한국학교보건학회지 (Journal of the Korean Society of School Health)
- 제11권1호
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- Pages.63-74
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- 1998
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- 1225-9608(pISSN)
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- 2288-9957(eISSN)
남자 대학생의 대인관계 스트레스 경험
A Study of Male Student Stress Caused by Interpersonal Relations
- 최미혜 (중앙대학교 의과대학 간호학과) ;
-
김경희
(중앙대학교 의과대학 간호학과) ;
- 정혜경 (중앙대학교 의과대학 간호학과) ;
- 염순교 (중앙대학교 의과대학 간호학과) ;
-
권혜진
(중앙대학교 의과대학 간호학과) ;
- 정연강 (중앙대학교 의과대학 간호학과)
- Choi, Mi Hye (Department of Nursing, College of Medicine, Chung-Ang University) ;
-
Kim, Kyung Hee
(Department of Nursing, College of Medicine, Chung-Ang University) ;
- Chung, Hae Kyung (Department of Nursing, College of Medicine, Chung-Ang University) ;
- Yeoum, Soon Gyo (Department of Nursing, College of Medicine, Chung-Ang University) ;
-
Kwon, Hye Jin
(Department of Nursing, College of Medicine, Chung-Ang University) ;
- Chung, Yeon Kang (Department of Nursing, College of Medicine, Chung-Ang University)
- 발행 : 1998.03.01
초록
The purposes of this study are to show in interpersonal relations what factors male students are stressed from, how they experience stress, how they cope With it in each situation, and what this results in It attempt to gam basic materials to promote male student health and positive coping methods, The subject of this study was 15 male students of C University located in Seoul and Kyeonggui-Do They were composed of 5 sophomores, 5 Juniors and 5 seniors The period for collecting materials was October 1997 to January 1998, and the interview time ranged from 50 minutes to two hours The interview frequency was one to three times as occasion demanded, The materials were analyzed by the methods and theory suggested by Strauss & Corbin (1990) The results were 130 categories grouped into 33 divisions by similarity Finally, they were united into 9 higher categories In interpersonal relations the core category of male student stress is "affliction", and it follows the course of generation-coping-resolution The types showed in the course of material analysis are as follows, (1) When the subject student is on good terms with the other and the stress is repeated- "affliction" is strong and continuous-and his ability sense is strong, he copes with "affliction" With his own will and solves It affirmatively, (2) When the subject student is on good terms with the other and the stress is repeated-so "affliction" is strong and continuous-and his ability sense is weak, he copes with "affliction" with an emotional bias and solves it negatively (3) When the subject student is on good terms with the other and the stress is temporary-"affliction" is strong and temporary-and his ability sense is strong, he copes with "affliction" with his own will and solves it affirmatively (4) When the subject student becomes estranged from the other and the stress is temporary-"affliction" is weak and temporary-and his ability sense is weak, he copes with "affliction" with an emotional bias and solves it negatively, (5) When the subject student becomes estranged from the other and the stress is repeated-"affliction" is strong-and continuous and his ability sense is strong, he copes with "affliction" with his own will and solves it affirmatively (6) When the subject student becomes estranged from the other and the stress is repeated-"affliction" is strong and continuous-and his ability sense is weak, he copes with "affliction" with an emotional bias and solves it negatively. According to the above results, the conditions of cause and effect for male students to generate "affliction" should be understood in order to help cope with stress caused by interpersonal relations A program for education and counseling should be developed for male students to strengthen their 'ability sense' in choosing coping strategies In addition, the individual estimation for ability sense should be performed when education and counseling them.
키워드