집단상담자 경력에 따른 집단상담 수퍼비전 교육내용 요구분석

이미선,권경인 한국상담학회 2009 상담학연구 Vol.10 No.2

This study recognizes supervision of group work educational need as to analyze according to careers of group workers. From the research which sees after investigating a territory and an educational contents, analyzed the group work supervision demand which follows the result in group worker career about group work supervision demand of the group worker. In order to realize this objective, group counseling was managed and need analysis was performed with 214 group workers. The analysis on a large scale about six kind educational contents territory and that subordinate contents, and group work supervision interaction level territory, the priority order of educational needs (importance X, back-calculated skillfulness X, expectations) was compared on the level of interactions of the supervision in group work, according to career levels of group workers and degree of educational needs was also compared through one-way ANOVA. As the result, as careers of group workers are higher, degree of educational need on educational contents of the supervision becomes lower gradually, and the reason why it becomes lower as careers of group workers are high, is they tend to recognize difference of skillfulness, rather than to recognize importance or expectations differently. However, they showed similar tendency on the priority order of educational need. That means, beginners, middle levels and skillful counselors group had high educational need commonly on ‘Group dynamics’ and ‘Intervention skill’ and relatively, educational needs on ‘Interaction and communication’ and Counseling plans and construction' was low as a whole. Also, as a result of needs analysis of subordinate contents of each level, they showed high tendency in ‘Difficult measurement of group dynamics’, ‘Various intervention methods in group dynamics’, ‘Negative or strong emotions’, ‘Trouble settling skill of group members’ and ‘Efficient facing’. On the other side, they showed low educational needs in ‘Proper distribution of group participation’, ‘Limitations of time-limited group and effective management’, ‘Understanding of compatible objects for works’, ‘Troubles between leader and co-leader’ and ‘An ethical dilemma’ relatively. However, there were some contents that the priority order of educational needs among beginners, middle levels and skillful counselor group, was different clearly, ‘Group members that don't have problems and refuse feedback’, ‘Time for the proper intervention and decision of the level’, ‘Connection of core problems of Here-Now and interviewee’ and ‘Understanding of matters hidden in a group’ were included herein. Finally, in case of needs of three levels of interaction in group work supervision, elementary counselors had high needs in the individual level and middle levels and skillful counselors had high needs in the group-as-a-system level and needs on the interpersonal level was low in all careers. 본 연구는 집단상담 수퍼비전 교육요구를 상담자들의 경력수준에 따라 분석하고자 하였다. 본 연구에서는 집단상담자들의 집단상담 수퍼비전 요구에 대한 영역과 교육내용을 조사한 후 그 결과를 집단상담자 경력에 따른 집단상담 수퍼비전 요구를 분석하였다. 이를 위해 집단상담을 운영 해 본 집단상담자 214명을 대상으로 요구분석을 실시하였다. 분석은 크게 여섯 가지 교육내용 영역과 그 하위내용, 그리고 집단상담 수퍼비전 상호작용 차원 영역에 대해 집단상담자들의 경력수준에 따른 교육요구(중요도×역산한 숙달도×기대수준)의 우선순위를 비교하고, 일원변량분석을 통해 교육요구도를 비교하는 절차로 이루어졌다. 그 결과, 집단상담자들의 경력수준이 높아짐에 따라 수퍼비전의 교육내용에 대한 교육요구도는 점차 낮아지고 있다. 하지만, 교육요구의 우선순위는 대체로 유사한 경향이 있음이 발견되었다. 초보, 중간수준, 그리고 숙련상담자 집단은 공통적으로 ‘집단역동’, ‘개입기술’ 영역에 대한 교육요구가 높았으며, 상대적으로 ‘상호작용 및 의사소통’, ‘상담계획 및 구조화’ 영역에 대한 교육요구는 대체로 낮은 경향이 있었다. 또한 각 영역별 하위내용들에 대한 요구를 분석한 결과, ‘어려운 집단역동의 대처’, ‘집단역동에 대한 다양한 개입방법’, ‘부정적이거나 강렬한 감정처리’, ‘집단원들 사이의 갈등처리기술’, ‘효율적 직면’, ‘전이감정의 인식 및 생산적 활용’ 등이 높은 경향이 있었다. 반면, ‘집단 참여의 적절한 분배’, ‘시간제한 집단의 한계 및 효율적 운영방법’, ‘작업을 위해 연결할 적합한 대상자 파악’, ‘집단 상담자와 코리더의 갈등’, ‘윤리적 딜레마’ 등에서 상대적으로 낮은 교육요구 경향이 있었다. 그러나 초보, 중간수준, 숙련 상담자 집단 간에 교육요구의 우선순위가 비교적 뚜렷하게 차이가 나는 내용들도 있었는데, ‘문제를 소유하지 않고 피드백을 거부하는 집단원’, ‘적절한 개입의 시기 및 수준의 결정’, ‘지금-여기와 내담자의 핵심문제 연결하기’, ‘집단 안에 숨겨진 안건 파악’, ‘집단 밖 문제를 상호작용 작업으로 전환’, ‘집단원이 말하거나 느낀 것의 심층적인 의미의 포착 및 반영’ 등이 포함되었다. 마지막으로 집단상담 수퍼비전 상호작용 세 가지 차원별 요구도를 보면 초보상담자는 개인차원, 중간수준과 숙련 상담자들은 집단전체 차원에 대한 요구도가 높았으며, 모든 경력수준에서 대인관계차원에 대한 요구도가 낮았다.

