Earticle

본 연구는 유아가 본격적인 학습의 뇌를 사용하고 구축할 수 있는 중요한 시기에 뇌호흡 활동을 통해 능동적으로 뇌를 활용하여 학습에 집중할 수 있도록 돕고, 더 나아가 유아의 발달을 촉진할 수 있도록 하기 위함이다. 이를 통해 인간발달의 초석이 되는 유아에게 뇌호홉 활동을 통해 집중력과 언어발달, 자신감, 사회성 등을 촉진할 수 있는 기회를 제공하여, 가정, 학교, 사회에서 건강한 인간으로 자라 21세기를 짊어질 인재양성에 본 연구의 의의를 두고자 한다. 본 연구의 결과를 토대로 다음과 같은 결론을 얻었다. 첫째, 뇌호흡 활동은 유아의 집중력에 영향을 미쳤다. 둘째, 유아의 부모, 담임교사, 뇌호흡 활동 전문가의 보고에 의하면 유아의 일상생활 속에서 변화된 발달특성 중 언어표현력, 자신감, 사회성 발달 등에서 긍정적인 변화를 가져왔다. 이상의 결론을 종합해 보면, 뇌호흡 활동이 유아의 집중력과 유아의 발달 변화 특히, 유아의 언어표현력, 자신감, 사회성 발달을 향상시킬 수 있는 효과적인 활동임을 밝혔다. 따라서 유아 교육현장에서 새로운 교육적 패러다임에 맞는 새로운 교육프로그램으로 활용할 가치가 있었다.

Final purpose of this study is to help the infants becoming children who use their brain actively and concentrate on learning through brain respiration activity at the important time when they can use and establish their brain for learning really, and furthermore it is to hasten their development. Objects of this study are total 19 infants(10 male and 9 female) at the age of 4 in J kindergarten located on Jinju Si. According to this purpose of study, studying design is two. First, to find out brain respiration activity's effect on power of concentration of the infants, I used 'one group pretest-posttest design' for 19 infants as objects. Second, to find out brain respiration activity's effect on development of the infants, I analyzed direct-interviewed material aimed at parents of the infants as objects, their teachers and experts in brain respiration activity etc. by mixing the questionnaire structuralized and one not structuralized. According to such studying methods, conclusion of this study is: First, by the infant power of concentration examination pre-post test, it is found that brain respiration activity had an effect on rising the infants' power of concentration. Therefore brain respiration activity influenced the infant's power of concentration. second, as a result about brain respiration activity's effect on the infant's act change through report of parents of the infants, teachers and experts in brain respiration activity, language expression, self-confidence and sociality etc. had positive changes among changed development character in everyday life of the infants. As these results, brain respiration activity influenced development of the infant, especially development of language, self-confidence and sociality. to synthesize these results, I found out that brain respiration activity can improve the infant's power of concentration and development, especially the infant's development of language expression, self-confidence and sociality, and it is an effective activity. Therefore it suggests there is an useful value as educational program corresponding with new educational paradigm in the field of education for the infant.

본 연구는 예비유치원 교사의 도덕 판단 유형을 파악하고자하며 연구대상은 대학 유아교육과에 재학중인 예비유치원교사 30명이다. 연구방법은 모두 24가지의 다른 이야기들로 구성된 설문지를 통해 각 이야기속의 주인공이 얼마나 착한지 또는 나쁜지 그리고 왜 그렇게 생각하는지에 대해 응답하도록 하였다. 실험결과 예비유치원 교사들은 의도나 결과에 따라 행위의 옳고 그름을 판단하는 것이 아니라 수단의 정당성 여부에 따라 옳고 그름을 판단하였다.

This study was conducted to examine Pre-service Early Childhood Teacher's moral judgment Types and Pre-service Early Childhood Teachers(Female : 30) in Early Childhood Education in two year colleges was presented twenty-four stories combined means (fair vs foul) and outcome (positive vs negative). Subjects were asked to judge the goodness or badness of each character in twenty-four stories on four point scale. They were also asked to assign how many give score to goodness or badness of each character in stories and why give score. Results showed that Pre-service Early Childhood Teacher can use not for an intention or in consequence but differentially a fair means vs a foul means for making moral judgement.

본 연구의 목적은 아동들의 부정적인 감정을 자연스럽게 해소하거나 정서를 이완시키는데 효과적인 것으로 알려져 있는 모래상자치료가 초등학교 아동의 학교적응력 향상과 문제행동 감소에 어떠한 영향을 미치는지 알아보는 데 있다. 본 연구의 대상 아동은 학교적응력 검사 점수가 낮고, 문제행동 검사 점수가 높은 아동들 가운데 담임선생님의 추전을 받아 10명이 최종 선정되었으며, 이들 중 5명은 실험집단으로, 5명은 통제집단으로 구성하였다. 연구 설계는 사전 검사, 프로그램 중재, 사후 검사 순으로 이루어졌다. 중재 프로그램은 20회기로 구성된 모래상자치료 프로그램을 활용하였다. 중재 단계는 세계 만들기, 경험하고 재배열하기, 이야기하기, 사진 찍기, 전이, 분해하기의 6단계로 구성하여 실시하였다. 본 연구의 결과 모래상자치료가 초등학교 아동의 학교적응력 향상과 문제행동 감소에 효과적인 것으로 나타났다.

