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A study on OK-gram positiveness and abuse awareness of Pre-service Child Care Teachers

예비보육교사의 OK-gram 긍정성과 학대인식 연구

  • 이남순 (송곡대학교 사회복지상담학과)
  • Received : 2017.07.12
  • Accepted : 2017.09.15
  • Published : 2017.09.30

Abstract

The purpose of this study is to investigate the relationship between the OKgram and abuse awareness, and between the the characteristics of the major field and abuse awareness of pre-service child care teachers who are taking the (child care) course as part of their university curriculum. Positiveness isclassified into 2 subfactors,self-positiveness and other positiveness, while abuses are classified into 4 sub factors,viz. body, sex, emotion and neglect, in order to investigate and analyze the effectsof each sub factor. Asurvey was carried out for students of the department of Child Care and the department of Social Welfare of the universities in Gyeonggi-do, Gangwon-do and Seoul, during the 5 day period from 8th May to 12th May, 2017. After conducting a frequency analysis, correlation and multiple regression analyses were performed, from which we madethe following conclusions. First, it was found that positiveness influences abuse awareness, and that when other positiveness is higher than self-positiveness, abuse awareness is increased. We also concluded that we should provide more personality programs that enhance others positiveness. Second, the seriousness of abuse level showed an average value of 4.594, which is highly recognized, while the level (required) to recognize the index wasin the order of sexual(4.789), physical(4.587), neglect(4.510), emotional(4.498), with the index of emotion beingthe lowest. This indicatesthe necessity to strengthen the social standard on emotion abuse awareness. Third, in the characteristics of the major field, the respondents answered that their actual work experience of being a pre-service child care teacher was helpful to raise their abuse awareness, and thatchild care practice wasthe most important.Therefore,we concluded that it is necessary to arrange practical courses which increase the chance of obtaining actual work experience and provide child care practice during child care teacher training.

본 연구의 목적은 대학교육과정을 이수 하고 있는 예비 보육교사의 긍정성과 학대인식 관계와 전공분야 특성과 학대인식을 알아보기 위한 것이었다. 긍정성의 하위요인은 자기긍정성과 타인긍정성으로 나누고 학대는 4가지 하위요인인 신체, 성, 정서, 방임으로 구분하여 각 하위요인에 따라 미치는 영향에 대하여 조사 분석하였다. 조사대상자는 경기도, 강원도, 서울소재의 보육학과 및 사회복지과 학생을 대상으로 하였으며, 조사기간은 2017년 5월 8일부터 5월 12일 5일간이었다. 통계방법으로는 빈도분석, 상관관계 분석, 다중회귀분석을 사용하여 얻은 결론은 첫째, 긍정성은 학대인식에 영향을 미치는 것으로 조사 되었고, 자기긍정성과 타인긍정성 중 타인긍정성이 높으면 학대 인식을 더 잘하는 것으로 조사 되었다. 예비보육교사의 타인긍정성을 높이는 인성프로그램을 제공해야 하는 결론을 얻게 되었다. 둘째, 학대정도의 심각성은 평균값 4.594로 높게 인식하고 있었으며, 성(4.789), 신체(4.587), 방임(4.510), 정서(4.498) 순으로, 정서학대에 대하여 지표를 인식하는 정도가 제일 낮아 정서 학대인식에 대한 사회적 기준의 필요성을 제기한다. 셋째, 전공분야 특성에서는 예비보육교사의 실무경험이 학대인식에 도움을 주는가에 대하여서는 도움을 주고 있으며, 특히 보육실습이 가장 필요하다고 응답하여 보육교사 훈련과정 중 실무 경험의 기회를 늘리고 특히 보육실습의 기회를 많이 제공하는 실무교육과정의 편성이 필요함을 알 수 있었다.

Keywords

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