초등학교에서의 열린교육의 현황과 개선방안

허승희,옥치율 한국열린교육학회 1998 열린교육연구 Vol.6 No.1

학교폭력 예방을 위한 공감 훈련 프로그램의 효과

허승희 학습전략중재학회 2016 학습전략중재연구 Vol.7 No.1

본 연구의 목적은 학교폭력 예방을 위한 공감 훈련 프로그램을 구안하여 그 효과를 알아보 고자 하는 것이다. 이러한 연구목적을 달성하기 위해 초등학교에 재학 중인 5학년 학생 22명 을 대상으로 실험집단 및 통제집단을 구성하여 프로그램을 실시하였다. 프로그램은 10회기로 구성되었으며, 주 1회씩 2시간 동안 실시하였다. 프로그램의 구성은 학교 상황에서의 폭력 문 제를 주제로 한 공감 상황을 중심으로 하였다. 본 연구의 결과, 학교폭력 예방프로그램은 아 동의 공감 능력 향상에 효과가 있는 것으로 나타났다. 이러한 연구결과는 이 연구에서의 학 교폭력 예방프로그램이 학교폭력 상황에서의 아동의 공감능력을 향상시키는데 기여될 수 있 음을 시사하고 있다.

국민학교 아동이 지각하는 고립감과 학급 내 사회적 지위

허승희 釜山敎育大學 1992 부산교육대학 논문집 Vol.28 No.1

This research aimed to examine the relation of social loneliness with the social position in the classroom of elementary school children. The problem set up in this research was as follows. First, how much do the elementary school children in our country perceive social loneliness in the classroom? Is there any difference in the social loneliness according to sex and grade? Second, will the level of loneliness of the children be different according to their social position in the classroom? Third, what kind of variables will predict significantly the social loneliness of the elementary school children? The subjects of this research were 297 students (male: 150, female: 147) randomly selected in the third, fifty, sixth grade of 2 elementary school, located in Pusan, Korea. The instrument used in this research were, 1) the assessment of social loneliness: it was assessed by a loneliness and social dissatisfaction scale made by Asher et. al(1984). 2) the assessment of social position: the sociometric group in the classroom was divided by the method of Asher & Wheeler(1985), and the peer rating was assessed by the method of Cassidy & Asher(1992). The finding of the resent research were as follows: 1) Our children in the elementary school perceive some loneliness ordinarily in the life of the school, and the level of loneliness was different according to grade. 2) The level of social loneliness perceived by children was different significantly according to the children's social position in the classroom. Especially rejected and neglected children perceived more loneliness than other children. 3) The important variables to predict the social loneliness in the classroom was school achievement and peer rating. These findings suggest that our elementary school children perceive loneliness ordinarily in the classroom and the rejected and neglected children perceive the most social loneliness. So it needs special treatment program for each type to help their normal adjustment.

아동의 分配的 正義에 관한 추리력의 발달과 동료집단에 대한 同調性의 발달과의 관계

허승희 釜山敎育大學 學生指導硏究所 1986 學生指導硏究 Vol.7 No.-

This study aimed to investigate the development of the D.J and P.G.C of the elementary school children, and to know the relationship between D.J and P.G.C development The subject of this study was 113 elementary school children from the first grade to the sixth grade devided by sex. The two situations of D. J. C devised by Enright was used to measure the level of the children's D. J development and the P. G. C scale from the Peer Group Organization manual by Jaquette to measure the level of the children's P. G. C dove1opment. The results obtained from this study was as follows : (1) In D. J development, elementary school children were situated in about 1-A and 1-B level and there was a developmental regression at 10 years old. (2) Elementary school children (3rd~ 5th) were situated in about stage two in P. G. C development and it was significantly different by age and sex. (3) The relationship between D. J and P. G. C development was significant and it was partirularly highly correlated at 9 years old.

