시공간 정합을 이용한 비디오 시퀀스에서의 가려진 객체의 복원

허미경,문재경,박순용,Heo, Mi-Kyoung,Moon, Jae-Kyoung,Park, Soon-Yong 한국정보처리학회 2007 정보처리학회논문지B Vol.14 No.5

비디오 복원(video completion) 기술은 비디오 영상에서 색상 정보가 없는 픽셀에 적절한 색을 채워 영상을 복원하는 기술이다. 본 논문에서는 움직이는 물체가 서로 교차하는 비디오 영상에서 원하지 않는 물체를 제거하고 이때 발생한 영상 홀(image hole)을 채우는 비디오 복원 기술을 제안한다. 움직이는 카메라에서 획득한 비디오 영상에서 이동하는 두 물체 중 카메라와 가까운 물체를 제거함으로써 가려진 이동물체와 배경에 홀이 발생하게 되고, 이 홀온 다른 프레임들의 정보를 이용하여 채움으로써 새로운 비디오를 생성한다. 입력 영상의 모든 프레임에 대해 각 물체의 중심을 추정하여 물체의 중심을 기준으로 시-공간 볼륨(spatio-temporal volume)을 생성하고, 복셀 매칭(voxel matching)을 통한 시간적 탐색(temporal search)을 수행한 후 두 물체를 분리한다. 가리는 물체 영역으로 판단된 부분을 삭제하고 공간적 탐색(spatial search) 방법을 이용하여 홀을 채워 가려짐이 있는 이동 물체 및 배경을 복원한다. 복원된 영상에서 블렌딩을 통해 솔기(seam)를 제거한다. 비디오카메라로 획득한 두 실영상을 이용하여 실험을 수행한 결과 가려진 물체를 복원한 새로운 비디오 영상을 생성할 수 있었다. Video Completion refers to a computer vision technique which restores damaged images by filling missing pixels with suitable color in a video sequence. We propose a new video completion technique to fill in image holes which are caused by removing an unnecessary object in a video sequence, where two objects cross each other in the presence of camera motion. We remove the closer object from a camera which results in image holes. Then these holes are filled by color information of some others frames. First of all, spatio-temporal volumes of occluding and occluded objects are created according to the centroid of the objects. Secondly, a temporal search technique by voxel matching separates and removes the occluding object. Finally. these holes are filled by using spatial search technique. Seams on the boundary of completed pixels we removed by a simple blending technique. Experimental results using real video sequences show that the proposed technique produces new completed videos.

사이코드라마에서의 포스트모더니즘적 의미 고찰

허미경 ( Mi Kyoung Heo ) 한국사이코드라마.소시오드라마학회 2007 한국사이코드라마학회지 Vol.10 No.2

역할극을 활용한 중학생 학교폭력 예방프로그램 개발 연구

허미경 ( Mi Kyoung Heo ) 한국사이코드라마.소시오드라마학회 2008 한국사이코드라마학회지 Vol.11 No.2

This thesis is to develop the school violence prevention program for the middle school students who have experiences of offender and victim in school violence through role play in which they can afford to understand various positions and to have an experience of solving the violence problems. The process of this study is carried out by the classes and one-time performance, considering the situation of school with a lot of restrictions of time and space. To do so, bibliographical study and analysis of the research materials are carried out, and also the professionals` advice is received. The study object is 1433 middle school students of 5 Middle Schools in U city. For them, the preparatory program is carried out from July 2008 to October 2008. And then, the analysis for the satisfaction degree of participation in the program and for the descriptive results of the school violence prevention education is carried out. Under the research above, the program of this study is made out on the basis of role-playing study model presented by F.R.Shaftel and G.Shaftel(1982). The courses of the program are as follows. The Introduction Course includes an introduction of the program. The Preparatory Course includes a facilitative activity, a situation setting of role play and its preparatory step. The Developing Course includes a selection of participants in role play, checking the audience`s readiness for the performance, a performance of the role play, a discussion and evaluation on the role play, and a performance steps of the revised role play. The final Concluding Course includes a step of sharing the experience and its generalization. In this program of this study, the participants are able to choose the various situations which may happen in their ordinary lives. This program gives a chance for the characters in stage and also the audience to participate in the program actively by the performance and discussion between the characters and the audience. And the facilitative activity which is able to heighten the coercive strength of the whole class is prepared.

