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NTIS 바로가기한국생활과학회지 = Korean journal of human ecology, v.23 no.3, 2014년, pp.367 - 377
여종일 (덕성여자대학교 아동가족학과) , 이경화 (숭실대학교 평생교육학과)
The purpose of this study was to examine children's emotional and behavioral problems using parent and teacher ratings. The study also explored how children's individual factors were associated with their problems. The Strengths and Difficulties Questionnaire Korean version (SDQ-Kr) was completed by...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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사회적 기술의 정의는 무엇인가? | 아동의 개인적 특성 중에서 사회적 기술 또한 원만한 적응을 위한 필수적 요소로 인식되어 왔다. 사회적 기술은 상대방과 조화를 유지하며 개인적 및 사회적 목표의 달성을 가능하게 하는 사고 및 행동과 정서조절활동으로 정의할 수 있는데(Shafer, 202/205), 이러한 사회적 기술이 부족할 경우에는 전반적인 부적응을 초래할 수 있다. 사회적 기술은 긍정적 반응을 가져오는 사회적 행동으로 타인에게 영향을 미치기 위하여 표출되는 도구적 행동이며, 사회적 맥락에 따라 변화하며, 관찰가능한 행동 뿐 아니라 감정적 요소를 포괄하는 특성을 지닌다고 알려져 있다. | |
아동의 정서 및 행동문제는 무엇을 통해 측정될 수 있는가? | 아동의 정서 및 행동문제는 부모, 교사, 아동 자신, 또래, 임상전문가를 비롯한 여러 출처를 통하여 측정될 수 있다. 선행 연구들은 아동의 정서 및 문제행동에 대한 포괄적이고 타당한 정보를 얻기 위해서 다양한 정보제공자가 필요하다고 밝히고 있다(Grigorenko et al, 2010; Hansen-Bauer et al. | |
아동의 정서 및 문제행동에 대한 포괄적이고 타당한 정보를 얻기 위해서 다양한 정보제공자가 필요한 이유는 무엇인가? | , 2010). 다양한 정보제공자가 필요한 이유로 한 명의 정보제공자가 아동에 대한 정보를 제공하는 데에는 한계가 있을 수 있고, 각 정보제공자는 아동에 대해 독자적인 시각을 갖고 있기 때문에 아동을 이해하는데 기여하는 바가 다르다고 보기 때문이다(Park et al., 2010). |
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