아동의 지각하는 학습 내 사회적 고립에 대한 부모와 교사의 인지도

許承姬 부산교육대학교 초등교육연구소 1996 초등교육연구 Vol.8 No.-

The purpose of this study is to investigate the perceptual difference about isolation of children in the classroom between parents and teachers. According to this purpose, the following questions were examined. First, would there be perceptual difference about isolation of the children in the classroom among children, parents and teacher? Second, would there be perceptual difference of the parents about isolation of the children in the classroom according to the age of the parents, schooling and attitude for the children? Third, would there be perceptual difference of the teachers about of the children in the classroom according to the teachers' sex and career of education? Fourth, what are the important variables to anticipate of the isolation of the children in the classroom? To answer these question, 300 fourth and fifth elementary school children, parents and teachers were randomly sampled. The scales used in this study were Isolation Scale for the children, parents and teachers, and were The Parents Child Relation Scale. The major findings were as follows: First, there was significanf difference of the perception about isolation of the children among children, parents and teachers. Second, the less the parents has the strictive and autocratic dominative attitude for the children, the more exactly the parents recognize the isolation of the children. Third, there was no significant difference of the perception about isolation of the children according to the sex and career of education of the teacher. Fourth, the important variables to anticipate of the isolation of the children in the classroom was parental attitude for the children.

반사회적 공격행동의 처치 방안

허승희 釜山敎育大學校 1994 부산교육대학 논문집 Vol.30 No.1

Recently antisocial behavior in children and adolescents represent a serious and pervasive social problem. But the progress in identifying effective treatments has been relatively slow. So this study aimed to characterize the current status of treatment of antisocial aggressive behavior and to to identify promising approach based on contemporary research. The treatment method is classified into three ways. That is, individual focused, family focused and community wide intervention. It is classified according to the three reasons of antisocial aggressive behaviour which classified arbitrarily. Generally, individual focused treatment includes individual psychotherapy, group therapy, behavior therapy and social cognitive training. Family focused treatment includes parent management training and family therapy. Community based intervention focuses community activity programs to foster the competence of prosocial peer relations. In this intervention there can be used all of the methods to develop the prosocial behavior incompatible with antisocial behavior. In conclusion, individual focused treatment is usually used in schools and social centers in korea. But among the individual focused treatment, social cognitive training has been used less than any other treatment. The reason why will be the lack of many social cognitive training program and of the teacher training for using it. In familey focused treatment, parent management training is used in general. But it has not been treated systematically for the parents of the children who show antisocial behavior but treated as a parent education program. Also family therapy has been issued in counseling theory but not been treated for antisocial bebaviour. To use this treatment method, there needs more knowledge about our family system and characteristics. Most of all, there are little community based interventions. Community based intervention could be the most effective method because of its preventive function. So in our society it will need more the support of community level to prevent and treat the antisocial aggressive behavior of the children and adolescents.

兒童의 分配的 正義에 관한 推理力의 發達

허승희 釜山敎育大學 學生指導硏究所 1985 學生指導硏究 Vol.6 No.-

This study aimed to investigate the distributional justice development of the kindergarten and primary school children. The essential rationale of this study was based on the Piaget's theory of moral development, which maintains Children's development of moral reasoning according to cognitive development. The research problem of this study was as follows: (1) The level of children's distributive justice development from kindergarten to primary school. (2) The difference of distributive justice development of children by sex and social class. (3) The interaction effect of age and social class in distributive justice development. The subjects of the study was 20 kindergarten children and 40 primary school children equally divided into male and female. The two situations of distributive justice devised by Enright were used to measure the level of childrern's distributire justice development. Distributional Justice development was devided by four stages from O-A to 2-A according to Damon's theory. The results obtained from the study was as follows: (1) There was an increase in distributional justice development from kindergarten to primary school children. Kindergarten children were situated in about 1-A~1-B stage and primary school children were situated in about 1-B~2-A stage. (2) Distributive justice development was signifieantly different by age and social class. The difference of the level of distributive justice development by social class suggests that we have to make the moral education program after understanding children's individual level of moral reasoning influenced by social class experience. (3) There was no interaction effect of age and social class in distributional justice development, It suggests that the individual difference of the level of distributional justice development is constant in spite of integrating class. Therefore the effect of social relation in classroom on distributive justice development needs to be studied.