Educational Needs Assessment on School Consultant

진동섭,이재덕,허은정,이승호,김시영,임아란,위은주 한국교육개발원 2008 한국교육 Vol.35 No.3

This study investigates the prior educational needs of the teachers who have the experience as a school consultant or who have taken training courses for school consultants in terms of the thirty-two educational categories. The results of the analysis showed that the top ten categories of the teachers' most required needs for educational program included the categories of common elements, classroom teaching, and school administration. The educational needs for effective school administration were especially higher than any other needs. A further analysis showed that within the category of common elements, education for interpersonal skills were the most needed area. In cases of classroom teaching and school administration, lesson analysis technique and organization analysis technique were the most needed areas, respectively. Moreover, elementary school teachers than secondary school teachers, teachers than (vice) principals, and non-experienced teachers than experienced teachers, required more education for every category. We concluded that there should be a more emphasis on the school administration category in the school consultant educational program, and the courses of the program should focus on practical techniques. Finally, this study suggested that the school consultant educational program curriculum should be differentiated by the teachers' status, school levels, and consulting experiences. This study investigates the prior educational needs of the teachers who have the experience as a school consultant or who have taken training courses for school consultants in terms of the thirty-two educational categories. The results of the analysis showed that the top ten categories of the teachers' most required needs for educational program included the categories of common elements, classroom teaching, and school administration. The educational needs for effective school administration were especially higher than any other needs. A further analysis showed that within the category of common elements, education for interpersonal skills were the most needed area. In cases of classroom teaching and school administration, lesson analysis technique and organization analysis technique were the most needed areas, respectively. Moreover, elementary school teachers than secondary school teachers, teachers than (vice) principals, and non-experienced teachers than experienced teachers, required more education for every category. We concluded that there should be a more emphasis on the school administration category in the school consultant educational program, and the courses of the program should focus on practical techniques. Finally, this study suggested that the school consultant educational program curriculum should be differentiated by the teachers' status, school levels, and consulting experiences.

산모의 신생아 간호에 관한 교육요구도 조사

심규숙 ( Kyu Sug Sim ),고효정 ( Hyo Jung Kho ),임경희 ( Kyung Hee Lim ) 한국모자보건학회 2002 한국모자보건학회지 Vol.6 No.2

Objectives : This study was designed to compare the mothers' nursing educational needs at the time of discharge from those of 1 month later discharge to provide the basic data for the development of infant care educational programs. Methods : The subjects were consisted of 71 infant mothers who could be followed 1 month later. They were selected from a general hospital and an obstetric hospital in Daegu City. The tool used in this study was educational need scale developed by Seon-jeong Choe and it was modified by the researchers. The data were collected from February 7 to April 10, 2001. The first survey was done face to face interview at the time of discharge and the second one was done by mail. The data were analysed by descriptive statistics, mean, std deviation, paired t-test with SPSS 10.0. Results : The results of this study were as the followings; 1. The educational needs of mothers were higher at the time of discharge(3.19) than 1 month later(2.90) (t=5.808, p=0.000). 2. In each category and item, we could see the differences as following; infant care (t=7.014, p=0.000), feeding (t=3.106, p=0.003), disorder management (t=3.124, p=0.003), attachment between parents and infant(t=2.656, p=0.010), environment(t=3.961, p=0.000). As the above data show, the nursing educational needs were higher at discharge than 1 month later after discharge. However, in the unusual behavior category, the educational needs were high both at the time of discharge and 1 month later. The category showing the highest educational needs was unusual behavior part and the lowest was environment. 3. In the 18 questions among 37, some differences were observed. The questions which the mothers at the time they were discharged show the higher educational needs. 4. The questions showing the higher nursing educational needs were listed as the following (in order of high nursing educational needs) ; What can we do when infant has a breathing disorder, What can we do when infant has a seizure, What is the signal whin infant doesn't want to eat any more, What can we do when infant vomits continually, What can we do when infant doesn't defecate and the belly is going bigger and bigger. To the mothers 1 month later, the questions showing the higher educational needs were almost same as those of the mothers at the time of discharge. Conclusions : The nursing educational needs of the mothers at the time of discharge were higher than those of the mothers 1 month later. This means that the infant care programs at the time of discharge is very important. And there are some differences in the educational needs between the 2 types of time, but the disorder management and unusual behavior categories are showing high educational needs at the both time. So we need to let the mothers know about after 1 month educational programs when they take some programs at the time of discharge. This study might give some real data for the development of the infant care programs.

