자살시도 청소년과 자살 비시도 청소년의 자살생각에 영향을 미치는 경로 비교분석

홍나미(Na Mi Hong),정영순(Young Soon Chung) 한국아동복지학회 2012 한국아동복지학 Vol.- No.40

본 연구는 자살시도 청소년과 자살 비시도 청소년의 자살생각에 영향을 미치는 경로를 비교분석하였다. 복수모집단 동시분석 결과, 본 연구에서 설 정한 경로모형이 두 집단 모두에게 동일하게 적용될 수 있었으나 경로계수 는 집단 간 차이를 보였다. 부모학대와 또래 괴롭힘은 자살 비시도 청소년 의 자살생각에만 직접적인 영향을 미치는 변인으로 밝혀졌다. 반면에 짐이 되는 느낌과 절망감의 직접적 영향력은 두 집단 모두 유의미하였으나 좌절 된 소속감의 영향력은 유의미하지 않은 것으로 나타났다. 매개효과를 보면, 두 집단 모두 또래 괴롭힘이 짐이 되는 느낌을 매개로 자살생각에 간접적 인 영향을 상당히 미치는 것으로 나타났다. 반면에 자살 비시도 집단의 자살생각에만, 부모학대는 짐이 되는 느낌을 매개로, 짐이 되는 느낌과 좌절 된 소속감은 절망감을 매개로 간접적인 영향을 미치는 것으로 밝혀졌다. 이러한 연구결과는 자살시도 청소년과 비시도 청소년의 자살생각 예방 및 완화를 위해서는 집단 별로 차별화된 대책이 마련되는 것이 효과적임을 시사 해주는 것이다. The purpose of this study is to examine the pathways of factors that influence adolescent`s suicidal ideation of suicide attempters and non-attempters and to compare path coefficients between the two groups. Results from simultaneous analysis of multiple populations suggest that the path model was appropriate for both groups. However, significant differences in path coefficients were found. Parental abuse and peer victimization had direct effects on adolescent`s suicidal ideation only among the adolescent suicide non-attempters. Burdensomeness and hopelessness had direct effects on adolescent`s suicidal ideation, whereas thwarted belongingness did not have direct effects for both groups. Peer victimization appear to have an indirect effect through burdensomeness for both groups of adolescents. Only among the adolescent suicide non-attempters, parental abuse had an indirect effect on suicidal ideation through burdensomeness, and burdensomeness and thwarted belongingness had indirect effects on suicidal ideation through hopelessness. The results indicate that differentiated approaches are required to prevent suicidal ideation for adolescent suicide attempters and non-attempters.

