This study aims to analyze the actual management condition, achievement, and improvement requirement of attentive student groups according to the awareness on student emotion & behavioral characteristic test and the following results, by distributing the questionnaire to the total 108 of nurse teach...
This study aims to analyze the actual management condition, achievement, and improvement requirement of attentive student groups according to the awareness on student emotion & behavioral characteristic test and the following results, by distributing the questionnaire to the total 108 of nurse teacher, professional counseling teacher, and others in different teaching positions in 102 middle schools in Jeollanamdo province out of 250 in total, and to analyze the need for the effective management and present the alternative.
Research material is processed through the analysis of frequency and cross analysis process, for figuring out the difference according to the general characteristics.
The research result for this study follows below:
Firstly, the awareness of the people in charge of student emotion and behavioral characteristic test is adequate in test hours, test time, and test frequency however, is not adequate into the AMPQ-Ⅱ test tools due to the contaminant degree by self-reporting type tests. Also, it showed that the students expect a higher rate of responses in concerns, considerations, emotion, suicide, and problems with friends out of emotional behavior sources, therefore the prevention program not only for the attentive groups but for the common students is recommended. And it is analyzed that the effort of school is required for minimizing the professional conflicts, for the people in charge feel difficulty in work assignment.
Secondly, there has been a meaningful result for the actual management condition of attentive groups according to the awareness on student emotion & behavioral characteristic test, that private schools are more active in further consultation than public schools, and the analysis result showed that some modification on test environments and question is required, based on the reason of changed number of students in attentive groups which was 'different from the past month' or 'failed to understand the question'. Also, the people in charge of the attentive group management noted the confidentiality is superb, whereas the main reason for students and parents to be inactive in associating with professional organizations was about 'the fear of confidential information spread through schools and surroundings', showing the difference. Especially it had been analyzed that the professional organization association is limited by changing years and lack of counseling time which makes it difficult to perform a continuous consultation, when it is not recommended to finish in short terms.
Thirdly, the people in charge perceived that family of the students and school show more attentions toward the students in attentive groups, with the increased interests in emotional behavior issues as the result of student emotion & behavioral characteristic test system. For the improvement requirement, the modification on the risk questions of AMPQ-Ⅱ test tools and self-reporting test type is required. And it had been also analyzed that the standardized program management for the attentive groups in middle schools while improving the short-term professional organization association, and the practical support measures nationwide are required.
Therefore based on the result, it shows that the internal management of the attentive groups in school should be strengthened, which are not associated with the professional organization by the development in new test tools for building higher reliability of student emotion & behavioral characteristic test, provision of the standardized program from the ministry of education are required, and program operation focused on Wee class. Lastly, it is also suggested that the continuous student emotional behavior cooperation organization is executed in the local levels.
Keywords: Student emotion & behavioral characteristic test,
Actual management condition of the attentive groups, Improvement requirement.
This study aims to analyze the actual management condition, achievement, and improvement requirement of attentive student groups according to the awareness on student emotion & behavioral characteristic test and the following results, by distributing the questionnaire to the total 108 of nurse teacher, professional counseling teacher, and others in different teaching positions in 102 middle schools in Jeollanamdo province out of 250 in total, and to analyze the need for the effective management and present the alternative.
Research material is processed through the analysis of frequency and cross analysis process, for figuring out the difference according to the general characteristics.
The research result for this study follows below:
Firstly, the awareness of the people in charge of student emotion and behavioral characteristic test is adequate in test hours, test time, and test frequency however, is not adequate into the AMPQ-Ⅱ test tools due to the contaminant degree by self-reporting type tests. Also, it showed that the students expect a higher rate of responses in concerns, considerations, emotion, suicide, and problems with friends out of emotional behavior sources, therefore the prevention program not only for the attentive groups but for the common students is recommended. And it is analyzed that the effort of school is required for minimizing the professional conflicts, for the people in charge feel difficulty in work assignment.
Secondly, there has been a meaningful result for the actual management condition of attentive groups according to the awareness on student emotion & behavioral characteristic test, that private schools are more active in further consultation than public schools, and the analysis result showed that some modification on test environments and question is required, based on the reason of changed number of students in attentive groups which was 'different from the past month' or 'failed to understand the question'. Also, the people in charge of the attentive group management noted the confidentiality is superb, whereas the main reason for students and parents to be inactive in associating with professional organizations was about 'the fear of confidential information spread through schools and surroundings', showing the difference. Especially it had been analyzed that the professional organization association is limited by changing years and lack of counseling time which makes it difficult to perform a continuous consultation, when it is not recommended to finish in short terms.
Thirdly, the people in charge perceived that family of the students and school show more attentions toward the students in attentive groups, with the increased interests in emotional behavior issues as the result of student emotion & behavioral characteristic test system. For the improvement requirement, the modification on the risk questions of AMPQ-Ⅱ test tools and self-reporting test type is required. And it had been also analyzed that the standardized program management for the attentive groups in middle schools while improving the short-term professional organization association, and the practical support measures nationwide are required.
Therefore based on the result, it shows that the internal management of the attentive groups in school should be strengthened, which are not associated with the professional organization by the development in new test tools for building higher reliability of student emotion & behavioral characteristic test, provision of the standardized program from the ministry of education are required, and program operation focused on Wee class. Lastly, it is also suggested that the continuous student emotional behavior cooperation organization is executed in the local levels.
Keywords: Student emotion & behavioral characteristic test,
Actual management condition of the attentive groups, Improvement requirement.
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