| 시설 아동의 자아정체감과 심리 , 사회적 적용 : 학령기 아동과 청소년을 중심으로 |
| 유안진1,민하영2, 권기남1 |
| 서울대학교 아동·가족학과1, 대구가톨릭대학교 아동학과2 |
| Ego-identity and Psyco-social Adjustments of Institutionalized Children and Adolescents |
| 유안진1,민하영2, 권기남1 |
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| ABSTRACT |
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The purpose of this study was to investigate depression and school adjustment of institutionalized children and adolescents according to their ego-identity, gender, grade(age), relationship with parents before entering the institution, cause of entering the institution, duration of entering the institution, parents'visiting, psychological environment of institution. The subjects were 121 5th and 6th graders(59 boys and 62 girls), 135 middle school (58 boys and 77 girls), and 85 high school students (44 boys and 41 girls), who were institutionalized in Seoul. The data were analyzed by t-test, one-way and two-way ANOVA, Scheffe'test, and multiple regression analysis. The major findings of this study were as follows: 1) Depression and school adjustment of institutionalized children and adolescents were different according to their ego-identity, relationship with parents before entering the institution and psychological environment of institution. And school adjustment of institutionalized children and adolescents were different according to grade(age). 2) In regression analysis models, ego-identity and cause of entering the institution were significant predictors of depression, and ego-identity more predicted to depression than cause of entering the institution. And ego-identity and age(grade) were significant predictors of school adjustment, and ego-identity predicted to school adjustment as well as grade(age). |
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