청소년 자살생각에 대한 부모학대와 또래괴롭힘의 영향에서 대인관계내재화와 절망감의 매개효과

홍나미(Hong, Na-Mi) 한국사회복지학회 2012 한국사회복지학 Vol.64 No.1

본 연구는 청소년의 자살생각을 감소시키며 자살위험에 처한 청소년을 위한 개입방안을 모색하기 위하여 청소년 자살생각에 미치는 부모학대와 또래괴롭힘의 영향에서 대인관계내재화와 절망감의 매개효과를 살펴보았다. 연구결과, 부모학대는 매개변인을 통하여 청소년의 자살생각에 미치는 영향보다 직접적으로 자살생각에 미치는 영향이 더 큰 것으로 나타났다. 반면, 또래괴롭힘은 대인관계내재화와 절망감에 순차적으로 매개함으로써 청소년의 자살생각에 영향을 미치는 것으로 나타났다. 이러한 연구결과를 바탕으로 실천적 함의 및 후속연구에 대한 제언을 제시하였다. This paper designed a mediating pathways model on how parental abuse and peer victimization lead to the development of suicidal ideation through the mediating variables of interpersonal needs and a hopelessness. The development is sure to help reduce adolescent suicidal ideation and, in turn, seek for distinct mediating methods to help teens with suicidal ideas. To validate the suggested model, this paper administered a questionnaire to 768 students in their 10th, 11th and 12th grades of high schools in Incheon, and then analyzed the structural equation model before confirming the research hypothesis by adopting the tools of SPSS 17.0 and AMOS 18.0. The result clearly demonstrates that parental abuse is one of the most influential factors in developing suicidal ideation. Peer victimization, however, had no direct bearing on suicide ideation, only indirectly affecting through the mediating variable of interpersonal needs. In addition, peer victimization had indirect effects on suicidal ideation through a sequential intervention of variables from interpersonal needs to a hopelessness. Based on the above results, this research has following implications: First, this paper analyzed the mediating pathways of youth suicidal ideation resulting from parental abuse and peer victimization. The result could possibly help find preventive measures and effective mediating approaches to save the lives of young people at risk of committing suicide. Secondly, this study proved that the interpersonal needs, a relatively new concept hardly introduced in previous studies, is a significant predictive factor for suicide ideation, serving as an intervening variable of developing suicidal ideation among young people who have suffered parental abuse and peer victimization.

북한이탈여성의 자녀양육경험에 관한 근거이론접근

홍나미 ( Na Mi Hong ),이인정 ( In Jeong Lee ),김고은 ( Go Eun Kim ),박근혜 ( Keun Hye Park ),최여희 ( Yeo Hee Choi ) 한국사회복지연구회 2010 사회복지연구 Vol.41 No.1

학업중단 청소년의 학업복귀 과정에 관한 근거이론 접근

홍나미 ( Na Mi Hong ),신문희 ( Mun Hee Sin ),박은혜 ( Eun Hye Park ),박지현 ( Ji Hyun Park ) 한국청소년복지학회 2013 청소년복지연구 Vol.15 No.1

This study was to explore the experiences of school dropouts who undergo returning to academic course. Participants were 14 adolescents who experiences from dropout to returning to academy, they were individually face to face in-depth interviewed until data were saturated. The interviews were analysed according to the constant comparative method used in grounded theory. The study derived 78 concepts, 31 subcategories and 13 categories in open coding. In the axial coding, a paradigm model was proposed as follows: The central phenomenon was ``Overcoming difficulties of the school dropout``. The casual conditions were ``Experiencing severe psychological difficulties``, ``Social stigma considered as school dropouts``, and ``Wandering time``. The contextual conditions were ``Providing helpful concern and support``, and ``Looking back on the positive past``. The intervening conditions were ``Shaping a will by oneself``, and ``Getting the surrounding support such as human resources and information``. The action/interaction strategies were ``Making a practical direction about future``, ``Arranging surroundings``, and ``Preparing for returning to academy specifically``. The consequences were ``Positive returning to academy by effort``, and ``Difficulty regarding stable returning to academy``. A core category was ``Getting to restart be overcoming school dropouts`` in selective coding. Based on the core category, three types and 4 stages of the process of school dropouts who undergo returning to academic course. The types were ``Sustaining development type``, ``Struggling by oneself type``, and ``Maintaining the present status type``. Based on the results of this study, this thesis suggests the ways to provide services for helping school dropouts who try to return to academic course.

