아동의 공격행동에 대한 초등교사의 정서적 반응 및 처리과정에 관한 체험분석

서지정보

ㆍ발행기관 : 한국발달장애학회 ㆍ수록지정보 : 발달장애연구 / 11권 / 1호
ㆍ저자명 : 주국환, 정종진

목차

Ⅰ. 서 론
Ⅱ. 연구 방법
Ⅲ. 결 과
Ⅳ. 논 의
참 고 문 헌

한국어 초록

본 연구에서는 아동의 공격행동을 대할 때 일어나는 초등교사의 정서체험에 초점을 맞추어 이들이 느끼는 정서에는 어떤 공통 요인이 존재하며, 어떤 심리적 과정이 존재하는가를 체험분석의 연구방법을 통해 확인하고자 하였다. 분석 결과, 초등교사들은 아동의 공격행동을 대할 때 화가 나거나 자존심이 상한다는 정서를 공통적으로 체험하는 것으로 나타났다. 이러한 정서를 유발시키는 자극으로는 교사의 말을 거스르거나 다른 아동에게 피해를 주는 행동이며, 이런 행동에 대해 교사는 권위에 도전 받는다거나 무시당한다고 여기는 정서를 체험하는 것으로 밝혀졌다. 그리고 아동의 공격행동에 대해 교사들이 체험하는 정서의 처리과정은 일차적 사고단계(인지적 판단단계), 이차적 사고단계(의미부여 단계), 정서체험단계, 정서처리단계의 4단계를 거치는 것으로 그 심리적 과정을 개념화 할 수 있었다.

영어 초록

The purpose of this study is to find out the common emotional factors that elementary school teachers feel when they experience in teaching children with aggressive behavior to know their responding process through experiential analysis.
Seven elementary school teachers took part in this study as co-investigators, and I led the experiential approach. The co-investigators analyzed their emotional experiences during 4 sessions. They learnt about the method of experience analysis and discussed their emotional experiences of children with aggressive behavior. And they found out some factors concerning their emotional experiences and had the time to discuss in order to search for the common factors of that process. Finally, the co-investigators took part in a session to examine the factors which they have all agreed in, and then I verified this result. I interpreted the factors found and constructed a psychological resolution process.
The results of this study are as follows:
First, elementary school teachers get angry and irritated with aggressive children's troubles.
Second, The psychological process of teachers dealing children with aggressive behavior could be conceptualized in 5 steps, the step of recognizing an action of children with aggressive behavior the step of first cognitive consideration, the step of giving meaning and cognitive appraisal, the step of experiencing emotion, and the step of dealing with emotion.
Teachers seemed to experience a little bit different psychological process. According to whether they thought about children's aggressive behavior positively or negatively in the second step, they had different emotional experiences. If they had a positive thought, they could take children's nonadaptive behaviors as personal characteristics. However, if they took them negatively, they considered them impolite and disobedient. Even when the teachers experienced negative emotions, their responses were divided into two groups whether their negative emotional experiences, they could calm down with children with aggressive behavior and treat them positively.

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