大學生의 性格特性分析에 따른 指導方案

張赫杓,許承姬 부산대학교 학생생활연구소 1981 硏究報 Vol.17 No.1

The present research was an attemgt to find some new informations on the BNU students' personality traits and to make a proposition for an effective guidance and counselling policy to those who are concerned with student guidance and counselling activities. A standardized Personality diagnostic Test was administered to about fifty hundred B. N. U. students. In each subscale, those students who deviated from norm (above 75%ile rank) were selected and analized. The results were as follows: 1) In descriptive scales, the proportion of each subscale was Sociability: 29.44%, Superiority: 26.62%, Masculimity: 22.15%, Emotional Stability : 20.82%, Responsibility: 20.68%, Reflectiveness: 18.32%, Dominance: 13.68%, Impulsiveness: 13.68%, and Conformity: 11.26%. 2) In clinical scales, the proportion of each subscale was Depression : 38.0%, Nervousness: 13.11%, Anxiety: 12.5%, Autism: 9.80%, and Paranoid tendency: 9.08%. The number ef students whose score stand high level above 75%ile per each item were 119 persons(10.91%). In order to guide them educationally, some propositions are presented. 1) The effective domain of education should be reinforced and reformed in humanity subjects especially in high school education. 2) In university, all people should try to establish a good relationship between professors and students. 3) Student Guidance Center should provide them with many kinds of plans and functions.

국민학교 아동을 위한 사회 정서적 고립척도 개발

허승희 한국초등교육학회 1993 초등교육연구 Vol.7 No.1

본 논문은 국민학교 아동들이 지각하는 집단내 고립의 정도를 측정하기 위한 척도를 개발하고자 하는데 그 목적이 있다. 척도의 하위영역은 정서적 외로움, 사회적 외로움, 정서적 고립 상태 및 사회적 고립 상태의 4개 영역이며, 국민학교 3학년에서 6학년까지 392명의 아동들을 대상으로 예비조사의 과정을 거쳐 40개 문항을 제작하였다. 예비연구 결과 이중 32개 문항이 선정되었으며, 이 척도의 타당성을 검토하기 위하여 주성분 요인분석 방법에 의한 비직교적 회전 방식(oblimin rotation)으로 요인 분석을 하였고, 관련 척도와의 상관을 통한 준거 관련 타당도를 구하였다. 척도의 신뢰도는 1달 후의 재검사 신뢰도, Cronbach α계수 및 반분 신뢰도 계수로써 확인하였다. 연구결과 본 척도의 구인 타당도 및 준거 관련 타당도가 입증되었으며 , 신뢰도 계수도 전체적으로 .82에서 .86까지 상당히 높은 것으로 나타났다. The purpose of this study was to develop a mearsure for evaluation of the level of isolation of the children without friends(from third to sixth grade) on the basis of the estimation by children. The subjects in this study were 392 boys and girls sampled from three elementary schools. The scale consists of 32 items categorized into four domains, that is, emotional loneliness, social loneliness, emotional isolation and social isolation. The data collected were analyzed using the following statistical methods. First, factor analysis were employed to supply evidence for the construct validity of the test. Second, Pearson's r was computed between this test with five other scales to supply evidence for the concurrent validity of the test. Five other scales are UCLA-R, LSDS, BDI, MEPS and PR. Third, Cronbach α, split-half reliability coefficient and test-retest coefficient for reliability were computed. The results of this research were as follows; 1.The construct validity of the test is supported by the results of factor anlysis and it was found that this test assess a construct, isolation and it is composed by four factors. 2. The concurrent validity, correlations between the scores on this test and those on UCLA-R, LSDS, BDI. MEPS and PR, were computed. They ranged totally from .22 to . 53. 3. The range of the reliability of the test is from .82 to .86 which is considered to be high.

아동의 사회 정서적 고립과 우울증 및 냉담성과의 관계

허승희 釜山敎育大學校 1993 부산교육대학 논문집 Vol.29 No.1