• 수산해양교육연구
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• 제22권2호
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• pp.259-274
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• 2010

Recently school counselors have begun to be employed to school and the office of local school districts. Now it is our challenging task to firmly establish school counseling system. The purpose of this study was to review the current status of school counseling in Korea and to suggest future directions of school counseling. For this purpose, characteristics of school counseling and school counselor's role were first reviewed. In lights of these criteria, several areas which need to be improved were identified. Authors suggest the four future directions of school counseling : introduction of school psychology-based service, establishment of comprehensive school counseling program, improvement of professional ability according to school counselor's role, establishment of support system.

• 한국지역사회생활과학회지
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• 제24권4호
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• pp.497-515
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• 2013

This study was conducted to develop expanding strategies of nutrition counseling in school foodservices. The study participants were 102 school dietitians in Gyeonggi province, and information on the current status, dietitians' necessity awareness, and practical activation needs for nutrition counseling were investigated. While 78.8% of dietitians were aware that nutrition counseling was in need, it was only 31.3% who understood the necessity of nutrition counseling. The implementation rate of students' nutrition counseling was 26.2%, and 74.0% of counseling dietitians reported that they conducted nutrition counseling because it was on the inspection list by the Office of Education. Overall, dietitians did not have high consciousness of the need for nutrition counseling. The implementation rate of students' nutrition counseling was remarkably low due to the reason of excessive work and insufficient participants, and it was interpreted that dietitians had a low intrinsic motivation for nutrition counseling. So, we suggested several strategies to activate school nutrition counseling as follows. First of all, dietitians needed to increase the students' participation rate by promoting the importance of nutrition counseling to students and by assigning their available work hours for nutrition counseling. Second, in academic communities, standardized counseling manuals and media covering the important nutrition and health issues should be developed and disseminated, and education programs needed to build up dietitians' self-esteem and knowledge on nutrition counseling. Lastly, the Office of Education should have the initiative in activating nutrition counseling in school foodservices by supporting a budget and counseling dietitians who exclusively responsible part-time counseling at schools.

• 한국IT서비스학회지
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• 제4권1호
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• pp.141-148
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• 2005

The importance of education is greatly emphasized in the IT era. However, teachers have to deal with teaching work as well as increasing non-educationalchores. One of those chores is student counseling. Nowadays, teachers have considerable difficulty in consulting students because they cannot visit their home and don't have enough information on students. Furthermore, students are not willing to participate in school counseling since they think school counseling is not of much help and is just time-consuming. Most of the current school counseling is focused on matters related to entrance into a school of higher grade such as choice of college. But, students need counseling on matters regarding their ordinary life. This paper suggests a web-based student-counseling system that may solve this problem. The paper identifies core requirements for the web-based student-counseling system, discusses its design and implementation and shows it is more effective than the current ordinary school counseling by experimenting on a group of students with this system.

• 한국초등상담교육학회:학술대회논문집
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• 한국초등상담교육학회 2004년도 학술대회
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• pp.17-40
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• 2004

This article tried to show a new paradigm for elementary school counseling in Korea. Counseling in Korean elementary school has focused on the individual child and/or group of the children without considering school circumstances. But school has some special features which have to be counted for the efficiency of child counseling. Take for an example, children have to spend most of their day time with a class teacher for 6 days a week. So the talks and behaviors of the class teacher have strong influence on the children. These factors should be included in the elementary school counseling to help children grow up and develop. : Six main topics discussed in this articles were as follows. 1. Developmental tasks of Korean children have to be searched and organized. 2. The concept of class management has to be combined with the concept of counseling. 3. Establishing the conditions to facilitate subject learning has to be emphasized in the school counseling. 4. Counseling instruments applicable to the children should be developed. 5. The proper knowledge of teacher's way cf talking and behaving in class life should be organized. 6. The resources of school counseling should be identified and interconnected to provide better counseling service to the children.

• 가정과삶의질연구
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• 제20권4호
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• pp.37-52
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• 2002