중등단계 직업교육에서의 발명·지식재산 교육내용에 대한 담당 교사의 교육요구도 우선 순위 분석

이상현,이찬주,이병욱 대한공업교육학회 2015 대한공업교육학회지 Vol.40 No.2

The purposes of this study were to analyze the property of educational needs of teachers for educational contents of invention and intellectual property in secondary vocational education and provide fundamental data for the development of job training programs so as to develop the capabilities of teachers, the base for effective education of invention intellectual property in secondary vocational education. To achieve them, educational needs for the educational contents of invention intellectual property and the priority of the educational needs in secondary vocational education based on the recognition of the teachers were analyzed and suggested. Concrete results of this study can be suggested as follows. First, the average of educational needs of the teachers for the educational contents of invention intellectual property in secondary vocational education was 5.02. There were 23 items of the educational contents whose educational needs were higher than the average of the whole items and for those items and the average of each item, there were F4(The average of patent applications) 6.72, F5(Modification and supplementation of specification sheets) 6.46, F2(Writing of patent floor plans) 6.39, F3(Writing of patent specification sheets and abstraction) 6.31, A5(Invention method and activity) 6.27, E6(Invention design project) 6.15, H3(Invention commercialization) 5.97, F1(Patent information and application) 5.90, E5(Design obligation) 5.78, E3(Designing process of inventional design) 5.77, A4(Invention and problem solving) 5.57, G2(Patent investigation and classification) 5.47, C2(Thinking method of inventional problem solution) 5.45, E4(Production of inventional design product) 5.45, B5(Inventional patent project) 5.42, A2(Creativity development) 5.26, C4(Inventional problem solving project) 5.26, H4(Invention marketing) 5.26, H2(Analysis on invention commercialization) 5.20, D4(Invention and management) 5.16, C3(Problem solving activity) 5.14, E2(Inventional design devise and expression) 5.11, B3(Actuality of inventional method) 5.08 in order. Second, for the priority of educational needs of the teachers for the educational contents of invention intellectual property in secondary vocational education, there were 13 items of the educational contents for the first rank, 10 for the second rank and 17 for the third rank. The items of the educational contents for the first rank were A4(invention and problem solving), A5(inventional method and activity), B5(Invention patent project), C2(Thinking method of inventional problem solution), C4(Inventional problem solving project), E3(Inventional design process), E4(Production of inventional design product), E5(Design obligation), E6(Invention design project), F1(Patent information and application), F2(Writing of patent floor plan), F3(Writing of patent specification sheet and abstract), and H3(Invention commercialization. The items of the educational contents for the second rank were A2(Creativity development), B3(Actuality of inventional method), C3(Problem solving activity), D4(Invention and management), E2(Invention design devise and expression), F4(Range of patent demand), F5(Modification and supplementation of specification sheet), G2(Patent investigation and classification), H2(Analysis on invention commercialization), and H4(Invention marketing). The items for the third rank were the educational contents except the ones of the first rank and the second rank. 본 연구의 목적은 중등단계 직업교육에서의 발명․지식재산 교육내용에 대한 교사의 교육요구도 우선 순위를 분석하여, 중등단계 직업교육에서의 발명․지식재산교육이 효과적으로 이루어 질 수 있는 토대가 되는 교원의 역량 개발을 위한 직무연수 프로그램 개발에 기초 자료를 제공하는 것이다. 이를 위해서 담당 교사 인식에기반한 중등단계 직업교육에서의 발명․지식재산 교육내용에 대한 교육요구도와 이러한 교육요구도의 우선 순위를 분석하여 제시하였다. 본 연구의 구체적인 결과를제시하면 다음과 같다. 첫째, 중등단계 직업교육에서 발명․지식재산 교육내용에 대한 담당 교사의 교육요구도 평균은 5.02로 나타났다. 교육요구도가 전체 평균보다 높은 교육내용 항목은23개이고, 이들 항목과 항목별 평균은 F4(특허 청구 범위) 6.72, F5(명세서 수정 및보충) 6.46, F2(특허 도면 작성) 6.39, F3(특허명세서와 요약서 작성) 6.31, A5(발명 기법과 활동) 6.27, E6(발명 디자인 프로젝트) 6.15, H3(발명품 사업화) 5.97, F1(특허 정보 및 출원) 5.90, E5(디자인 권리화) 5.78, E3(발명 디자인의 디자인 과정) 5.77, A4 (발명과 문제 해결) 5.57, G2(특허 조사 및 분류) 5.47, C2(발명 문제 해결 사고 기법) 5.45, E4(발명 디자인 제품 제작) 5.45, B5(발명특허 프로젝트) 5.42, A2(창의성 개발) 5.26, C4(발명 문제 해결 프로젝트) 5.26, H4(발명품 마케팅) 5.26, H2(발명품 사업성분석) 5.20, D4(발명과 경영) 5.16, C3(문제 해결 활동) 5.14, E2(발명 디자인의 발상과 표현) 5.11, B3(발명기법의 실제) 5.08 순으로 나타났다. 둘째, 중등단계 직업교육에서 발명․지식재산 교육내용에 대한 담당 교사의 교육요구도 우선 순위는 1순위에 해당하는 교육내용 항목은 13개, 2순위는 10개, 3순위는 17개로 나타났다. 1순위에 해당하는 교육내용 항목은 A4(발명과 문제 해결), A5 (발명 기법과 활동), B5(발명특허 프로젝트), C2(발명 문제 해결 사고 기법), C4(발명문제 해결 프로젝트), E3(발명 디자인 과정), E4(발명 디자인 제품 제작), E5(디자인권리화), E6(발명 디자인 프로젝트), F1(특허 정보 및 출원), F2(특허 도면 작성), F3 (특허명세서와 요약서 작성), H3(발명품 사업화)이다. 2순위에 해당하는 교육내용 항목은 A2(창의성 개발), B3(발명기법의 실제), C3(문제 해결 활동), D4(발명과 경영), E2(발명 디자인의 발상과 표현), F4(특허 청구 범위), F5(명세서 수정 및 보충), G2 (특허 조사 및 분류), H2(발명품 사업성 분석), H4(발명품 마케팅)이다. 3순위는 1, 2 순위를 제외한 교육내용이다.