학교폭력 피해청소년과 가족 대상 실천적 지원방안 연구: 포커스 그룹 인터뷰를 중심으로

홍나미 ( Na Mi Hong ),박재연 ( Jae Yeon Park ) 한국청소년복지학회 2014 청소년복지연구 Vol.16 No.2

This study is aimed at finding practical methods to support school violence victims and their families through literature reviews and focus group interviews. As a result, the present conditions of supporting school violence victims are identified to be ‘focus on bullies punishment rather than victims,’ ‘lack of victims’ psychological support,’ ‘poor support for continuous aftereffect of school violence,’ ‘dependency on individual teacher’s competence,’ and ‘community support and limit.’ Second, the present conditions of supporting victims’ families are identified to be ‘economic burden caused by inadequate standard,’ ‘all family member’s hurt,’ and ‘lack of family support.’ To resolve those problems, this study proposes strategies as follows. First, strategies for school violence victims are ‘early intervention for school violence victims,’ ‘long-term strategies for relieving psychological pain,’ ‘empowering competence of teacher in charge,’ ‘necessity of community network and exchange,’ ‘integrated case management.’ Second, intervention strategies for victims family are ‘necessity of communication channel between school and parents,’ ‘guidance of how to cope with school violence,’ ‘suggestion for standard rule to identify school violence victim and compensation,’ ‘support for family counseling’ and ‘necessity of self-help group.’

지역아동센터 문화예술교육의 성과: 참여아동과 예술강사의 동반성장

홍나미 ( Hong Na Mi ),김시아 ( Kim Si Ah ),정익중 ( Chung Ick-joong ) 인하대학교 교육연구소 2020 교육문화연구 Vol.26 No.4

본 연구는 지역아동센터의 문화예술교육인 1%나눔 아트스쿨을 진행한 예술강사를 대상으로, 문화예술교육의 질적인 성과를 조명하고, 향후 발전방안을 모색하는 것을 목적으로 하였다. 이를 위해 지역아동센터 아동의 만족도가 높았던 1%나눔 아트스쿨 예술강사를 대상으로 FGI를 실시하고, 지역아동센터 문화예술교육을 통한 아동과 예술강사의 변화를 탐색하였다. 연구결과, ‘문화예술교육을 통해 자라는 지역아동센터 아동’, ‘문화예술교육을 통한 예술강사의 비상’, ‘아동과 예술강사의 동반성장’의 3개 범주, 8개 하위범주, 24개의 개념으로 도출되었다. 본 연구결과는 예술강사의 목소리를 통해 문화예술교육 참여아동과 문화예술교육을 이끌어 온 예술강사가 서로 소통하며 상호작용하는 경험에 주목하여 이들의 변화를 확인하였다는 점, 문화예술교육의 제공자인 예술강사와 아동의 동반성장에 초점을 맞추어 문화예술교육의 효과를 분석하였다는 점에서 차별화되며, 지역아동센터 문화예술교육의 가치를 입증하였다는 점에서 의의가 있다. 이상의 연구결과를 바탕으로 지역아동센터 문화예술교육의 방향과 확장을 위해 다양한 교육과정과 충분한 기간, 예술강사를 위한 지원, 문화예술교육의 사회적 효과 검증 등을 제안하였다. This study was conducted with art instructors who participated in the 1% Sharing Art School Program, as a arts and culture education in community child centers. It aims to illuminate the qualitative performance of arts and culture education and to seek future development plans for arts and culture education. To this end, FGI was conducted with arts instructors working for the 1% Sharing Art School Program, which had a high level of satisfaction with children at community child centers. This study explored shared growth of children and art instructors through arts and culture education at community child centers. As a result, 'children who grow up through arts and culture education in community child centers', 'the rising of art instructors through arts and culture education', and 'shared growth of children and art instructors', 3 categories, 8 sub-categories, and 24 concepts were derived. The results of this study have two differences from previous studies. First, through the voices of art instructors, the changes of children and arts instructors were confirmed by paying attention to the interactive experiences of children and arts instructors. Second, the effect of arts and culture education was analyzed by focusing on the shared growth of children and arts instructors. And it is significant in that it proved the value of arts and culture education in community child centers. Based on the results of this study, we suggested various curriculums, sufficient duration of education, support for arts instructors, and social impact evaluation of arts and culture education in order to expand arts and culture education of community child centers.