This study is preliminary study of the status of school counseling and demands for service at middle and high schools from universities to provide the youth middle and high schools in Changwon with counseling and educational service. The results of this research are below, First, the excessive workload became the most difficulties for operateschool counseling systems and counseling activities. Second, school counseling activities focused mainly on the formal and narrow areas of counseling such as career guidance, personality programs and intelligence test and so on. Third, the most problems which we have counselled, were friendship problems in the personal relationship, school absences in the delinquent, lack of information of sex in the sexual field, conflicts with Parents, in the family relationship, poor academic progresses in the academical and future directional problems and. character of personality difficulties in the psychological field. Fourth, the major offers from the teachers to counsel students in the school were advices, suggestions, career guidance, Preventative activities, and providing information through school counseling. Fifth, though the middle and high schools were in need of outside institutions related to counseling, It was difficult to get help because of being Ignorant of procedures or methods for using counseling and being lacking in enough information on such organizations. Sixth, ordinary students and students in danger of maladjustment besides problem students wanted to get a lot of help. Seventh, the counseling which are the most wanted from out of school was an opposite-sex relationship in the personal relationship, a lack of information on sex in the sexual fields, conflict with parents in the family problems, a strong unwillingness of study in the academical and future directional fields, and personalty difficulties In the psychological fields. Eighth, the subjects wanted to get counseling and educational service in regard to sex, addiction to PC, smoking, and ostracism and so on in counseling and education for young people. Ninth, education designed to have an adequate understanding of children turned out to be mostly needed as educational programs for parents Based on the above results, the proposals from universities for provide youth counseling and educational services are below. 1) setting up the positive publicity strategies E) developing and execution of various counseling and educational programs 3) expanding the counseling and education from maladjusted students to general students 4) expanding youth counseling and education to parental education and family counseling 5) continuous human resources improvement and training 6) reinforcement relationships with middle and high school organizations 7) building cooperation with local counseling organizations

• 동아시아식생활학회지
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• 제21권1호
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• pp.146-153
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• 2011

For the purpose of carrying out nutrition counseling effectively and efficiently, this study assessed the nutrition counseling practice, perception and nutrition knowledge of elementary school children in Gyeongbuk province. Survey questionnaires were distributed between November 2009 and December 2009 to 100 nutrition counseling experienced children (participants) and 110 nutrition counseling non-experienced children (non-participants) and were completed with nutrition teachers' assistance. According to the survey results, girls and overweight/obese children showed higher tendency of participation in nutrition counseling (p<0.001). Participants who took nutrition counseling according to their own intentions showed satisfaction after counseling on diverse subjects such as obesity, unbalanced diet, and weight control. Particularly, 'lack of counseling session time', 'unfavorable counseling condition' or 'difficult explanation' caused participants unsatisfaction after counseling. Participants usually perceived the meaning of nutrition counseling more correctly than non-participants and showed positive intentions for taking further counseling in the future(p<0.001). Diet good for weight control, good food to fix unbalanced diet and diet good for growing stature were the top three subjects of nutrition counseling chosen by subjects (p<0.001). Participants also showed higher nutrition knowledge scores than non-participants. Therefore, it is critically important to apply nutrition counseling in the proper environment (counseling room, time, teaching materials, etc) to elementary school students to fix healthy food habits. Therefore, nutrition teachers need to be provide professional nutrition counseling skills and knowledge.

• Human Ecology Research
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• 제61권1호
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• pp.39-51
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• 2023

This study utilized qualitative research to understand the changes taking place in adolescent dietary behaviors during the COVID-19 pandemic and the current status of school-provided nutrition counseling. These, along with barriers and strategies for improvement, were derived from focus group interviews with 10 nutrition teachers. Throughout the pandemic, adolescents experienced various dietary problems, including frequent meal skipping, unbalanced diets, increased obesity, and difficulties building positive attitudes towards food. To resolve these dietary problems, nutrition teachers recognized the need for school-provided nutrition counseling. However, nutrition teachers faced various barriers, such as a lack of time for nutrition counseling among students, lack of support from parents, and insufficient space and resources. To revitalize school-provided nutrition counseling, strategies such as home-connected nutrition counseling, the development of standardized guidelines, manuals for school-provided nutrition counseling, software support for nutrition diagnosis, and implementation of nutrition counseling in connection with cooking activities were proposed. This is important as school-provided nutrition counseling can help develop the foundation for healthy dietary behaviors and health promotion in adolescents.

• 초등상담연구
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• 제7권1호
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• pp.67-90
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• 2008

The purpose of this study was to examine the effects of solution focused group counseling program on peer relationship and school life adaption of elementary school children. The subjects in this study were the 4th graders at S Elementary School in Ansan, Gyeonggi-do. 20 students were selected through the preliminary test of peer relationship and school life adaption, that is to say, each 10 students of experimental group and control group. A solution focused group counseling program was provided by researcher to the experimental group in six sessions once or twice a week, 60 minutes each. but control group was not conducted for any program. In verifying of the program effects in this study, KOREAN SPSS/WIN(version 12.0) is used for statistical analysis. The major findings of this study are as follows: First, solution focused group counseling program has a positive effect on all parts of sub-factors of peer relationship except to union life between friends. Second, solution focused group counseling program has a effect on the school life adaption of elementary and its all parts of sub-factors except to school rules. As noted above, it is proved that solution focused group counseling program has a positive effect to improve parts of sub-factors of peer relationship and school life adaption. Accordingly, it is necessary to feel satisfaction and Qualitative improvement in peer relationship and help school life adaptation of elementary school children through solution focused group counseling program.

