, in USA, UK, and Canada, standards and achievement objectives were presented in the curriculum leaving out contents and instructional methods. In Germany, even though curriculum was presented at the state level, it was not mandatory. In UK where teachers' ability of curriculum development was traditionally valued, careful considerations were needed : because outcomes of students with special education needs solely depended on teacher quality. Third, as the international trends of special education moved toward inclusive education, more countries developed special education curriculum based on general education curriculum. For example, countries such as Canada, UK, Hong Kong, Australia, and New Zealand did not have separate special education curriculum at the national level. Many countries appeared to exert their effort to integrate special education into general education. Fourth, individualized curriculum for students with special education needs were used in many countries including USA, UK, Canada, Australia, New Zealand, and Korea. In USA and UK, curriculum for students with special education needs tended to focus on academics and social function, while in UK, general education curriculum was accommodated to meet the needs of students, or alternative curriculum was used in case the academic gap was too large. Fifth, it was noted that the management of special education curriculum was based on the collaborative relationship between general education teachers and special education teachers. It was observed that the collaboration was in place in the development of IEP, support of teacher aides, and co-teaching. In Germany, students enrolled in special education schools were integrated in general education classes, and special education teachers from the special school taught in the general education classroom. In case of Hong Kong, a national policy called 'whole school access' was tried in which inclusion was supported at the whole school level. That is, the management of special education curriculum can not be successful without collaboration among educators. In U.K, there was a SENCo, special education needs coordinator instead of special education teacher in general education schools. This system was scheduled to be in place in Japanese schools. This seemed to be an effort to integrate special education into general education. Another effort could be found in Germany where special education teacher training programs included more general education courses than special education courses. In Hong Kong, the teacher education systems were not even separated. That is, teachers who have completed course requirements for acquiring general education teacher certificate can major special education or attend to special education in-service to be special education teachers. This system appeared to provide head start for the integrated education system. In case of China where inclusive education in special education schools were considered, educators strongly indicated that the development and management of curriculum for students enrolled in special education schools should also be discussed. Finally, this study suggests special education professionals participate into the process of the general education curriculum revision in order to develop and manage special education curriculum that is well-connected with general education curriculum. By doing this, the development of universally designed curriculum can be empowered by widening the range of audience the curriculum covers. This, in turn, will eliminate the needs for the identification of students with mild disabilities since the universally designed general education curriculum would meet these students' needs. Successful implementation of curriculum for students with disabilities in inclusive settings requires consistent efforts from all stakeholders in education.