The purpose of this thesis is to investigate how sandbox therapy effects adjustment to school and problematic behavior. Accordingly, this research chose to consider two aspects of this theme. first, would sandbox therapy help improve the ability of children to adjust to school? second, would sandbox therapy decrease problematic behavior of children? the subjects of the preliminary investigation were 280 students from the fifth and sixth-year at an elementary school in the city of M. From among the students with low scores for the ability to adjust to school and with high scores for problematic behavior, an experimental group of five children and a control group of five other children were formed with the recommendations of the class teacher. Each subject individually completed twenty sessions of Sandbox Therapy. these sessions were once a week from June to October, 2009. In order to discover the effectiveness of sandbox therapy, the quantitative analysis and the qualitative analysis were both done at the same time in this research. For the quantitative analysis of the before -after evaluation of the ability to adjust to school, the method of Kim, Yong-Nae (1993) as amended by Cho, Young-Nan (2005) was used. For an effective verification of a decrease in problematic behavior, the evaluation method produced by Lee, Sang-Bok and Yoon, Chi-Yeon (2006) was implemented. This method especially takes into consideration standards which are compatible with reality in Korea. The SPSS 15.0 program was used for the statistical analysis of the material gathered. The Mann-Whitney U Test was completed. Concerning any change and adjustment in each experimental stage of Sandbox Therapy, the process according to the six growth stages of Boik-Good win (2000) was used. These stages are: 'world making', 'experiencing and rearranging', 'healing', 'picture taking', 'conversing' and 'disassembling'. The following points are a summary of the results of this research: First, Sandbox Therapy had a positive influence on improving the ability to adjust to school. After the program was established, the verification results for an improved ability to adjust to school showed that the scores of the experimental group had greatly increased in this area. The same results appeared statistically too. Concerning adjustment to school, sandbox therapy demonstrated positive changes in adjustment to school class, in relationships with friends and in adjustment to school life. Second, sandbox therapy had a positive influence on problematic behavior of children. After Sandbox Therapy was implemented, the verification results for changes in problematic behavior of children showed that the scores of problematic behavior had greatly decreased. The same results appeared statistically too. Through sandbox therapy, the scores of problematic behavior of children greatly decreased in the areas of impulsiveness, carelessness and hyper-activity. The same results appeared statistically too. Sandbox therapy demonstrated a positive effect on changing problematic behavior. Third, As each session progressed, there was an opportunity for change in the subject. The features of change would be revealed in an increased calmness, in improvement in the ability to express oneself verbally, in more peaceful relationships with friends, in positive thinking and insights, and in realistic adjustments and changes. To synthesize the results of the above research, it has been verified that Sandbox Therapy produces positive effects for a change in children's activity. This is true both for children who find it difficult to adjust to school and children who have problematic behavior.

본 연구는 결손가정 아동들에게 사회적 기술 훈련 프로그램을 적용하였을 때 자아존중감 및 자기표현에 미치는 효과는 어떠한지 알아보고자 하였다. 이를 위해 본 연구의 대상으로 부산광역시 B초등학교에 재학하고 있는 결손가정 아동 20명(실험집단 10명, 통제집단 10명)을 선정하였다. 본 연구의 중재 프로그램은 사회적 기술 훈련 프로그램이며, 2009년 3월 10일부터 3월 21일까지 실시하였다. 1회 60분씩 총 8회기 동안 진행되었다. 또한 연구의 설계는 실험 전, 후에 자아존중감 검사 및 자기표현 검사를 동일하게 실시한 후 점수 변화를 살펴보았다. 본 연구의 결과 대상 아동 모두 자아존중감과 자기표현에 있어 점수의 차이는 있으나 긍정적인 변화를 보인 것으로 나타났다.

The purpose of this study was to verifies the effects of the social skill training to children under broken families and has a purpose to clarify effects of the program on Self-Esteem and Self-Expression. To reach the goal, 20 children, third and forth elementary school students under broken families were randomly assigned for each 10, into an experimental group and a control group in the study process. The experimental group conducted the social skill training every 60 minutes for 10 times, while the control group did not take any training. To prove effects of developed program, both the experimental group and the control group tested for Self-Esteem, Self-Expression, and Self-Control before and after the program execution. In order to examine the hypothesis of the study, Data was processed with the mean(M) and the standard deviation(SD) before and after the program execution of two groups. The advance test scores of the experimental group as a cofactor were done by analysis of covariance (ANCOVA) with SPSS/PC 12.0 statistical software. The result of verification of the social skill training was as follows: First, children in the experimental group who had taken the social skill training showed higher Self-Esteem level of Self-Esteem than the control group. Second, children in the experimental group who had taken the social skill training showed higher Self-Expression level of Self-Expression than the control group. As a result of the study, the social skill training clarified that it had an effect on improvement in Self-Esteem and Self-Expression of children. Through positive changes of the experimental group who had taken the social skill training, therefore, children under broken families will have positive self-concept in their own lives, and direct and openhearted Self-Expression. Besides, they will build a healthy relationship by changing unstable emotion.

