음악치료 인턴의 역량발전 경험과 그 요인에 관한 조사연구

김도현,황은영 한국음악치료학회 2020 한국음악치료학회지 Vol.22 No.2

The purpose of this study is to find out the factors that influence the development of competency in internships and the relationship between variables through the experience of music therapy interns. The subjects of the study were 71 graduates of the Graduate School of Music Therapy within one year of completing the internship. The experience of competency development in music therapy internships and the factors affecting them were investigated through the questionnaire. The results of the study are as follows. First, there were no statistically significant differences in competency development experience according to individual characteristics such as undergraduate major and institution type. Second, among the positive experience factors, ‘the feedback and emotional support of the supervisor’ and ‘intern his/her self’s efforts to solve problems’ showed a positive correlation with all areas of competency development experience. ‘Diverse education and collaboration with other experts’ showed a positive correlation with all three areas of professional competency development experience. ‘Clinical experience with clients’ showed a positive correlation with the development experience of clinical-based competency and music therapy-based competency. ‘The supportive relationship with colleagues’ showed a static correlation with the development experience of music therapy-based competency. Third, the negative experiences including ‘difficulties in social relations’ and ‘difficulties due to lack of expertise’, have shown positive correlation with some competency development experiences, but were not influential as the positive experience factors. This study presented the importance of the music therapy internship experience and basic materials for training by looking into the factors that influence the competency development experience of the music therapy intern and the relationship. It is also meaningful that these results provided data to develop education and training courses for music therapy intern. 본 연구의 목적은 음악치료 인턴십에서의 경험을 통해 음악치료 인턴의 역량발전 양상, 역량발전에 영향을 미치는 요인, 그리고 변인들 사이의 관계를 알아보고자 한 것이다. 연구 대상은 인턴십 이수 1년이내의 음악치료 대학원 수료생과 졸업생 71명으로 음악치료 인턴십에서의 역량발전 경험과 그에 영향을 미치는 요인을 설문지를 통해 조사하였다. 연구 결과는 다음과 같다. 첫째, 개인별 특성인 학부 전공과 인턴 기관 유형에 따른 역량발전 경험에는 통계적으로 유의미한 차이가 나타나지 않았다. 둘째, 긍정경험 요인 중 ‘슈퍼바이저의 피드백과 정서적 지지’와 ‘문제해결을 위한 자신의 노력’은 모든 영역의 역량발전 경험과 정적 상관을 보였다. 그리고 ‘다양한 교육과 타 전문가와의 협업’은 모든 영역의전문역량발전 경험과 정적 상관관계를 보였다. ‘클라이언트와의 임상경험’은 전문역량발전 경험 중 임상 기반 역량, 음악치료 기반 역량의 발전과 정적 관계를 보였으며 ‘동료와의 지지적 관계’는 음악치료 기반 역량발전과 정적 상관관계를 나타냈다. 셋째, ‘사회적 관계에서의 어려움’과 ‘전문성 부족으로인한 어려움’ 등 5개의 부정경험 요인은 몇몇 역량의 발전 경험과 정적 상관관계를 보였으나 긍정경험요인만큼 영향력이 크지 않았다. 본 연구는 음악치료 인턴의 역량발전 경험과 그 경험에 영향을 미치는 요인들을 알아보고 그 관계를 살펴봄으로써 음악치료 인턴십 경험의 중요성을 알 수 있었다. 이러한 결과를 통해 이후 음악치료 인턴의 교육과 훈련과정을 개발하기 위한 자료를 제공하였다는 점에서도 의의가 있다.