코칭리더십이 팀창의성에 미치는 영향: 피드백 수용도와 창의적 자기효능감의 다중매개효과를 중심으로

권경숙(Kwon, kyung-sook),오상진(Oh, Sang-Jin) 한국경영교육학회 2020 경영교육연구 Vol.35 No.1

[연구목적] 본 연구는 최근 기업들이 수평적 조직으로 전환하는 흐름에 맞춰 코칭리더십이 팀창의성에 미치는 영향을 살펴보고, 그 과정에서 피드백 수용도와 창의적 자기효능감과의 관계를 실증하고, 팀창의성의 향상을 위한 현실적 방안을 제시하고자 한다. [연구방법] 국내 기업에 근무하는 다양한 업종의 구성원 총 450명에게 설문지를 배부하여 381명으로부터 자료를 수집하였다. 코칭리더십, 피드백 수용도, 창의적 자기효능감, 팀창의성과 관련된 이론 및 선행 연구를 토대로 가설을 설정하였으며, 통계 도구로는 CFA를 통해 신뢰도와 타당성을 검증하였으며, 가설검증을 위해 SPSS 25, AMOS 25, Macro Process 3.0을 사용하였다. [연구결과] 연구 모형에 대한 가설 검증 결과 코칭리더십은 피드백 수용도, 창의적 자기효능감, 팀창의성에 유의한 정(+)의 영향을 주는 것으로 나타났으며, 피드백 수용도와 창의적 자기효능감의 다중매개효과도 유의한 것으로 나타났다. [연구의 시사점] 본 연구는 코칭리더십이 피드백 수용도와 창의적 자기효능감을 거쳐 팀창의성으로 연결되는 과정을 자기결정성이론 관점에서 검증했다는 점에서 의의가 크다. 특히 혁신을 통한 성과를 얻고자 하는 기업에서 피드백 수용도와 창의적 자기효능감을 높여 팀창의성을 높이기 위해서는 리더들이 코칭리더십을 향상시킬 수 있는 프로그램의 도입이 필요하다는 점에서 시사점을 제시하고 있다. [Purpose] This study examines the effects of coaching leadership on team creativity, demonstrates the relationship between feedback acceptance and creative self-efficacy, and suggests ways to improve team creativity. [Methodology] Data were collected from 381 members. Hypothesis was set based on theories and previous studies related to coaching leadership, feedback acceptance, creative self-efficacy, and team creativity. The collected data were reviewed for reliability and validity through CFA, and hypothesis verification was performed using SPSS 25, AMOS 25, and .Macro Process 3.0 by Bootstrap. [Findings] Coaching leadership was found to have a significant positive effect on feedback acceptance, creative self-efficacy, and team creativity, and the multiple mediating effects of feedback acceptance and creative self-efficacy were also significant. [Implications] This study is significant in that the process of coaching leadership is linked to team creativity through feedback acceptance and creative self-efficacy in terms of self-determination theory. In order to increase team creativity, this study suggests that a program that can improve coaching leadership of leaders is required.

2003년 국내 중증급성호흡기증후군 진료 현황 및 문제점 분석

이진수,김은실,정문현,백제중,정선화,안주희,최영화,이선희,고철우,김성범,김민자,박승철,기현균,송재훈,최상호,김양수,이상오,조용균,박영훈,정숙인,김연숙,이흥범,손창희,장성희,정희진,김우주 대한감염학회 2004 감염과 화학요법 Vol.36 No.3

목적 : 2002년 말 중국에서 SARS가 발생한 이후 국내에서도 2003년 10월까지 총 3명의 추정환자, 17명의 의심환자가 보고되었다. 향후 추가적인 SARS의 유행이 우려되는 상황에서, 그간의 SARS 환자 진료에 있어서의 실질적인 준비사항, 진료 현황 등에 대한 조사를 통해 문제점을 파악하여, 향후 더 나은 대비가 될 수 있도록 개선점을 제시하고자 하였다. 재료 및 방법 : SARS로 의심되는 환자를 진료 경험이 있는 병원의료진을 대상으로 2003년 10월에 설문조사를 실시하였다. 설문에는 SARS 환자 진료 시의 실질적인 조치, 진료 현황, 병실, 응급실 및 외래에서의 격리 시설과 준비사항, 보건당국의 관리와 지원에 관한 사항을 포함하였다. 결과 : 대상이 되는 22개 병원 중 17개(17/22, 77.2%) 병원이 설문에 응하였다. SARS 환자를 위한 격리실은 응급실, 외래, 일반병실 및 중환자실에서 각각 9개(9/17, 52.9%), 5개(5/17, 29.4%), 15개(15/16, 93.7%), 4개(4/16, 25%) 병원에서 음압처리가 되어있지 않은 일인실 혹은 다인실이 사용되었고, 1개(1/16, 6.3%) 병원에서만 일반병실에서 음압격리실이 운영되었다. 입원환자의 진찰 시 개인보호구의 착용은 거의 모든 의료기관에서 이루어졌다. 보건당국에서 SARS지정병원의 시설 등을 사전에 확인한 곳은 1곳(1/12, 8.3%)이였고, 14개 병원(14/15, 93.3%)에서는 보건당국에 의뢰한 검사결과를 통하 받지 못하였다. 결론 : 의료기관에서 SARS 환자용 격리실뿐만 아니라 기존의 격리실 설비 등이 미흡하였으며, 특히 중환자실 및 외래의 준비가 더욱 부족하였다. 보건당국의 의료기관에 대한 종합적인 지원이 부족하였고, 병원과의 원활한 연계가 잘 이루어지지 않았다. SARS 만이 아닌 격리를 필요로 하는 질환의 적절한 진료를 위해 향후 병원 시설의 정비와 정부차원에서의 보다 구체적이고 실질적인 대책마련이 필요하다. Background : There was an worldwide outbreak of the Severe Acute Respiratory Syndrome (SARS) originated from China in late 2002. During that period three cases of suspected SARS and 17 cases of probable SARS were reported in Korea. With the concerns about the reemergence of SARS-coV transmission, it is important to be prepared for any possibility. So, this study is aimed to analysis the past measures in managing SARS and propose the amendatory plans to improve the preparedness. Materials & Methods : Questionnaires were collected among clinicians with any experience in managing the probable or suspected SARS cases in Oct. 2003. 17 out of 22 hospitals responded to the questionnaire. The contents in the questionnaire were practical activities, personal equipments, response plans, isolation facilities in emergency centers, outpatient clinics, general wards and intensive care units, and relationship with the public health department. Results : The dedicated isolation rooms in emergency centers, outpatient clinics, general wards, and intensive care units were prepared in 9 (9/17, 52.9%), 5 (5/17, 29.4%), 15 (15/16, 93.7%), and 4 (4/16, 25.0%) hospitals, respectively. Except for one hospital that newly made negative pressure room for SARS, single or multi-bed rooms without airborne infection control were used in all the other hospitals. The personal precaution principles were kept quite well in general wards. Before the designation of SARS hospital by the public health department prior evalution to see if the hospital was suitable for managing SARS was conducted in only 1 (1/12, 8.3%) hospital. The results of laboratory diagnosis were reported back in 1 (1/15, 6.6%) hospital. Conclusions : The isolation facilities which can control airborne infection were almost deficient not only for SARS but also for other respiratory transmissible diseases. For the infection control of transmissible diseases including SARS, more investment is needed on medical facilities and comprehensive support from the public health department required.