노년기 교육요구 분석을 위한 이론적 틀로서 McClusky 노년교육요구의 적용 타당성 탐구

최수연(Soo Yeon Choi),최일선(Ilseon Choi) 한국노년교육학회 2022 노년교육연구 Vol.8 No.2

노인 인구 구성이 양적, 질적으로 변화됨에 따라 노년교육 프로그램의 다양성 확대와 질적 향상이 요구되고 있다. 이에 본 연구는 노인의 교육요구를 체계적으로 분석하기 위한 이론적 틀로서 McClusky의 노년교육요구의 적용 타당성을 검토하였다. McClusky는 노년기 교육요구를 대처의 요구, 표현의 요구, 공헌의 요구, 영향력의 요구, 초월의 요구로 제시하였다. 이러한 요구들은 전생애 발달에 기초한 교육학적 관점으로, 노년교육 프로그램이 노인의 요구를 포괄적으로 반영하고 있는지를 평가할 수있는 준거 틀로서의 의미가 있으며, 대만 및 다른 국가들의 노년교육 실천현장에서 이론적 기반으로 사용되고 있다는 점에서 가치가 있다. McClusky의 노년교육요구를 노년기 담론과 노년기에 대한 사회적 접근방식의 변화 측면에서 평가한 결과, 현 노년교육프로그램의 주요 관심인 대처와 표현의 요구뿐 아니라 공헌, 영향력, 초월의 요구의 중요성이 부각되고 있음을 확인하였고, 이에 다섯 가지 교육요구의 균형적 접근이 필요함을 주장하였다. 이와 함께 본 연구에서는 공헌, 영향력, 초월의 요구를 노년기에 대한 사회의 관점과 노인의 역할 변화를 반영하여 재평가하였다. As the elderly population grows and its dynamics change, there is an increasing demand for expanding the diversity of and improving the quality of old adult education programs. Therefore, as a theoretical framework for systematically analyzing the educational needs of the older adults, the applicability of McClusky's Educational Needs of the Ageing was examined. McClusky identified five educational needs: coping needs, expressive needs, contributive needs, influence needs, the need for transcendence. McClusky’s Educational Needs of the Ageing is an educational perspective based on life-span development, and it is a meaningful reference frame to evaluate the efficacy and comprehensiveness of an elderly education program. Through the evaluation of McClusky’s Educational Needs in terms of ageing discourse and changes in social approaches to old age, it was confirmed that while coping and expressive needs are the main focus of current old adult education programs, contributive, influence, and transcendence needs are equally important. Therefore, we argue that a balanced approach to the five Educational Needs is necessary. In addition, we re-evaluated the contributive, influence, and transcendence needs by reflecting on the evolution of societal perceptions on old age and role of the older adults.

