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NTIS 바로가기한국가정관리학회지 = Journal of Korean Home Management Association, v.26 no.2 = no.92, 2008년, pp.13 - 24
The aim of the present study was to develop a cognitive-behavioral group therapy program for social anxiety in Korean adolescents and to examine its efficacy through pre-, post- and 2-year follow-up tests. The program included cognitive restructuring, exposure training and social skills training. KS...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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아동 및 청소년기 사회불안장애는 어떤 요인과 관계가 있는가? | 이러한 아동 및 청소년기 사회불안장애는 학업 성취 부진, 낮은 자존감, 외로움과도 관계가 있으며(Van Ameringen et al., 2003; Woodward & Fergusson, 2001) 이후 다른 주요 우울장애, 물질 남용, 자살 시도와도 연관이 있다(Costello et al., 2004; Stein et al. | |
사회불안 아동 및 청소년이 두려워하는 사회적 상황은 무엇인가? | 사회불안 아동 및 청소년들은 거의 매일 이러한 고통스러운 사회적 상황들을 경험하고 있으며 이들 대부분은 학교에서 일어나는 것으로 보고하고 있다(Beidel, 1991). 특히 이들에게 가장 두려운 사회적 상황은 “또래들 앞에서 말하기”이며(Hofmann et al., 1999) 이 밖에 수업 중 큰 소리로 읽기, 음악 또는 체육 활동 수행하기, 또래 간 대화 시작하기와 끼어들기, 성인에게 말하기, 칠판에 나가 쓰기 등이 있다(Beidel et al., 1999). | |
사회불안의 기제를 인지적 모형과 행동적 모형으로 나누어 설명하면? | 사회불안의 기제는 크게 인지적 모형과 행동적 모형으로 나누어 설명된다. 인지적 모형에 따르면 자신과 자신의 사회적 수행에 대해 왜곡된 판단을 내리는 인지 과정으로 인해 사회불안이 야기된다고 본다(Beck et al., 1985; Clark & Wells, 1995; Rapee & Heimberg, 1997; Spence et al., 1999). 즉, 자신과 자신의 수행에 대한 부정적인 사고와 기대가 불안을 초래한다는 것이다. 더욱이 불안의 경험은 사회적 기술을 효과적으로 사용하지 못하도록 함으로써 적절한 사회적 수행을 방해한다(Cartwright-Hatton et al., 2003). 한편 행동적 모형에 따르면 사회적 기술 결핍으로 인해 사회적 상황에 실패함으로써 불안이 야기되며 이어 자신과 자신의 사회적 수행에 대해 부정적 평가를 내리게 된다고 본다(Beidel et al., 2000; Turner et al., 1994). 나아가 또 다른 실패에 대한 두려움으로 인해 사회적 상황을 회피하는 행동은 사회적 기술을 학습할 기회를 얻지 못하게 함으로써 사회불안을 악화시키게 된다. |
김정민(2006). 청소년의 사회불안 감소를 위한 인지행동집단상담 프로그램의 효과. 한국상담학회지, 7(2), 541-556
문경주.오경자.문혜신(2002). 한국판 아동, 청소년용 자동적 사고척도(K-CATS)의 타당화 연구. 한국심리학회지: 임상, 21(4), 955-963
문혜신.오경자(2002). 한국판 아동.청소년용 사회 불안 척도의 타당화 연구. 한국심리학회지: 임상, 21(2), 429-443
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