문제행동 예방 및 생활지도 능력 향상을 위한 교원의 역할 모델 개발
연구책임자 : 조 미 혜(인하대학교 사범대학장)
Ⅰ. 서 론 ····································································································· 1
1. 연구의 필요성 및 목적 ··············································································· 1
가. 연구의 필요성 ··························································································· 1
나. 연구의 목적 ······························································································· 2
Ⅱ. 이론적 배경 ························································································· 3
1. 문제행동의 원인 ··························································································· 3
가. 수면 부족 ··································································································· 3
나. 과도한 피로 ······························································································· 3
다. 난독증, 약시, 청각 장애 ········································································· 3
라. 부모-자녀간의 갈등 ················································································· 4
마. 친구, 교사와의 관계 ················································································ 4
2. 문제행동의 목적 ··························································································· 4
3. 학교생활 부적응 학생의 이해 및 상담개입 전략 ································· 6
가. 청소년의 학교생활 부적응 ····································································· 6
나. 학교생활 부적응 학생의 일반적 특징 이해 ······································· 6
다. 학교생활 부적응 학생의 유형별 특징 이해 및 효과적 상담지도
개입전략 ···································································································· 7
4. 학교폭력 문제의 이해 및 상담개입 전략 ············································· 12
가. 학교폭력의 이해 ····················································································· 12
나. 학교폭력 문제의 상담 개입 전략 ······················································· 16
5. 학교폭력관련 문제행동 및 생활지도 : 내재화 문제를 중심으로 ···· 23
* 우울한 학생 ································································································ 23
가. 정의 및 특징 ··························································································· 24
나. 문제의 이해 ····························································································· 25
다. 대응 및 지도방안 ··················································································· 27
* 불안한 학생 ································································································ 31
가. 정의 및 특징 ··························································································· 31
나. 문제의 이해 ····························································································· 31
다. 대응 및 지도방안 ··················································································· 33
Ⅲ. 연구방법 ····························································································· 39
1. 문헌 분석 및 사례 수집 ··········································································· 39
2. 현장포럼 개최 ····························································································· 39
3. 전문가 회의 ································································································· 40
4. 연구추진 일정 ····························································································· 41
Ⅳ. 연구결과 ····························································································· 43
1. 매뉴얼의 구성 및 내용 ············································································· 43
가. 문제행동 사례 제시 ··············································································· 46
나. 초기 대응방법 ························································································· 47
다. 문제행동 이해 ························································································· 48
라. 중・장기 대응방법 ················································································· 49
마. 예방교육 ··································································································· 50
바. 通선생의 비법 전수 ··············································································· 52
사. Q&A, 이럴 땐? 이렇게~! ······································································· 53
2. 문제행동 예방 및 생활지도 능력 향상을 위한 교원 매뉴얼 ············· 55
Chapter Ⅰ. 수업 중 문제행동 ··································································· 61
Chapter Ⅱ. 교사와의 갈등 ······································································· 121
Chapter Ⅲ. 학교 부적응(생활규정 위반) ·············································· 165
Chapter Ⅳ. 학교 폭력 ··············································································· 207
Chapter Ⅴ. 따돌림 ····················································································· 241
Chapter Ⅵ. 성폭력 ····················································································· 273
Chapter Ⅶ. 자살 및 약물 중독 ······························································· 313
Chapter Ⅷ. 미디어 중독 ··········································································· 377
참 고 문 헌 ···························································································· 411
영 문 초 록 ···························································································· 421
문제행동 예방 및 생활지도 능력 향상을 위한 교원의 역할 모델 개발
연구책임자 : 조 미 혜(인하대학교 사범대학장)
Ⅰ. 서 론 ····································································································· 1
1. 연구의 필요성 및 목적 ··············································································· 1
가. 연구의 필요성 ··························································································· 1
나. 연구의 목적 ······························································································· 2
Ⅱ. 이론적 배경 ························································································· 3
1. 문제행동의 원인 ··························································································· 3
가. 수면 부족 ··································································································· 3
나. 과도한 피로 ······························································································· 3
다. 난독증, 약시, 청각 장애 ········································································· 3
라. 부모-자녀간의 갈등 ················································································· 4
마. 친구, 교사와의 관계 ················································································ 4
2. 문제행동의 목적 ··························································································· 4
3. 학교생활 부적응 학생의 이해 및 상담개입 전략 ································· 6
가. 청소년의 학교생활 부적응 ····································································· 6
나. 학교생활 부적응 학생의 일반적 특징 이해 ······································· 6
다. 학교생활 부적응 학생의 유형별 특징 이해 및 효과적 상담지도
개입전략 ···································································································· 7
4. 학교폭력 문제의 이해 및 상담개입 전략 ············································· 12
가. 학교폭력의 이해 ····················································································· 12
나. 학교폭력 문제의 상담 개입 전략 ······················································· 16
5. 학교폭력관련 문제행동 및 생활지도 : 내재화 문제를 중심으로 ···· 23
* 우울한 학생 ································································································ 23
가. 정의 및 특징 ··························································································· 24
나. 문제의 이해 ····························································································· 25
다. 대응 및 지도방안 ··················································································· 27
* 불안한 학생 ································································································ 31
가. 정의 및 특징 ··························································································· 31
나. 문제의 이해 ····························································································· 31
다. 대응 및 지도방안 ··················································································· 33
Ⅲ. 연구방법 ····························································································· 39
1. 문헌 분석 및 사례 수집 ··········································································· 39
2. 현장포럼 개최 ····························································································· 39
3. 전문가 회의 ································································································· 40
4. 연구추진 일정 ····························································································· 41
Ⅳ. 연구결과 ····························································································· 43
1. 매뉴얼의 구성 및 내용 ············································································· 43
가. 문제행동 사례 제시 ··············································································· 46
나. 초기 대응방법 ························································································· 47
다. 문제행동 이해 ························································································· 48
라. 중・장기 대응방법 ················································································· 49
마. 예방교육 ··································································································· 50
바. 通선생의 비법 전수 ··············································································· 52
사. Q&A, 이럴 땐? 이렇게~! ······································································· 53
2. 문제행동 예방 및 생활지도 능력 향상을 위한 교원 매뉴얼 ············· 55
Chapter Ⅰ. 수업 중 문제행동 ··································································· 61
Chapter Ⅱ. 교사와의 갈등 ······································································· 121
Chapter Ⅲ. 학교 부적응(생활규정 위반) ·············································· 165
Chapter Ⅳ. 학교 폭력 ··············································································· 207
Chapter Ⅴ. 따돌림 ····················································································· 241
Chapter Ⅵ. 성폭력 ····················································································· 273
Chapter Ⅶ. 자살 및 약물 중독 ······························································· 313
Chapter Ⅷ. 미디어 중독 ··········································································· 377
참 고 문 헌 ···························································································· 411
영 문 초 록 ···························································································· 421