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金南順 진주여자전문대학 1980 論文集 Vol.2 No.-
The purpose of this study was to find the theoretical backgrounds of self-consciousness during adolesence, and to analyze the general natures of the development of self-consciouness during adolescence. The results of this study were summerized as follows. 1. It was to find the theoretical backgrounds of self-consciousness during adolescence by Erikson's ego-identity concepts 2. In the general natures of the development of self-consciousness during adolescence. First, the factors of the development were the sexual, intellectual, emotional development and the expensions of life-category. Second, the general characteristics of self -consciousness were the objective self-cognition, the establishment of individuality, the changes of value system, the establishment of life. Third, the manifestations of self-consciousness were the antagonism, solitude, anxiety and trouble, and idealization. Finally, in the developmental characteristics of self-consciousness of Korean Youth, It was clear that so called identity crisis the place during mid-adolescent period Generally, the development of self-consciousness was normal and the developmental task of this period was achieved.
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김남순,류희성 한국특수교육문제연구소 2003 특수교육저널 : 이론과 실천 Vol.4 No.2
본 연구는 정신지체아동의 인물화에 나타난 심리적 표현 특성을 이해하기 위해 인물화 검사를 통하여 그들의 행동 배후에 잠재된 심리적 특성을 분석하고 그 표현 특성에 따른 발달수준을 밝힘으로써 교육 현장에서 적절한 지도 방법의 모색과 임상 연구에 도움이 되도록 하는데 목적을 두고 정신지체 학교에 재학 중인 학생 7명을 대상으로 연 분석한 것이다. 연구 결과로 첫째, 인물화 발달 단계에 의한 정산지체아동의 발달 특성은 전체적으로 2~4 단계 (4~9세)까지의 발달 단계를 벗어나지 못하고 있으며 정상아의 발달 단계보디 2-3단계 낮은 수준의 발달을 나타내고 있다. 둘째,정신지체 아동의 발달 지표에 의한 인물화 특성은 머리, 머리카락, 눈, 코, 입, 팔, 다리,귀 순서로 높은 빈도를 나타냈고 눈동자, 입술, 손가락, 팔다리의 운동 표현과 세련된 선과 형태 표현은 냐타나지 않았다. 셋째, 정신지체 아동의 인물화 표현 특성 비교에서 성격특성의 공통점은 참는 힘이 매우 부족하고, 주의가 산만하며 욕구 좌절과 공격적 반응, 부정적 자아 개념, 소극적 태도가 공통적으로 관찰되었다. 넷째, 인물화 표현 특성에 나타난 상징적 의미를 분석한 결과 충동적 (6) , 낙천적 (5) , 소극적 · 의존적 (5), 열등의식 (4), 자기중심적 (4) 순서 로 나타났다. 따라서 정산지제 아동틀의 성격(행동)지도는 각각의 대상 아동의 특성에 맞게 지도할 방안을 모색할 필요가 있다. It 1S Assumed that the mentachallenged have existed since human history began and education 떠rgeted for them has been developed great1y from education of a wild kid by 1tard in 15 th century to the modem integrated education. Therefore, this study was design to analyze psychological characteristics of the mentally-challenged through an examination of portraits as a mirror of complex self-image and to identify their developmental level to helf find proper methods in them of education and clinical research. Seven students of the Y special school located in Jennam were interviewed for psychological diagnosis with analysis standard of portraits presented by "Ornodomo". The results of the study were as follows: l)Characteristics of portraits according to developmental stages and index of the mentally- challenged stay between stage 2 or 4 for children between the ages of 4 and 9, \vhich is two and three stages lower than the normal developmental stage of students in the san1e age group. 2)Observations shown in portraits, survey of characters, and analysis standards of portraits were as follows: It was observed that they were impatient, distractive, stubbom‘ impulsive and passive. in symbolic meaning shown in representational characteristics of portraits, their potential characters such as aggressive, optimistic, passive, dependent, selfish and inferior were analvzed. 'when characteristics according to analytical standards of portraits were exmnined, there were four students with biased self-motive, two bi-polar self-motive and with passive behavior.
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