User Experience Validation Using the Honeycomb Model in the Requirements Development Stage

김능회 한국인터넷방송통신학회 2020 Journal of Advanced Smart Convergence Vol.9 No.3

Recently, the importance of user experience (UX) has been rapidly increasing. Its utilization is emphasized for development of systems, products, and services. User experience is widely used across industries including services, products, processes, society, and culture. Therefore, if it is unsatisfactory, it is likely to have a direct negative impact on the corresponding system, product, or service. The failure to analyze user experience causes significant damage to the project, which may lead to its failure or redevelopment; it is hence necessary to prioritize the verification of UX in the earliest stages of development. The requirements development stage, which is a preceding stage, is an appropriate stage for the verification of user experience because the identification of user needs is completed and prototypes can be implemented. In this paper, we proposed a systematic requirements development stage; it adds user experience verification activities to the requirements development stage, using the Honeycomb model, which is a widely used tool for verifying the overall UX. User experience verification was added to the existing requirements development activities, which consisted of three steps: model definition and requirements placement, discussions between external and internal stakeholders, and review by internal stakeholders. By easily validating the user experience through this systematic requirements development stage, we expect to minimize the damage to the project due to the failure of the user experience analysis and increase the possibility of success.

User Experience Validation Using the Honeycomb Model in the Requirements Development Stage

Kim, Neung-Hoe The Institute of Internet 2020 International journal of advanced smart convergenc Vol.9 No.3

Recently, the importance of user experience (UX) has been rapidly increasing. Its utilization is emphasized for development of systems, products, and services. User experience is widely used across industries including services, products, processes, society, and culture. Therefore, if it is unsatisfactory, it is likely to have a direct negative impact on the corresponding system, product, or service. The failure to analyze user experience causes significant damage to the project, which may lead to its failure or redevelopment; it is hence necessary to prioritize the verification of UX in the earliest stages of development. The requirements development stage, which is a preceding stage, is an appropriate stage for the verification of user experience because the identification of user needs is completed and prototypes can be implemented. In this paper, we proposed a systematic requirements development stage; it adds user experience verification activities to the requirements development stage, using the Honeycomb model, which is a widely used tool for verifying the overall UX. User experience verification was added to the existing requirements development activities, which consisted of three steps: model definition and requirements placement, discussions between external and internal stakeholders, and review by internal stakeholders. By easily validating the user experience through this systematic requirements development stage, we expect to minimize the damage to the project due to the failure of the user experience analysis and increase the possibility of success.

AHP기법을 활용한 지역관광개발사업 특화계획 우선순위 선정에 관한 연구

김사영(Sa Young Kim) 한국관광연구학회 2009 관광연구저널 Vol.23 No.3

The purpose of this study is to identify the priorities with respect to the specialization plan in the regional tourism development business. As a theoretical research, this study reviews the domain of the specialization plan, the segmentation of the development pattern, and the assessment system in the regional tourism development business. The data used in this thesis is collected from tourism development specialists. Through a preliminary investigation 220 lists of questions were distributed from May 13, 2008 to July 16, 2008 and from among them 91 lists were used. Expert Choice 11.5 was used to do pairwise comparisons and priorities assessment. Based upon the results of empirical analysis, the priority order sets of the specialization plan in the regional tourism development business should be related to the experience in tourism development, tourism attractions development, event tourism development, and shopping tourism development. The priority order sets of experience in tourism development should be related to the cultural experience, natural experience, sports experience, and industry experience. The priority order sets of tourism attractions development should be related to cultural heritage sites, famous site, natural sight site, drama set. The priority order sets of event tourism development should be related to cultural festivals, sports events, expositions, and exhibitions. The priority order sets of shopping tourism development should be related to traditional foods, local produce, traditional markets shopping, and industrial products.

지속된 학교폭력 피해경험이 청소년의 신체발달, 사회정서발달, 인지발달에 미치는 영향

김현숙 ( Hyeon Suk Kim ) 한국청소년복지학회 2013 청소년복지연구 Vol.15 No.2

The purpose of this study is to explore how persistent school violence victimization experience has an effect on youths` physical, socioemotional, and cognitive development. So, this study selected 470 objects who participated in the first, fourth, and seventh investigations selected from the first, fourth, and seventh additional data for children from Korea Welfare Panel Study. The key results are as followings. First, As observing youths` development level according to the groups between elementary school and milddle & high school, the depression & anxiety, attention, shrinking, delinquency and aggression changed in a positive direction, but the health status, self-esteem, school adjustment and academic achievement changed in a negative direction. Second, 301 objects(68.4%) of 470 ones had an experience in temporary school violence victimization at elementary, middle, and high school ages. Furthermore, 19 ones (4.3%) had an experience in persistent school violence. Third, persistent school violence victimization group showed negative development level in physical, socioemotional, and cognitive development than the group who didn`t have an experience in school violence or the group who had an experience in temporary violence. Physical development (health status), socioemotional development(self-esteem, depression & anxiety, attention, shrinking, delinquency, aggression) had a significant statistical difference among three groups. Fourth, persistent school violence victimization experience had a negative effect on youths` health status, self-esteem, depression & anxiety, attention, shrinking, and delinquency after grade, sex, incomes, and single-parent family or not were controlled. Especially, persistent victimization experience had more effects on youths` health status, depression & anxiety, shrinking, and aggression than temporary school violence victimization experience.

