高等學生의 精神 健康指導를 爲한 硏究(Ⅱ) = A RESEARCH ON MENTAL HEALTH SERVICES FOR HIGH SCHOOL STUDENTS(ON CULTVATING HIGH SCHOOL STUDENTS' PERSONALITIES)
저자
발행기관
학술지명
권호사항
발행연도
1970
작성언어
Korean
KDC
041
자료형태
학술저널
수록면
151-176(26쪽)
제공처
소장기관
I . INTRODUCTION
The purposes of general education are to prepare men and women for a satisfying personal life, happy family and social relationships and responsible citizenship in a free society. In order to achieve these purposes,we have been planning and trying to practice educational programs in teaching subject matter and in performing guidance programs. But lately we frequently have seen some shocking events, such as juvenile delinquency by a school-age child. Such an event often arouses the public to action and produces improvement in the schools' facilities for mental health.
In this resarsch, I have tried to determine ways of improving mental health services in high schools and cultivating high school students' personalities. I used the questionaire method, quoting questions from BETTER WAYS OF GROWING UP by John E. Crawford and Luther E. Woodward.
In the first report (Jeoulabukdo Educational Research Institute, Educational Research, monthly, December, 29 1968, p. 7-33), I have set forth results of two topics :
A. Superstition which high school students have in their everyday life.
B. Problems that trouble teen-agers.
In this report I have shown the results of three additional topics :
A. Ways in which high school students meet problems.
B. Types of personalities of high school students.
C. Emotional maturity of high school students.
II. RESULTS OF THE RESEARCH
A. High school students' ways of meeting problems
In this questionaire, I have attempted to find out high school students' ways of meeting problems with the following questions :
(1) thinking things out realistically, (2) substituting goals more within reach, (3) refining deeper motives, (4) inventing good reasons to support behavior, (5) compensation, (6) daydreaming and fantasy, (7) using ways of meeting problems that were satisfying at an earlier period of development, (8) indentifying closely with one's hero, (9) forgetting the unpleasant things in life, and (10) directly expressing.
The results of the research with the above questionaire(Table 1)are as follows :
(1) Nine of the questions are the topics in which more than 20% of 432 students have trouble in meeting problems in everyday life.
(2) Four of ten questions are the topics in which more than 50% of 432 students have difficulty in meeting problems in everyday life. The above results suggest that most students have many troubles in meeting those problems.
B. Kinds of high school students' personalities
In this questionaire, I have attempted to find out what kind of personalities high school students exhibit. The questionaire lists ten desirable personality traits and opposite. A scale is provided from one to five for rating onself on each pair of traits (Table 2). The questions are as follows : (1) ambitious···aimless, (2) cheerful···depressed, (3)confident···defeated, (4)self-reliant···dependent, (5) industrious···lazy, (6)energetic···lethargic, (7)reliable···undependable, (8) honest···deceptive, (9) calm···irritable, (10)good leisure habits···poor leisure habits.
The results of the research with the above questionaire are as follows :
(1) John E. Crawford and Luther E. Woodward analyzed that if a student's' total score is close to 50, he may be overrarlng himself on some of the traits Scores between 45 and 35 seem to indicate a well-balanced personality. If his score is below 30 he should go to work on his personality. According to the method of the above analysis, most of the students who replied in the questionaire seem to indicate well-balanced personalities.
(2) Only one of ten questions is a topic in which over 20% of 432 students have problems in their personality traits, but eight of ten questions are topics in which more than 10% have problems in their personality traits. Though a few students have such problems, we have to help them develop well-balanced personalities in the high schools.
C. High school students' emotional maturtiy.
In this questionaire, I have attempted to find out how grown-up students stand emotionally. The questions are as follows :
(1) chronic grumbling, (2) angry spells, (3) lack of interest, (4) persistent feelings that one "naturally does and says the wrong things" (5) jealousy,(6)prejudice and intolerance, (7) aggressive streak, (8) feelings of guilt, (9)daydreaming, (10) belief in magic or luck, (11) expression of one's feeling of joy, (12) strength and fortitude against great storms in life, (13) compoanionship, (14) praise begged or forced, (15)harsh critictism, (16)morbidly thinking about past mistakes, (17)fears, (18)chronic worry, (19)life is not just a ceaseless round of glitter and excitement, (20)attempt to avoid the oppsite sex, (21) too much pep, (22) secrecy, (23)whole-hearted participation in good community programs, (24)guilty feeling about religion, (25)difficulty in planning their vocational careers.
The results of the research with the above qnestionaire are as follows :
(1) Twenty-five of twenty-five questions are topics in which more than 20% of the students have problems in their emotional maturity and twenty of twenty five questions are topics in which over 50% of the students have problems. According to the above statement,we are able to recognize that most of the students have a lot of problems in their emotional maturity.
III. CONCLUSION
As the above statements show, there are many problems in the mental health of most high school boys and girls.It suggests that we have to improve the mental he-alth services in the high schools to help students prepare a stisfying personal life, happy family and social relationships and responsible citizenship. In the following, I am going to suggest methods of improving the mental health services in high schools.
A. In order to help students adjust to their social and physical environment in terms of heir own capacities, and limitations, we have to plan and practice the me-ntal health program in all of the school curriculum.
B. In order to prevent students from maladjustment, there should be full-time counselors in every high school.
C. Mental hygiene should be taught to teachers and counselors during preservice education and in-service education courses and it should be practiced for the students in high schools.
D. Personnel should be organized for achieving the mental and physical health pro-grams.Personnel and material resources should be secured by the educational polocy.
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