아동ㆍ청소년의 일상적 스트레스, 지각한 환경, 심리적 문제에 관한 발달단계별 차이 연구
A study of the difference by development stages on daily stress, perceived environment, psychological problem of child․adolescents
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This study has a significance in that it inquires into the difference by developmental stages on the daily stress, the perceived environment, the psychological problems of childㆍadolescents. The study subject was 1, 548 students who consist of 8 graders in Seoul and Kyunggi Province, that is, the whole elementary school graders, a first and second middle school graders. The measurement tools were the daily stress, the perceived environment(class climate, satisfaction degree in school life, communication with parents, friends' support), and the psychological problems(K-CBCL, K-YSR). The data materials were analyzed by SPSS(ver.17.0 for Windows). The results are as follows. Firstly, in the daily stress, the stress was high in parents, teachers, surroundings at early child development stage. And it was normal in later child development stage. At adolescent development stage, it was high in parents, home, school work, and teacherㆍschool. Secondly, in the perceived environment, spontaneity and familiarity, satisfaction degree in school life, open communication with parents were high in the class climate at child development stages. On the other hand, dependency·arbitrariness and the closed communication with parents were high, and the satisfaction degree in school life was low at the adolescent development stage. The friend's support was most high at child development stage. Thirdly, the psychological problems were high in adolescent development stage. As early child development stage goes toward middleㆍlater development stage, they showed a steady rise. However, they showed a rapid rise at adolescent development stage. Especially, in adolescent development stage, withdrawl and aggressiveness were high, which means that adolescents were in overall psychological problems. It is found out that we are asked to have a concern on the ordinary lives and the general environment of childㆍadolescents and also to apply differently the intermediate intervention for betterment of them according to development stages.
Abstract
This study has a significance in that it inquires into the difference by developmental stages on the daily stress, the perceived environment, the psychological problems of childㆍadolescents. The study subject was 1, 548 students who consist of 8 graders in Seoul and Kyunggi Province, that is, the whole elementary school graders, a first and second middle school graders. The measurement tools were the daily stress, the perceived environment(class climate, satisfaction degree in school life, communication with parents, friends' support), and the psychological problems(K-CBCL, K-YSR). The data materials were analyzed by SPSS(ver.17.0 for Windows). The results are as follows. Firstly, in the daily stress, the stress was high in parents, teachers, surroundings at early child development stage. And it was normal in later child development stage. At adolescent development stage, it was high in parents, home, school work, and teacherㆍschool. Secondly, in the perceived environment, spontaneity and familiarity, satisfaction degree in school life, open communication with parents were high in the class climate at child development stages. On the other hand, dependency·arbitrariness and the closed communication with parents were high, and the satisfaction degree in school life was low at the adolescent development stage. The friend's support was most high at child development stage. Thirdly, the psychological problems were high in adolescent development stage. As early child development stage goes toward middleㆍlater development stage, they showed a steady rise. However, they showed a rapid rise at adolescent development stage. Especially, in adolescent development stage, withdrawl and aggressiveness were high, which means that adolescents were in overall psychological problems. It is found out that we are asked to have a concern on the ordinary lives and the general environment of childㆍadolescents and also to apply differently the intermediate intervention for betterment of them according to development stages.
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