지역아동센터의 공공성 인식에 대한 포토보이스 연구

홍나미(Hong, Na Mi),정익중(Chung, Ick Joong),김시아(Kim, Si Ah),김지선(Kim, Ji Sun),강지원(Kang, Ji Won) 한국아동복지학회 2019 한국아동복지학 Vol.- No.67

본 연구는 지역아동센터 돌봄의 현장을 오랜 기간 동안 지켜온 시설장들의 인식을 통해 공공성의 의미를 탐색하고, 시설장들의 경험에서 발견된 지역아동센터의 공공성 개념을 도출하는 것을 목적으로 한다. 이를 위해 참여적 행동연구로 중요한 의미를 지닌 포토보이스 연구방법을 활용하였다. 연구결과 3개의 대주제와 11개의 하위주제가 도출되었다. 공공성의 시작, 지역아동센터 존재 의미는 ‘온 몸으로 품은 돌봄의 시간’, ‘소중한 이웃의 뜨거운 관심’이었다. 지역아동센터 공공성 핵심요소는 ‘투명성’, ‘개방성’, ‘체계성’, ‘책무성’, ‘방향성’, ‘참여성’으로 도출되었으며, 각 요소의 개념을 명료화하였다. 공공성을 갖춘 지역아동센터 상(像)은 ‘관계맺음을 통한 책임돌봄’, ‘일상을 유지하는 힘을 키우는 공간’, ‘공동체 안에서 성장하는 아이들의 안전망’으로 분석되었다. 연구 참여자들은 공공성에 대해 일방적인 주장을 하거나 외부의 사건에 휘둘렸던 모습에서, 공공성의 의미를 고민하고 주도적으로 공공성 개념을 이끌어내려는 변화를 보였다. 본 연구는 포토보이스 연구방법을 활용하여 지역아동센터 시설장들이 주체적이며 자발적으로 공공성의 의미를 파악하고 공공성의 개념을 재구성하였다는 점에서 의의가 있다. 본 연구를 통해 보다 많은 지역아동센터가 공공성에 대해 이해하고 공공성을 구체적으로 구현해 나갈 수 있기를 기대한다. The purpose of this study was to explore the meaning of publicness and to find elements of publicness through the experiences and perceptions of participants who have worked well in community child centers for a long time. Using photovoice, participatory action research method, 11 subcategories within 3 categories emerged. Under the first category, the beginning of publicness, and the meaning of the existence of community child centers, two subcategories were identified: “time of care provided wholeheartedly” and “valuable support from the community.” The second category was, the core elements of publicness in community child centers, which elicited “transparency,” “openness,” “structure,” “responsibility,”, “directivity,” and “involvement.” The concept of each element was clarified. The third category, the image of community child centers with publicness, included three subcategories: “responsible care through building relationships,” “space that grows the power to maintain daily lives of children,” and “safety net of children growing up in the community.” The participants changed from making one-sided claims about publicness or being swayed by external events to thinking about the meaning of publicness and taking initiative in deriving concepts of publicness. This study is meaningful in that participants actively and voluntarily grasped the meaning of publicness and reconstructed the concept of publicness by using a photovoice method. Through this study, it is suggested that care policies and services, including community child centers, can be improved, and that more centers understand and implement publicness.

