行動障害兒를 위한 學校의 役割 = The Role of School for Children`s Behavior Disorders

다국어 초록 (Multilingual Abstract)

According as the structures of society and life are changing speedily and are growing complicated, the individually or socially maladjusted behavior is deepening in quality and is increasing in quantity. But it is difficult to describe clearly the cause-and-result relations.
The behaviors exhibited by disordered children are regarded as (1) the unconscious defense mechanism, (2) the accumulation of frustration, and (3) the reinforcement to induce behavior problems, by the experience after birth. In addition, the bad environments of home, school, and society, are regarded as the deep factors of behavior problems.
In Korean, as the study on behavior disorders inactive and the social concerns with them are short, the purpose of this paper is to review Characteristics of Children's Behavior Disorders by James M. Kauffman (1981), to define behavior disorders, to represent the role of school, and to heighten the effect of education which enables all the schools concerned in Korean to understand rightly and prevent and cure children's behavior problems.
As the definition of behavior disorders or emotional disorders is mainly a subjective matter, there can be no standard definition that is accepted by all the professionals.
(1) The most common definition of emotional disorders in current usage is one proposed originally by Eli M, Bower in 1969. The following items by Bower's definition specify persistent child characteristics as emotional disorders exhibiting one or more of five characteristics over a long period of time:
1) An inability to learn which cannot be explained by intellectual, sensory, or health factors.
2) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
3) Inappropriate types of behavior or feelings under normal conditions.
4) A general pervasive mood of unhappiness or depression.
5) A tendency to develop physical symptoms, pains, or fears associated with personal or school problems.
In general, though disordered children are lower than normal children in intelligence and academic achievement, it is believed that there is no cause-and-result relations among emotional disorders, intelligence, and academic achievement, but these three factors are affected by other factors reciprocally. And also, these factors are combined together. In case that the bad influence of home, school, and society on these factors, behavior disorders deepen all the more.
(2) The school should prevent and cure behavior disorders in the following several ways;
1) School administrators, teachers, and other pupils should be sensitive to the child's individuality.
2) Teachers should hold appropriate expectations for children.
3) Teachers should he consistent in managing children's behavior.
4) Instruction should be offered in functional skills.
5) Appropriate contingencies of reinforcement should be arranged by school personnel.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론
• Ⅱ. 행동장해의 정의
• 1. 정의에 관한 문제점
• 2. 오늘날의 정의
• Ⅲ. 학교의 역할
• 1. 행동문제와 지능 : 학업성적
• 2. 행동장해와 학교교육
• Ⅳ. 결론
• Abstract