2015 개정 실과 교육과정에 대한 예비교사의 교육요구도

이동원,김경태 한국실과교육학회 2016 한국실과교육학회지 Vol.29 No.2

This study was to search for the priority education contents through preliminary teachers’ educational needs in the 2015 revised practical arts curriculum. For this, we surveyed to target at B University of education second grade preliminary teachers. The results of the study were as follows. First, the result of educational needs in contents component, in home education area, we could confirmed high educational needs at ‘Childhood sexual development’, ‘Developmental characteristics of childhood’, ‘Prevention of life accidents’, ‘Relationships in me and family’ and ‘Safe food choices and cooking’. In the technology education area, we could confirmed high educational needs at ‘Self understanding and job search’, ‘Privacy and intellectual property protection’ and ‘The world of work and career’. Second, the result of educational needs focused on achievement standards, it was confirmed that there was no great difference with the result of educational needs in contents component. Based on the results, the conclusion of this study were as follows. First, at home education area, it is necessary to the training mainly information on the ‘Student development’, ‘The relationship between the family’ and ‘Safety’. Also it needs to be trained to recognize the importance of each contents in home education. Second, at technology education area, it is necessary to the training mainly information on the ‘Career information’ and ‘Information on intellectual property’. In particular technology area, the preliminary teachers importance was low more than home education area. Therefore, it needs to be trained enough the need and importance in technology education. 본 연구는 2015 개정 실과 교육과정에 대한 예비교사들의 교육요구도를 알아봄으로써 예비교사교육 단계에서 우선적으로 교육해야 할 만한 내용들을 살펴보고자 수행되었다. 이를 위하여 B교육대학교 2학년 예비교사를 대상으로 설문을 실시하였으며 설문의 결과를 분석한 결과는 다음과 같다. 첫째, 교육과정에 제시된 내용요소를 중심으로 교육요구도를 알아본 결과 가정 영역에서는 ‘아동기 성의 발달’, ‘아동기 발달의 특징’, ‘생활 안전사고의 예방’, ‘나와 가족의 관계’, ‘안전한 식품 선택과 조리’에 관한 교육적 요구가 높음을 확인할 수 있었다. 기술 영역에서는 ‘자기 이해와 직업 탐색’, ‘개인 정보와 지식 재산 보호’, ‘일과 직업의 세계’에 대한 교육적 요구가 높음을 확인할 수 있었다. 둘째, 교육과정에 제시된 성취기준을 중심으로 교육요구도를 알아본 결과 내용요소에 따른 교육요구도와 큰 차이가 없음을 확인할 수 있었다. 연구의 결과를 바탕으로 한 결론은 다음과 같다. 첫째, 가정 영역에서는 학생의 발달과 가족 간의 관계, 안전에 관한 내용을 중심으로 교육을 할 필요가 있다. 또한 가정 영역 개별 내용의 중요성을 인식할 수 있도록 교육할 필요가 있다. 둘째, 기술 영역에서는 진로관련 내용과 지식재산에 관한 내용을 중심으로 교육할 필요가 있다. 특히 기술 영역은 가정 영역보다 예비교사들이 인식하는 중요도가 낮다. 따라서 기술 교육의 필요성과 중요성을 충분히 인식 시킬 수 있는 교육이 필요하다.

McClusky 노년교육요구에 기초한 노인복지관 교육프로그램 분석

최수연,최일선,박민정 한국노년학회 2024 한국노년학 Vol.44 No.2

The purpose of this study is to analyze the educational programs of senior welfare centers based on McClusky’s Educational Needs of the Ageing to assess their coverage of various aspects of older adults’ needs. Programs were categorized by coping, expressive, contributive, influence, and transcendence needs. The analysis revealed a significant imbalance in program distribution across these categories, with expressive needs-related programs comprising the highest proportion(60.2%), followed by coping needs(30.6%), contributive and influence needs(8.1%), and transcendence needs(1.1%). Although there are variations among centers, a similar trend was observed. Looking at the main types of programs for each category of need, coping needs programs included digital literacy and exercise; expressive needs featured sports, music, art, and foreign languages; contributive and influence needs were met through volunteer work and leadership programs; and transcendence needs were addressed by well-dying programs. Changes in the socioeconomic landscape are increasing older adults' need for agency, social engagement, and productive contributions. It is necessary to rebalance educational programs that are biased towards coping and expressive needs with those that not only reflect these needs, but also explore the essential meaning of old age and continue to grow through self-integration. In addition, within each category of needs, diversity must be expanded to reflect the wider range of older adults.