한국인 직무 스트레스 측정도구의 개발 및 표준화

장세진,고상백,강동묵,김성아,강명근,이철갑,정진주,조정진,손미아,채창호,김정원,김정일,김형수,노상철,박재범,우종민,김수영,김정연,하미나,박정선,이경용,김형렬,공정옥,김인아,김정수,박준호,현숙정,손동국 大韓産業醫學會 2005 대한직업환경의학회지 Vol.17 No.4

Background and Purposes: Over the past three decades, numerous studies performed in Korea have reported that job stress is a determinant risk factor for chronic diseases and work disability. Every society has its own culture and occupational climate particular to their organizations, and hence experiences different occupational stress. An occupational stress measurement tool therefore needs to be developed to estimate it objectively. The purpose of this study is to develop and standardize the Korean Occupational Stress Scale (KOSS) which is considered to be unique and specific occupational stressors in Korean employees. Subjects and Methods: Data were obtained from the National Study for Development and Standardization of Occupational Stress (NSDSOS Project: 2002-2004). A total of 12,631 employees from a nationwide sample proportional to the Korean Standard Industrial Classification and the Korean Standard Occupational Classification were administered. The KOSS was developed for 2 years (2002-2004). In the first year, we collected 255 items from the most popular job stress measurement tools such as JCQ, ERI, NIOSH and OSI, and 44 items derived from the a qualitative study (depth interview). Forty-three items of KOSS, in the second year, were retained for use in the final version of the KOSS by using Delphi and factor analysis. Items were scored using conventional 1-2-3-4 Likert scores for the response categories. Results: We developed eight subscales by using factor analysis and validation process: physical environment (3 items), job demand (8 items), insufficient job control (5 items), interpersonal conflict (4 items), job insecurity (6 items), organizational system (7 items), lack of reward (6 items), and occupational climate (4 items). Together they explained 50.0% of total variance. Internal consistency alpha scores were ranged from 0.51 to 0.82. Twenty-four items of the short form of the KOSS (KOSS-SF) were also developed to estimate job stress in the work setting. Because the levels of the subscales of occupational stress were gender dependent, gender-specific standard norms for both the 43-item full version and the 24-item short form using a quartile for the subscales of KOSS were presented. Conclusion: The results of this study suggest that KOSS might be an appropriate measurement scale to estimate occupational stress of Korean employees. Further and more detailed study needs to be conducted to improve the validity of this scale.