위기청소년을 위한 청소년동반자 프로그램의 효과성 평가

홍나미 ( Na Mi Hong ) 극동대학교 사회복지연구소 2012 글로벌사회복지연구 Vol.2 No.2

부모방임이 다문화청소년의 학교적응에 미치는 영향에서 사회적 위축, 우울의 매개효과

홍나미(Hong, Na-mi),박현정(Park, Hyun-Jung) 한국복지실천학회 2017 한국복지실천학회지 Vol.8 No.2

The purpose of this study is to find practical implications for multicultural adolescents’ school adjustment, by analyzing the mediating effects of social withdrawal and depression on the effects of parents’ neglect on multicultural adolescents’ school adjustment. For this, using the fifth-year data of Multi-Cultural Adolescent Panel Survey by the National Youth Policy Institute, it was analyzed targeting total 1,348 people through the structural equation modeling. In the results of study, parents’ neglect had direct effects on multicultural adolescents’ school adjustment while both social withdrawal and depression partially showed mediating effects. In the path of having effects of parents’ neglect on multicultural adolescents’ school adjustment, social withdrawal and depression were mediated in order. Based on the study results, intervention and practice implications for multicultural adolescents’ school adjustment were suggested. 본 연구는 부모의 방임이 다문화청소년의 학교적응에 미치는 영향에서 사회적 위축과 우울이 매개효과를 갖는지를 분석하여 다문화청소년의 학교적응을 위한 개입방향을 모색하는 것이 목적이다. 이를 위해 한국청소년정책연구원에서 실시한 다문화청소년 종단 조사 초4패널 5차년도 자료를 활용하여 총 1,348명을 대상으로 구조방정식모형을 통해 분석하였다. 연구결과, 부모의 방임은 다문화청소년의 학교적응에 직접적인 영향을 미쳤으며, 사회적 위축과 우울은 모두 부분적으로 매개효과를 지니는 것으로 나타났다. 부모의 방임이 다문화청소년의 학교적응에 미치는 경로에서 사회적 위축과 우울에 순차 적으로 매개하는 것으로 나타났다. 이러한 연구결과에 주목하여 다문화 청소년의 학교 적응에 개입하기 위한 사회복지적 개입전략과 함의를 제시하였다.

코로나19 상황에서 지역아동센터 아동의 문화예술교육 참여경험

홍나미(Na Mi Hong),김시아(Si Ah Kim),정익중(Ick-Joong Chung) 한국문화교육학회 2021 문화예술교육연구 Vol.16 No.5

본 연구의 목적은 코로나19 상황에서 진행된 문화예술교육 성과를 아동의 목소리를 통해 확인하는 것이며, 이를 위해 코로나19가 지속되는 가운데 ‘1%나눔 아트스쿨’ 문화예술교육에 참여한 지역아동센터 아동의 경험과 변화를 조명하였다. 참여아동 25명을 대상으로 FGI를 실시하고, 지역아동센터 아동의 경험과 변화를 탐색하였다. 연구결과, ‘문화예술교육을 통한 아동의 성장’, ‘코로나19 속 문화예술교육의 도전’, ‘문화예술교육을 통한 공유가치’의 3개 범주, 6개 하위범주, 16개의 개념으로 도출되었다. 본 연구결과는 문화예술교육에 참여한 아동의 목소리를 통해 문화예술교육의 성과와 가치를 확인하였다는 점, 코로나19 상황에서도 피보팅 과정으로 변주된 문화예술교육에 꾸준히 참여한 아동의 경험에 주목하여 이들의 변화를 확인하였다는 점, 문화예술을 매개로 지역아동센터 아동이 지역사회 변화에 참여한 경험에 초점을 맞추어 문화예술교육의 성과를 분석하였다는 점에서 의의가 있다. 이상의 연구결과를 바탕으로 지역아동센터 문화예술교육의 의미와 방향성을 제안하였다. The purpose of this study was to confirm the results of culture and arts education conducted in the COVID-19 situation through children s voices. To this end, we highlighted the experiences and changes of children at the community child centers who participated in the 1% Sharing Art School program, as a culture and arts education. FGI was conducted with 25 participating children and the experiences and changes of children were explored. As a result of the study, it was derived from three categories, six subcategories, and 16 concepts: “Children s growth through culture and arts education,”“Challenge of culture and arts education in COVID-19,” and “Shared value through culture and arts education”. The results of this study are meaningful in that it confirmed the achievements and values of culture and arts education through the voices of children, it confirmed their changes by paying attention to the experiences of children who steadily participated in culture and arts education that has been transformed into the pivot process even in the COVID-19 situation, and it analyzed the results of culture and arts education by focusing on the experience of children participating in community changes through culture and arts. Based on the results of this study, the meaning and direction of culture and arts education at community child centers were proposed.