재무교육 및 재무상담에 대한 소비자요구와 선호분석

성영애 ( Young Ae Sung ) 한국소비자학회 2012 소비자학연구 Vol.23 No.2

본 연구의 목적은 재무교육과 재무상담에 대한 요구도와 선호를 살펴보고 이에 영향을 미치는 요인을 살펴보는 것이다. 한국투자자교육재단에서 수집한 2008년도 펀드투자자조사를 이용하였는데, 이 조사에서는 11개의 주제영 역에 대한 재무교육 요구도와 재무상담 요구도를 4점 리커트 척도로 조사하였다. 2,530명을 대상으로 평균비교와 paired t-test, 분포도, 상관관계분석, 다중회귀분석 및 다항로짓 분석을 실시하였다. 주요결과는 다음과 같다. 첫째, 재무교육과 재무상담에 대한 평균 요구도는 4점 만점에 각각 3.32점, 3.18점으로 모두 높은 편이었고, 전체적으로나 각 주제영역별로나 재무교육에 대한 요구도가 재무상담에 대한 요구도보다 유의미하게 더 높은 편이었다. 둘째, 주제별 요구순위를 살펴보면 재무교육의 주제와 재무상담의 주제의 우선순위가 거의 동일하게 나타나고 있다. 노후설계방법에 대한 요구가 가장 높았고, 절세방법, 주택마련이나 부동산투자에 대 한 내용이 그 다음으로 요구가 높았다. 셋째, 재무교육에 대한 요구도에 영향을 미치는 요인과 재무상담에 대한 요 구도에 영향을 미치는 요인은 거의 유사하였다. 소비자의 연령, 교육수준, 혼인상태, 가구원수, 주거형태, 금융자산, 가계부채와 재무상담경험 등 여러 가지 요인에 따라 달라지는 경향이 있었다. 넷째, 전체적으로는 재무교육을 선호 하는 집단이 더 많았으나 각 세부영역별로 보면 교육과 상담에 대한 선호가 동일한 집단이 더 많았다. 소비자에 따 라 재무교육과 상담에 대한 선호가 나타나고 있는데, 재무교육을 선호하는 집단에 속할 가능성에 영향을 미치는 변 수는 연령, 금융자산 및 재무상담경험인 것으로 나타났고, 재무상담을 선호하는 집단에 속할 가능성에 영향을 미치 는 변수는 성별, 직업, 가구원수로서 영향을 미치는 변인이 상이하였다. Financial education and financial counseling are useful tools for improvement of financial capability and financial well-being. However, financial education and counseling have not only similarities but also differences in their goals, the relationships between the educators or counselors and clients, and their effects, Because of the differences, education may be more appropriate for some topics or some consumers while counseling may be better way for the other topics or consumers. The purpose of this study was to compare the needs for financial education and financial counseling in their subject areas. The results can give useful information on what subjects are needed by education and counseling. The results will also give the answer the question, "which is the better way between education and counseling for each subject and consumers with different characteristics?" The data of the study came from the 2008 Fund Investor Survey of Korea Investors Protection Foundation. Total number of the sample was 2,530 who lived in Seoul and 6 metropolitan areas of Korea. The sample was consisted of relatively large proportions of young, unmarried and high income consumers compared the census result. The need level was measured by 4 score Likert scale for 11 financial subject areas ; saving, fund investment, stock and bond investment, credit management, tax management, risk management, retirement planning, money preparation for business, real estate investment, income and expense management, and estate planning. For the statistical analysis, paired t-test, correlation, multiple regression analysis and multinomial logistic analysis were utilized using SPSS. The main results are as follows: The need levels for both education and counseling are high. The ranks of the topic needs for financial education and financial counseling are very similar. The education and counseling needs for retirement planning, tax management and real estate investment are the highest. But the need level for education is greater than that of counseling. For all topics, the need for education is greater than the need for counseling. This result implies that education can be more effective. The correlations between the needs for education and counseling are very high, which means that counseling need is also high if education need is high. Even though education need is generally greater than counseling need, counseling also may be more effective for some subject areas and for some clients. Credit management is an example topic for which counseling need is greater than other topics. The factors affecting the need for financial education are very similar with those affecting the need for financial counseling. Age, educational level, marital status, number of household members, home ownership, financial assets, debt and financial counseling experience are significant factors for both needs. The need is greater for the younger, educated and married persons with larger sized family, greater financial assets and debt, and financial counseling experience. The percentage of the consumer group that prefers financial education to counseling is the biggest in general whereas the percentage of the group with no preference is the highest for each topic. The factors influencing the preferences for education and counseling are different. The probability to belong to the consumer group who prefer for education is increased if the age of the consumers are over 50s, their financial assets are greater and they have no counseling experience. On the other hands, the probability to belong to the consumer group who prefer for counseling is higher for the consumer who is female, wage earner and living in a small family. This result shows that different consumer characteristics can be considered to plan the financial education and counseling.