본 연구의 목적은 교우관계증진 집단상담이 외톨이 초등학생의 교우관계, 공감능력에 미치는 효과를 알아보는 데 있다. 본 연구에서는 부산광역시 D초등학교 4～5학년의 외톨이 아동 28명을 각각 실험집단과 통제집단에 각각 14명씩 무선할당한 후 7회기 동안에 걸쳐 실험을 실시하였다. 프로그램의 효과를 검증하기 위해 실험집단과 통제집단을 대상으로 프로그램 실시 전과 실시 후에 교우관계능력 검사, 공감능력 검사를 실시하였다. 자료의 처리는 연구의 가설을 검증하기 위해, 실험, 통제 집단의 사전, 사후 평균과 표준편차를 구하였고, 실험집단의 사전 검사 득점을 공변인으로 한 공변량 분석(ANOVA)을 실시하였으며 SPSS/PC+ 12.0 통계프로그램을 이용하였다. 본 연구의 결과 전반적으로 외톨이 아동의 교우관계능력, 공감능력 향상에 대한 효과가 검증되었다.

The purpose of this study is aimed at improving empathic ability of children with socio-emotion difficulties in peer-neglected relationship and helping to raise empathic ability, peer relationship of isolated elementary students by indicating the effect of group counseling which affecting positively the peer relationship improvement. To identify the purpose of this study, selected 6 classes in third and forth- grade of D elementary school in Busan metropolitan city as an experimental group and a control group. Then the study was examined Friendships Improvement Group Counseling Program in the control group totally 7 times. For this study, the program used a part of 'youth peer counseling training program', Ku, Bon-Yong, 1998 and a part of 'peer companionship program', Cheon, Seong-Moon, 2002-worked with the youth- as amended and complemented. Both of the groups, preliminary and post inspections were examined using the testing tool of peer relationship ability, empathic ability. Their data processing after inputting friendships improvement group program output average and standard deviation of preliminary and post inspections to find the effect of the program between the experimental and control group . To find if the statistically meaningful differences were, this study examined an analysis of covariance (ANCOVA) as a covariate variable with the preliminary test scoring in the experimental group and used statistical program SPSS/PC +12.0. The main results of this study are as follow. First, the friendships improvement group counseling meaningfully increases peer relationship ability to the subjects participating in this program. Second, the program positively contributes to empathic ability of the subjects. Based on the result of this study, the friendship improvement group counseling program is meaningful to peer relationship, empathic ability of the isolated elementary students and effective in helping to solve and deal with their problems in school and home. Therefore, this study suggest that the program is developed and applied adaptability in school so as to improve the self-esteem and peer relationship ability of isolated and neglected elementary students who are lack of those abilities in school and society.

본 연구의 목적은 방송인의 감정노동과 직무스트레스가 방송인의 심리적 안녕감과 소진에 어떤 영향을 주고 또 어떤 관계에 있는지 밝히는 것이다. 본 연구문제를 수행하기 위해서 부산광역시에 소재하고 있는 oo방송국 그리고 울산과 대구에 소재하고 있는 oo방송국에 근무하고 있는 방송인 78명을 대상으로 설문을 실시하여, 회수된 78부 모두를 실제적으로 통계에 사용하였다. 본 연구에서 사용된 자료도구는 감정노동과 직무스트레스, 그리고 심리적 안녕감과 소진척도를 사용하였다. 자료의 처리는 방송인을 대상으로 방송인의 감정노동과 직무스트레스를 알아보기 위하여 SPSS 12.0을 사용하였다. 방송인의 감정노동과 직무스트레스와 방송인의 심리적 안녕감과 소진의 관계를 알아보기 위하여 각각 상관관계 검증을 실시하였고, 감정노동과 직무스트레스가 심리적 안녕감과 소진에 어떤 영향을 주고 있는지 알아보기 위하여 중다회귀분석을 실시하였다. 본 연구의 결과 방송인의 감정노동과 직무스트레스가 심리적 안녕감과 소진에 많은 영향을 미치는 것으로 나타났다.

The purpose of this study is to identify effects of emotional labor and job stress of broadcast staff on psychological well-being and burnout and their relations. The results of this study are summarized as follows. First, emotional dissonance, a sub-factor of emotional labor of broadcast staff was highest in affecting psychological well-being of broadcast staff, showing negative relation with emotional labor. Second, emotional labor of broadcast staff had positive relation with burnout . Third, job stress of broadcast staff had negative relation with psychological well-being of broadcast staff, and in particular, out of the three predictor variables of job stress, depression was shown to have statistically most significant effect on psychological well-being. Finaly, job stress of broadcast staff was shown to have positive correlation with burnout of broadcast staff. Conclusively, broadcast staff experienced emotional labor and job stress because of dissonance between emotions required in broadcasting and personal emotions, and their emotional labor and job stress affected their psychological well-being and burnout. In this context, the results of this study may serve as basic data to present general education programs for professionalism of broadcast staff, to enhance the quality of programs through raising the morale broadcast staff, and to establish broadcasting environments in which they focus on broadcasting.