30-40대 직장인의 경력개발경험에 대한 현상학적 연구: 절정경험과 좌절경험을 중심으로

김영숙,왕은자 한국상담학회 2020 상담학연구 Vol.21 No.1

In rapid changing modern society, office workers need to develop their careers on their own initiative and interest of emotions in relation to individual's motivation and career construction is rising in career counseling. This study was intended to understand the career development experience of office workers by focusing on the peak experience and frustration experience with a new approach that emphasizes emotions in career counseling. 8 workers in their 30s and 40s who have more than 10 years of experience participated in phenomenological research. The results showed the peak experiences such as; ‘fall into work with fun and interest’, ‘discovering the self-existence at work’, ‘become a rudder of career development’, ‘expand capabilities centered on oneself’, ‘passing by regard as passing emotion’ and the frustration experiences such as; ‘come to a crisis of frustration with stress and shock’, ‘go through an ordeal’, ‘frustration experience becomes a turning point in career development’, ‘living own life accompany with frustration experiences’ And it was identified that the essential structure of peak experience was ‘finding oneself through an inner voice at work’ and the frustration experience was ‘facing oneself through an ordeal and training oneself in accordance with the realities of life’. With these findings, the significance of the description and meaning of peak experience and frustration experience in career development, relevance to career development, and implications of career development counseling were discussed, and limitations of this study and follow-up research were suggested. 변화가 급격한 현대사회에서 직장인은 자기 주도적으로 경력을 개발해야 할 필요성이 높아졌으며, 경력개발상담에서도 개인의 경력 동기나 의도와 관련하여 정서에 대한 관심이 높아지고 있다. 본 연구에서는 경력개발상담에서 정서를 강조하는 새로운 접근으로 절정경험과 좌절경험을 중심으로 직장인의 경력개발경험을 이해하고자 하였다. 10년 이상 경력의 30-40대 직장인 8명을 대상으로 현상학적 연구를 진행한 결과, 절정경험은 ‘흥미와 재미를 느껴 일에 빠져듦’, ‘일에서 자기존재감을 발견함’, ‘경력개발의 방향타가 됨’, ‘자기다움을 중심으로 역량을 넓혀감’, ‘순간의 감동으로 여기고 지나침’ 등으로 나타났으며, 좌절경험은 ‘스트레스와 충격으로 좌절의 위기를 느낌’, ‘좌절의 시련을 아프게 겪음’, ‘좌절경험이 경력개발의 전환점이 됨’, ‘좌절경험과 함께 살아감’으로 구성되었다. 이를 통해 절정경험의 본질적 구조는 ‘내면의 울림을 통해 일에서 보다 자기다움을 찾아감’이며, 좌절경험은 ‘시련을 통해 자기를 만나고 현실에 맞게 자기를 다듬고 성장함’으로 확인할 수 있었다. 이러한 결과를 바탕으로 직장인 경력개발에서의 절정경험과 좌절경험의 현상과 의미, 경력개발과의 관련성, 경력개발상담에의 시사점의 관점에서 의의를 논하고, 연구의 한계점과 후속연구를 위한 제언을 하였다.