사춘기 자녀를 둔 결혼이주여성의 부모교육 요구도에 양육태도와 양육효능감이 미치는 영향력

임현숙 한국콘텐츠학회 2017 한국콘텐츠학회논문지 Vol.17 No.12

This study figured out the influence of parenting attitudes and parenting efficacy on parents educational needs. Accordingly, it is for the purpose of being tried to establish a basic data for educational programs and intervention strategy to promote parenting attitudes and parenting efficacy for marriage immigration women. This is a study on descriptive correlation among 130 marriage immigration women with adolescent children. As the results of this study, parenting attitudes and parenting efficacy showed to be affected on the parents educational needs and had positive correlation(r=.248, p<.01). Receptive parenting attitudes and autonomous ones in the parenting attitudes had also positive correlation(r=.192, p<.05). It showed that the higher the excessive expectant parenting attitudes are, the higher the educational needs of social instruction are, and the higher the receptive parenting attitudes are, the higher the educational needs to understand growth development are. Also it showed that the lower the parenting efficacy is, the higher the social instruction and the educational need on growth for parents themselves are. The parents educational needs were high in the educational needs on learning, career instruction and education of effective communication. Based on the results above, this study hoped to develop structured education program develop for marriage immigration women and have more education opportunities for enhancing receptive parenting attitudes, autonomous ones and parenting efficacy. 본 연구의 목적은 부모교육 요구도에 양육태도와 양육효능감이 미치는 영향력을 파악하여 결혼이주여성들의 양육태도와 양육효능감 증진을 위한 교육프로그램 및 중재전략을 마련하는데 기초자료로 활용하고자 시도되었다. 본 연구는 사춘기 자녀를 둔 결혼이주여성 130명을 대상으로 한 서술적 상관관계 연구이다. 연구결과 양육태도와 양육효능감은 부모교육 요구도에 영향을 미치는 것으로 나타났으며, 양육태도와 양육효능감은 양의 상관관계(r=.248, p<.01)가 있었다. 양육태도에서 수용적 양육태도와 자율적 양육태도는 양의 상관관계(r=.192, p<.05)가 있었고 과잉기대적 양육태도가 높을수록 사회성지도 교육요구도가 높아지고, 수용적 양육태도가 높을수록 성장발달에 대한 이해 교육요구도가 높은 것으로 나타났다. 양육효능감이 낮을수록 사회성지도와 부모자신의 성장 교육요구도가 높은 것으로 나타났으며, 부모교육 요구도는 학습과 진로지도, 효과적인 의사소통의 교육에 관한 교육요구도가 높았다. 본 연구결과를 근거로 자녀 교육에 효과적인 수용적 양육태도, 자율적 양육태도와 양육효능감을 향상시키기 위한 결혼이주여성을 위한 체계화된 교육프로그램 개발 및 교육의 기회가 더욱 활성화되기를 기대한다.