통합학급 장애유아의 또래놀이 가입행동의 지속성과 융통성에 관한 연구

정계숙,김진희 부산대학교 영유아보육연구소 1997 영유아보육연구 Vol.3 No.-

AbstractA Study of Disabled Children's Persistence and Flexibilith of Entry Behaviors into Peer Play in Early Childhood ClassroomsKai-Sook Chung and Jin-Hee KimThe purposes of this study were 1) to examine the persistence and flexibility of entry behavious into peer play for young children with disabilities, 2) the differences of the play group size which children try to enter, the types of entry behaviors and peer responses to entry behaviors according to the degree of disabled children's persistence and flexibility.The subjects of this study were 10 disabled children ranged from 4 to 6 years age and selected from 8 early childhood classrooms which include disabled children in Pusan.The measuring tools used to diagnose young children with disabilities in this study were Korean Education Development Institute-Wechsler Intelligence Scale for Children(KEDI-WISC) and KIRBS Intelligence Scale for Children(KISC), Language Recognition-Comprehensive Competence Test and Development Measurement Scale.The entry behaviors into peer play of disabled young children were checked with the Observation Checklist of Entry Behaviors for Young Children with Disabilities. The results were as follows :First, the rates of flexibility and persistence of young children with disabilities were mostly high. In total, the rate of flexibility was higher than that of persistence. Second, the most size of peer group which young children with disabilities entered was one child. The high and low gorups of persistence and flexibility mostly entered into single child. The high group of flexibility secondly entered into peer groups composed of 2 children, but the low flexibility group secondly entered into peer groups composed of 4 children.Third, the high group of persistence mostly wated and hovered to enter and secondly selected non-play-related utterance/action. The low group of persistence mostly selected group play-related utterance/action and secondly wated and hovered. The high flexibility group choosed play-related utterance/action mostly, while the low group of flexibility mostly wated and hovered to enter.Fourth, the four groups of persistence and flexibility were mostly(average 70.3%) not accepted by the peers with whom they wanted to play.

정맥주사와 채혈시 간호사의 심리적간호가 환아의 행동불안반응과 동통인지에 미치는 영향

박인숙,문영숙,조미경,한진숙 충남대학교 의과대학 지역사회의학연구소 1995 충남의대잡지 Vol.22 No.2

This Quasi-experimental study attempted to identify the effect of psychological preparation on the behavior anxiety, pain perception of children related to IV injection and blood sampling. The subject for this study were obtained by taking a convenient sample of the 3 - 12 years children hospitalized in C University Hospital from August 4, 1994 to September 3, 1994. Subject were devided an control group , experimental group each of thirty subjects. Two instruments were used to collect the data. : Face Pain Rating Scales (FPRS) was used to measure the degree of children's pain perception about painful procedure. Procedure Behavior Check List (PBCL) was used to measure the degree of response of children's behavior anxiety. The findings were as follows. 1. The relationship between behavior anxiety, pain perception and the general characteristics of subjects is showed no statistical significant difference but in the experimental group age is showed statistical significant difference (p<.01). 2. The relationship between behavior anxiety, pain perception and the characteristics of painful events is showed no statistical significant difference. 3. In order to identify the effect of psychological preparation on the behavior anxiety of children, compared of total Mean score two groups, experimental group M : 16.767, control group M : 18.967. The difference between in the two group is showed no statistical significant difference 4. In order to identify the effect of psychological preparation on the pain perception of children, compared of total Mean score two groups, experimental group M : 2.900, control group M : 2.067. The difference between in the two group is showed no statistical significant difference. 5. The correlation between behavior anxiety and pain perception is showed statistical significant difference. Experimental group r : 0.7920 (p<.001), Control group r : 0.4288 (p<.05)

혈액 및 비장조직에서 일산화탄소 헤모글로빈 농도에 관한 연구 : A Comparison of CO-Hb in Blood and Spleen Specimens

이진훈,오세진,김유나,이진숙,유재훈,장성길 內務部 國立科學搜査硏究所 2001 國立 科學 搜査 硏究所 年報 Vol.33 No.-