한국대학의 교양교과목 개발의 실태와 방향성 고찰

이희용 한국교양교육학회 2012 교양교육연구 Vol.6 No.4

This article aimed to consider the development status of the convergent subject in General Education in korean university and its development direction. For this study, first, has this article examined the development necessity of the Liberal Arts for the convergent knowledge education and the convergent trend which has been spreaded in almost korean university. Then, have we examined lists of the convergent subject in General Education in korean university that have been developed and are developing in domestic and foreign universities up to date. And lastly, have we grasped the pros and cons of the developed convergent subjects in General Education and tried to propose its development principle and direction. This article focused on that we consider the development status of the developed convergent subjects in General Education then checked the present status of the convergent knowledge education which has become a indispensable task in university today. The convergent subjects in General Education have several characters and merits that will bring the positive educational effects in basic general education dimension. Firstly, have The convergent subjects in General Education provide the educational contents for several and balanced learning experience in order to train the talented person whom our society requires in the age of globalization. Secondly, can the convergent subjects in General Education carry faithfully out a role of basic and rational liberal arts course. Thirdly, have the convergent subjects in General Education he teaching-learning modelof experience-discussion-introspection to improve student’s learning ability. There, on the other hand, are demerits and difficulty to develop the convergent subjects in General Education in spite of that to study and development of them take a great deal of time. In order to develop the proper Convergent Liberal Arts must there be the right development principles and direction. Above all, must the convergent knowledge education and the development of the convergent subjects in General Education focus on the building up of students’s basic capability and the development of their’s real ability. I think that participation of student as the educational subject is what will make or break the convergent knowledge education. 본 연구는 2012년 11월 현재까지 국·내외 대학들에서 개발된 또는 추진되고 있는 융복합 교양 교과목들의 실태를 파악하고, 그 교과목들의 장단점을 점검하기 위한 것이다. 더 나아가 앞으로 융복합 교양 교과목들을 좀 더 바람직하게 개발할 수 있도록 개발원칙을 제시하는 것이다. 개발된 융복합 교양교과목들의 현황을 살펴봄으로써 지식융합 교육의 현주소를 점검하려는 것은 융복합 교육을 위한 선결조건이 아닐 수 없다. 융복합 교양 교과목의 개발 현황은 교양차원에서 융복합 지식교육의 수준과 지식산업 사회에서 교양교육의 역할을 점검할 수 있는 하나의 중요한 바로메타가 될 것이다. 융복합 교양교과목들은 지식산업 사회에서 필요로 하는 지식을 스스로 창출하고 활용해야 하는 비판적이고 종합적인 사고능력과 창의적인 상호 소통능력의 배양을 담보할 수 있어야 하기 때문이다.