사이코드라마 치료요인 척도 개발 및 타당화

허미경 ( Mi Kyoung Heo ) 한국사이코드라마.소시오드라마학회 2011 한국사이코드라마학회지 Vol.14 No.2

The purpose of this study is to develop Psychodrama Therapeutic Factors Scale and to test its validity. To begin with, therapeutic factors (emotional purification, fulfillment of desires, self- esteem, self-expansion, new perception and understandings and group moods and its interrelation) in 6 dimensional subgroups (emotion, perception, the self, desires, existence, and group) were derived and conceptualized by investigating domestic and international literatures and interviewing focus group. The focus group consists of 4 groups including over 10-year experienced experts in performing psychodrama and psychodrama society members who had over 250 hours in participating and over 5 times of main characters. Through 3 experts` consensus with me, 133 preparatory questions were devised, which were organized on the first draft of psychodrama therapeutic factors scale based on literature researches and interviews of focus groups. By proving validity of contents with the help of 5 experts concerning about 133 questions, the contents were revised and supplemented. As the result, 82 questions for preparatory investigation were chosen. The preparatory research was conducted in questionnaires by e-mail to attendee at national psychodrama workshops, annual meetings of societies or local institutes and to members of psychodrama society. To be analyzed, 193 answers were available. The proper number of factors was 5 in the dimension of statistical standards and interpretational possibility. As for getting factor structures, it was designed for Direct Oblimin and Principal Axis Factoring was conducted. After doing that some questions estimated to explain each factor were chosen and the total number of them was 67. To confirm 5 factor structures which was chosen in preparatory research, direct questionnaires were performed to attendee at national psychodrama workshops, annual meetings of societies or local institutes. In addition, validity tests were conducted to psychodrama club students in around 10 universities and graduate students majoring in counseling psychology. Analysis sources were 258 in total. Each 5 factor of psychodrama therapeutic factors scale in 9 questions were derived to be 45 questions in total. With the experiment of getting Chronbach`s α coefficient as to reliability on 45 questions, the whole reliability was .97 as high. For this, the interrelations were tested among established counseling therapeutic factors scale such as Group Counseling Therapeutic Factor Scale of Kivlighan et al. (1996), Therapeutic Factor Scale of Yoon, Seong Choel et al.(1997), Self-respect Scale of Rosenberg(1965), and Emotional Expression Scale developed by Kring et al.(1994). The overall correlation with group counseling therapeutic factors was .85 (p<.001) and that with therapeutic factors scale was .52 (p<.001), which means that there was a significant correlation. Furthermore, the overall correlation with self-respect scale was .41(p<.001) and that of emotion expression was .35(p<.001), which means that there was a significant correlation. Thus, it might be concluded that psychodrama therapeutic factors scale are tools to measure the efficiency of treatment more objectively after psychodrama.

미셸 푸코의 ‘자기 배려’에 대한 사이코드라마적 고찰

허미경 ( Heo Mi Kyoung ) 한국사이코드라마.소시오드라마학회 2018 한국사이코드라마학회지 Vol.21 No.1

The aim of this study is to suggest the directing point and conducting methods in psychodrama based on the analysis of the Foucault’s meaning of the “self-care” from the modern perspectives. Self-care in this study means taking interest and care of oneself by having a relationship with the self. Direction of psychodrama based on self-care is as follows. First, protagonist has to make interest and focus on oneself; he or she may meet oneself by employing the feeling of “here and now”. Second, protagonist must develop new self based on self-respect and self-worth and this process should be emotion-centered Third, protagonist must listen to oneself and make positive self-statement by positive self-conversation. Fourth, protagonist may bring out the experience of making new self by distancing from the self. Fifth, protagonist should not only express the general truth but also one’s mind. Last, director should be a role model in self-care practice.

자활사업 실무자에 대한 만족도와 동료지지가 여성 자활근로 참여자의 정서적 자활에 미치는 영향과 자아존중감의 매개효과 검증 : 대전지역 가사·간병사업 참여자를 중심으로

엄태영(Tae Young Um),김동기(Dong Ki Kim),허미경(Mi Kyoung Heo) 연세대학교 사회복지연구소 2008 한국사회복지조사연구 Vol.18 No.-

본 연구의 목적은 가사·간병 자활근로사업에 참여하는 여성들이 지각하는 자활사업 실무자에 대한 만족과 동료의 지지가 정서적 자활에 미치는 영향 및 이 둘의 관계에서 자활사업 참여자의 자아존중감의 매개효과를 검증하는 것이다. 연구대상은 대전지역 지역자활센터에서 가사·간병 자활근로사업에 참여하는 여성 155명으로서, 각 변인의 인과관계와 매개효과 검증을 위한 연구방법으로 구조방정식모형을 활용하였다. 연구결과, 자활사업 참여자의 자활사업 실무자에 대한 만족도는 참여자의 자아존중감에 통계적으로 유의미한 긍정적 영향을 미치고, 자아존중감 또한 정서적 자활에 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 그리고 자활사업 실무자에 대한 만족도가 직접적으로 정서적 자활에 유의미한 영향을 미치는 것으로 확인되어 결국 자아존중감은 부분매개효과를 가지는 것으로 검증되었다. 하지만 자활사업 참여 동료의 지지는 참여자들의 자아존중감에는 영향을 미치지 않고, 단지 정서적 자활에만 통계적으로 긍정적 영향을 미치는 것으로 나타나 동료지지의 정서적 자활에 대한 직접효과만 확인되었다. 본 연구는 자활사업의 주요한 목적이라 할 수 있는 자활사업 참여자들의 정서적 자활을 향상시킬 수 있는 정책 및 실천적 근거로 활용되어질 수 있다. This study analyses the relationship between Satisfaction about staff at the community self-help center, support of colleagues and emotional self-support, and mediation effect of self-respect of female participants in the self help program. The sample of this study consists of the participants of the self-help program at Dae jun who are female. the sample size of this study is 155. The Structural Equation Model(SEM) is used. The research results show that Satisfaction about staff has statistically significant meaning on the self-respect of participants, and the self-respect has statistically significant effect on emotional self-support. Also, Satisfaction about staff has significant effect on emotional self-support. After all, this study verifies that the self-respect is mediator between Satisfaction about staff and emotional self-support. But support of colleagues doesn t have statistically significant meaning on the self-respect of participants, just has directly significant effect on emotional self-support. This study discusses theoretical and practical implications for improving emotional self-support of participants in the self help program.