유아기 자녀를 둔 결혼이민자 가정 어머니의 부모교육 요구에 관한 연구

김경옥 한국교원대학교 유아교육연구소 2014 한국유아교육연구 Vol.16 No.1

본 연구는 유아기 자녀를 둔 결혼이민자 가정 어머니의 부모교육 요구를 조사하고, 출신국가, 한국생활기간, 월평균 소득수준에 따라 어떠한지를 알아보는 데 목적이 있다. 출신국가에 따른 부모교육 요구를 범주별로 살펴본 결과, 유아의 습관형성 범주에서 유아의 문제행동을 고치는 방법, 어머니의 한국적응 범주에서 어머니의 한국어 교육, 어머니의 한국 문화에 대한 교육, 어머니의 스트레스 해소에 관한 내용, 한국의 가족관계 이해에 대한 교육에 유의한 차이가 있는 것으로 나타났다. 한국생활기간에 따른 부모교육 요구를 범주별로 살펴본 결과, 유아의 양육과 건강 범주에서 유아의 건강진단과 아플 때 간호하는 방법, 유아의 안전사고와 위급한 상황에 조치하는 방법, 유아의 영양에 대한 지식과 바른 식사습관을 갖게 하는 방법, 어머니의 한국적응 범주에서 어머니의 한국어 교육에 유의한 차이가 있는 것으로 나타났다. 월평균 소득수준에 따른 부모교육 요구를 범주별로 살펴본 결과, 유아의 양육과 건강 범주에서 유아의 건강진단과 아플 때 간호하는 방법, 유아의 발달 범주에서 유아의 성격과 사회성 발달에 관한 내용, 유아의 창의성 발달에 대한 내용, 부모와 유아간의 의사소통 범주에서 유아와 효과적으로 대화하는 방법, 유아가 다른 사람의 말을 귀기울여 듣는 태도를 갖게 하는 방법, 자녀교육 방법 범주에서 유아가 실생활을 통해 배울 수 있도록 가르치는 방법, 어머니의 한국적응 범주에서 어머니의 여가활동에 대한 정보 및 교육, 어머니의 직업에 대한 정보 및 교육에 유의한 차이가 있는 것으로 나타났다. The purpose of this study is to survey the need for parental education of the mothers of married immigrant families with young children and how it varies depending on country of origin, length of stay in Korea and monthly average income. To achieve the purposes as above, this study was carried out on the following research questions.1. What is the need for parental education of the mothers of married immigrant families with young children?2. How does the need for parental education of the mothers of married immigrant families with young children vary depending on variables?2-1. How does the need for parental education of the mothers of married immigrant families with young children vary depending on their country of origin?2-2. How does the need for parental education of the mothers of married immigrant families with young children vary depending on the length of stay in Korea?2-3. How does the need for parental education of the mothers of married immigrant families with young children vary depending on monthly average income?The subjects of this study are 123 mothers of married immigrant families with 3-5-year-old children going to the public․private kindergartens located in 17 cities and counties across Gangwon-do. Their countries of origin include China, the Philippines, Vietnam and Japan. As for a research tool, a questionnaire form ‘Need for Parental education’ made by Yoon, So-Young (2002) was modified and supplemented on the basis of the results of interviews with subjects for the purpose of this study. As for data processing, to find out the need for parental education of the mothers of married immigrant families with young children, frequency and percentage were calculated. Furthermore, to analyze the need for parental education of the mothers of married immigrant families with young children according to variables(country of origin, length of stay in Korea and monthly average income),  test was conducted. The results of this study can be summarized as follows. First, the need for parental education of the mothers of married immigrant families with young children was examined and as a result, the need for parental education of the mothers of married immigrant families with children is high in the following categories; how to take measures in emergency situations and safety accidents, knowledge on child nutrition and how to let children have proper eating habit in the category of child health and raising; information on brain development of children in the category of children development; how to effectively communicate with children in the category of communication between parents and children; how to correct the maladaptive behavior of children in the category of child habit formation; and information on married immigrant family support and how to use it in the category of mothers’ adaptation to Korea. Second, the need for parental education of the mothers of married immigrant families with young children depending on the variables - country of origin, length of stay in Korea and monthly average income - was examined. Based on the results, the following conclusions have been derived. 1. The need for parental education according to country of origin was examined by category and as a result, there are significant differences in how to correct the maladaptive behavior of children in the category of child habit formation; and Korean education for mothers, Korean culture eduction for mothers, information on how to relieve stress for mothers, education on understanding of family relationship in Korea in the category of mothers’ adaptation to Korea. Regarding how to correct the maladaptive behavior of children in the category of child habit formation, the need for parental education of the mothers from China and the Philippines turned out to be relatively higher than that of the mothers from Japan and Vietnam. Regarding Korean education for mothers in the category of mothers’ adaptation to Korea, the need for parental education of the mothers from Vietnam, the Philippines and Japan turned out to be relatively higher than that of the mothers from China. Regarding Korean culture education for mothers and education on understanding of family relationship in Korea, the need for parental education of the mothers from Vietnam and the Philippines turned out to be relatively higher than that of the mothers from China and Japan. Regarding information on how to relieve stress for mothers, the need for parental education of the mothers from Vietnam, the Philippines and Japan turned out to be relatively higher than that of the mothers from China.2. The need for parental education according to the length of stay in Korea was examined by category and as a result, there are significant differences in how to check children’s health and care for sick children, how to take measures in emergency situations and safety accidents of children, knowledge on child nutrition and how to let children have proper eating habit in the category of child raising and health; in Korean education for mothers in the category of mothers’ adaptation to Korea. Regarding how to check children’s health and care for sick children, how to take measures in emergency situations and safety accidents of children, knowledge on child nutrition and how to let children have proper eating habit in the category of child raising and health, the need for parental education of the mothers who stayed in Korea less than 6 years turned out to be relatively higher than those who stayed for more than 6 years to less than 9 years and those who stayed more than 9 years. Regarding Korean education for mothers in the category of mothers’ adaptation to Korea, the need for parental education of the mothers who stayed in Korea less than 6 years turned out to be relatively higher than those who stayed for more than 6 years to less than 9 years and those who stayed more than 9 years.3. The need for parental educat