연구 참여 경험을 통한 과학 교사의 전문성 발달 과정 탐색

백인영 ( In Young Baik ),김희백 ( Heui Baik Kim ) 한국과학교육학회 2011 한국과학교육학회지 Vol.31 No.5

본 연구는 첨단과학 교사연수센터에서 실시한 교사 연구경험(Research Experience for Teachers, RET) 프로그램에 참여한 세 명의 과학 교사들을 대상으로 한 사례 연구이다. 교사들은 RET 프로그램이 진행되는 6개월 동안 과학자의 연구실에서 실험 수행 경험을 하였으며, 이 경험을 토대로 학교에서 적용할 수 있는 교수 자료를 개발하였다. 교수법적 내용 지식(Pedagogical Content Knowledge, PCK)을 교사가 전문성을 갖추기 위해 가져야 할 지식으로 규정하고, RET 프로그램을 경험한 후에 나타난 교사들의 전문성의 변화와 그들의 전문성 발달에 영향을 미치는 요인을 탐색하였다. 3명의 참여 교사들은 RET 프로그램에 참여함으로써 과학 교수 지향, 과학 지식, 학생 지식, 교수 지식, 그리고 자원 지식과 같은 PCK 요소들의 통합된 발달을 보였다. RET 프로그램을 통해서 발달한 PCK 요소들은 학교에서의 교수 실행에 반영되었으며, 시간이 지날수록 교사들이 자신의 PCK 발달을 더욱 명확히 인식하는 것으로 나타났다. 이는 참여 교사들이 RET 프로그램을 통해서 진정한 맥락인 과학자의 연구실에서‘합법적인 주변 참여’를 통해서 학습했기 때문에 실제 과학의 과정을 알 수 있었으며, 교수 자료를 개발하는 동안에 새롭게 발달한 PCK 요소들과 교사가 이미 가지고 있던 PCK의 통합으로 그들의 PCK가 학교 현장의 실행으로 이어지도록 발달하였기 때문이다. 한편 참여 교사들에 따라서 전문성 발달 요소와 양상에 차이가 있었는데, 이는 RET 프로그램에 참여할 때 교사들이 가진 목적이나 그들이 가지고 이미 가지고 있던 PCK의 차이에 기인한 것으로 파악되었다. 본 연구는 연구 경험 제공을 통한 과학 교사들의 전문성 발달 프로그램 개발에 의미 있는 시사점을 제공할 수 있을 것으로 보인다. This case study focused on three science teachers who participated in the Research Experience for Teachers (RET) program conducted by the Center for Bridging Advanced Science and Education (CBASE). The RET program provides opportunities for participants to experience experimentations in a science laboratory for six months, enabling teachers develop teaching materials based on their experience from the RET program. The purpose of this study was to explore how the teachers had developed their professionalism through participation in the program and which factors promoted the professional development of science teachers. In this research, we defined pedagogical content knowledge (PCK) as the required knowledge for teachers to develop for their professional development. As a result of the RET program, all three participants showed integration of PCK elements: orientation to teaching science, knowledge of science, knowledge of students, knowledge of teaching, and knowledge of sources. The PCK elements which had been developed by the RET program were applied in school context and the teachers`` belief became clear and strong. The teachers were able to understand the process of authentic science as they learned it from ``legitimate peripheral participation`` in the authentic research context. They also showed dynamic integration between newly established elements of PCK by reflecting on the school context while developing the teaching materials. The professional development of each teacher was different depending on the purpose and PCK, which participants had already possess. This study will provide meaningful implication for the development of professional development program for science teachers based on research experience.

중학생의 여가경험이 사회성 발달 및 학교생활 적응에 미치는 영향

심상신(Shim, Sang-Shin),안재빈(Ahn, Jae-Bin),김량영(Kim, Yang Young) 한국체육과학회 2011 한국체육과학회지 Vol.20 No.5

The purpose of this study is to examine the influence of leisure experiences on the adaptation to school life and sociality development of middle school students. The objects of study are a total of 274 middle students attending to three different schools in the Gyeonggido Province. There used as data and studied. These questionnaires were used as a research tool. By applying SPSS WIN 17.0. First, there is not statically a significant difference on leisure experiences between the different genders and ages. There is not statically a significant difference on sociality development. When it comes to adapting to school life it shows that there is statically a difference in friendship relationships. Second, after studying the effects of leisure experience on the sociality development, it shows that it has positive influence on responsibility in the factors of recognition of a sense of effectiveness, social relationships. It shows that statically that the relationship between leisure experience and autonomy has not influence. There is a positive influence in emotionality in the factors of self-confidence, social relationships. Also in activity it has a positive influence in the factors of recognition of a sense of effectiveness, self-confidence. The effects of leisure experience on power of control are positive in the factors of recognition of a sense of effectiveness, social relationships. The effects of leisure experience on sociability are also positive in the factors of recognition of a sense of effectiveness. Third, after studying the effects of leisure experience on adapting to school life, it shows there to be a positive effect on relationships with teachers in the factors of recognition of a sense of effectiveness. It shows statically that the relationship between leisure experience and friendships has a positive influence. The effects of leisure experience on school classes are also positive in the factors of recognition of a sense of effectiveness, social relationships. Fourth, after studying the effects of sociality development on adapting to school life, it shows there to be a positive effect on relationships with teachers in the factors of responsibility, activity, Power of control. The effects of sociability development on friendships are positive in the factors of responsibility, activity, power of control, sociability. The effects of sociality development on school classes are also positive in the factors of responsibility, activity.

