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金赫坤 순천청암대학 1981 論文集-順川看護專門大學 Vol.7 No.-
Human development is made possible by a dynamic relationship between the individual and his environment. However, that environmental forces are more potent than heredity forces in development of intelligence has been demonstrated in a number of studies. Development of intelligence has based on home enviroment stronger than school environment and society environment. There is no doubt a good home environment can help a child to develop his intelligence higher. Home environment is composed of status environment, structure environment and process environment. The purpose of present study is to find relationship between variables of home environment and intelligence. The sample for this study is 228 students randomly selected from two middle school students in Chun Ra Nam Do. To measure their home environment and intelligence, the standardized home environment test and intelligence test was used. The conclusions of this study are as follows, 1. Relationship between variables of home environment and intelligence was as follows. ① value orientation --r = -.01 ② group character --r = .04 ③ psychological process --r = .15 ④ psysical condition --r = .47 2. Compared with difference in variables of home environment between higher IQ group and lower IQ group, three variables was found to be signicant as followings. ① psysical environment --p <.001 ② social mobility --p <.01 ③ affection --p <.05 3. From the above data it was found that psysical environment is the most important factor to develop intelligence in all factors of home environment. This study attempted to find only the relationship between home environment and intelligence by statisfical anaysis. Therefore, the conclusions draw from this study are based upon data which are too limited to generalize.
김혁곤 順天大學校 師範大學 附屬 科學敎育硏究所 1999 科學과 敎育 Vol.7 No.-
The social skill training approach to maladaptive behavior in human relation is one of the major current trends in counseling psychology. Several researchers have used social skill training programs in the treatment of isolated, or withdrawn children, and impulsive children. Social skill deficits have also been related to numerous problems in adjusting to the normal classroom environment. They emotional development as well as significant factor in academic performance of children. Social skills is learned behaviors that affect interpersonal relations with peers and adults. Social skill training programs are aimed at chmiating behavioral deficits and strengthoning effective behavior. We review research on the definition, classification, assessment, deficits model, training programs and intervention techniques of social skill. This study offers methodological issues and future directions of social skill training. We review effective methods with cognitive-social learing model of social skill training and social skill intervention techniques.