무형식학습을 통한 리더십 역량 개발

김도연 한국직업교육학회 2014 職業 敎育 硏究 Vol.33 No.6

The purpose of this study is to discover the attributes of developmental workplace experiencesand explore what competencies are mainly developed through informal learning. This researchutilized the critical incident technique as its major data collection method. A content analysis ofthe collected interview data was performed, and a thematic analysis was also conducted as amajor technique for pinpointing, examining, and recording patterns within the data. It was foundthat developmental workplace experiences had common attributes such as learning, adjustment,creation and innovation, problem‐solving, and the maintenance of relations. These attributesappeared to play the role of activity goals of developmental workplace experiences and drivingforces for competency development. Based on the attributes, developmental workplaceexperiences were classified into five activity areas: learning activity, adjustment activity,innovation and creation activity, problem‐solving activity, and relation-maintenance activity. Competencies developed by each type of work experience were identified. It was found that thecompetency developed most through workplace experiences was ‘influence’ competency, whichrepresents desire for power. Workplace experiences developed almost every type of competencyexcept ‘achievement‐orientation’ and ‘transformational leadership’. By experience area, thedeveloped competencies are as follows: ‘Team leadership’, and ‘the development of others’ weredeveloped through adjustment activities, while ‘teamwork and cooperation’, ‘impact and influence’,‘imitativeness’, and ‘conceptual thinking’ were developed through creation and innovationactivities. In addition, ‘consistency of speech and action’, ‘concern for order, quality and accuracy’,‘impact and influence’, and ‘self -confidence’ were developed through problem‐solving activities,and ‘impact and influence’, ‘self-control’, ‘organizational awareness’, and ‘customer serviceorientation’ were developed by relation-maintenance activities. One contribution of this study isthat it identified the five common attributes of developmental workplace experiences andexplained the reason why a specific type of experience promotes competency development morethan other types. Another contribution of this research is that it derived experiential grounds foridentifying the types of workplace experiences promoting specific competencies through revealingcompetencies developed by each type of workplace experience. 본 연구의 목적은 다른 경험에 비해 역량개발이 잘 일어나는 일터경험의 속성을 밝히고, 기업 관리자의 무형식학습을 통해 어떤 역량이 주로 개발되는지를 탐색하는 것이다. 이를 위해, 중요사건기법을 활용하여 고성과관리자인 임원들에게 면담을 실시하였다. 수집된 자료는 내용분석기법을 통해 분석하였으며, 면담 자료에서 테마를 도출하는 테마분석 기법을 활용하여 개발된 역량을 코딩하였다. 수집된 일터 경험들에 배우기, 적응하기, 창조와 혁신, 문제해결, 관계유지라는 속성이 내재되어 있음을 발견하였는데, 이 속성들이 역량개발의 동인 역할을 하는 것으로 밝혀졌다. 이러한 속성을 기준으로 하여, 이러한경험들을 학습활동, 적응활동, 혁신 및 창조 활동, 문제해결 활동, 관계유지 활동의 다섯 영역으로 분류하였다. 일터경험을 통해서 대부분의 역량이 개발되었으나, 성취지향성과 변화리더십의 두 역량이 개발된 사례는 나타나지 않았다. 일터경험을 통해 가장 빈번하게 개발된 역량은 권력 욕구를 나타내는 역량인 영향력 역량인 것으로 드러났다. 학습활동 영역에서는 코칭, 모델링 등의 ‘내용’과 관련된 역량이 향상되었고, 더불어 자기확신과 자기개발 역량이 공통적으로 개발되었다. 적응활동 영역 중에서 환경변화 적응 사례를 통해서는 유연성, 개념적 사고, 관계형성 역량이 개발되었으며, 직무상의 변화 적응 경험을 통해서는 팀리더십과 타인육성 역량이주로 개발되었다. 창조 및 혁신 활동인 프로젝트 활동을 통해서는 팀웍과 협력, 영향력, 주도성, 개념적 사고가향상되었다. 문제해결 활동 영역에서는 언행일치, 질서・품질・정확성에 대한 관심, 영향력, 자기확신 등이 향상되었다. 관계유지 활동에서는 조직인식, 영향력, 자기조절, 고객지향성이 개발되었다. 본 연구는 무형식학습을 통한 학습내용의 습득을 역량개발이라는 틀로 조망하는 새로운 관점을 제공함으로써 역량기반 인적자원개발의 기반지식을 구축하였다는 학문적 의의가 있다. 또한, 직무설계와 순환 근무 등을통해 핵심 관리자를 육성하고자 하는 조직에 풍부한 경험적 지식을 제공하였다는 실무적 의의가 있다.