• 산업진흥연구
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• 제5권4호
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• pp.55-61
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• 2020

본 연구는 학교폭력을 해결하기 위한 학교폭력상담을 실시하는 데 있어서, 올바른 또래관계의 형성을 통해 학교폭력을 해결하기 위한 학교폭력상담의 활용 방안을 연구하였다. 본 연구를 통해서, 학교폭력상담에서 또래관계는 학교폭력을 예방하는 데 중요한 요소임을 알 수 있다. 연구결과는 다음과 같다. 첫째, 학교폭력상담은 우선적으로 피해자를 보호하고 치유해야 한다. 학교폭력상담의 1차적인 목표는 피해자에 대한 배려에서 시작되어 피해자의 올바른 또래관계 형성이 계속되는 데 두어야 한다. 그만큼 또래관계는 중요하다. 둘째, 학교폭력상담 피해자뿐만 아니라, 가해자도 내담자 대상에 포함되어야 한다. 즉, 상담개입 시에 통상적으로 피해자에게만 집중되는 일이 많을 수 있다. 따라서 학교폭력 후에도 또래관계는 계속 지속될 수 있으므로 피해자뿐만 아니라, 가해자에 대해서도 맞춤형 상담이 필요하다. 셋째, 학교폭력상담은 또래관계의 회복과 삶에 대한 통찰이 중요하다. 따라서 징계나 훈계 위주의 통제적 관점이 아닌, 자기성찰을 통한 반성과 당사자들 간의 관계회복에 중점을 두어야 한다. 넷째, 학교폭력에서 또래관계의 중요성을 인식하고, '또래상담 프로그램'을 활성화해야 한다. 따라서, 학교폭력상담자는 그 역할에 있어서, 정서적 조력자, 문제해결자, 공감배려 문화촉진자로서의 활동을 할 수 있도록 현장 요구를 반영하여 프로그램을 최적화시켜야 한다. 결론적으로 학교폭력상담은 기본적으로 또래관계에서 개입되어야 한다. 학교폭력상담은 학교폭력을 근절하기 위해 올바른 또래관계의 형성에 초점을 맞추어 프로그램을 개발하고, 실행하여야 한다.

• 초등상담연구
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• 제6권1호
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• pp.247-268
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• 2007

This thesis aims to examine the influences of self-regulatory group counseling on self-regulation and school life satisfaction of the higher grade students in Elementary school. To achieve this aim, the following research questions were posed: First, What kind of influence does the self-regulatory group counseling have on the self- regulation of the higher grade students in Elementary school. Second, What kind of influence does the self-regulatory group counseling have on school life satisfaction scale of the higher grade students in Elementary school. In order to verify these research questions, the self-regulation test and school life satisfaction scale were conducted to both the experimental group and control group in pre-test, next, self-regulatory group counseling was practiced to the experimental group. And finally, a post-test was given to both the experimental group and control group. For this study, 200 students from 6th-grader of S Elementary school located in Incheon were given the self-regulation test and chosen 50 students who received low marks. Then, 50 students were researched into the school life satisfaction scale and chosen 16 students who got average-below score again. It was two matching groups through consideration of their score of the school life satisfaction scale, 8 students were arranged to the experimental group and the rest to the control group. The Self-Regulatory Group Counseling program developed by Eun Hyuck-gi(1999). The program was based on the following three programs: "The development. of the Cognitive-Behavioral Counseling therapy and their reports" by Kim HyeSuk(1996), Group counseling" by Brigman and Early(1991) and the study on the improving program in human relation" by Park KyeongAe(1998). The Self-Regulatory Group Counseling program activity was conducted during 6 weeks. Each session was 60 minutes and it continued for 8 sessions. The data collected to find out a difference in self-regulation and the degree of school life satisfaction between the experimental and control groups were processed by means of SPSSWIN program, and the post-test between both the groups were comparatively analyzed through t-test, a mean difference test. The following conclusions were drawn from the results of this study. First, the self-regulatory group counseling program has obvious effect of improving the self-regulation of the higher grade students in Elementary school. Second, the self-regulatory group counseling program has obvious effect of improving the school life satisfaction of the higher grade students in Elementary school. Particularly, this study shows statistical significance in cognitive facts of the self-regulation and the degrees of satisfaction with general school life, teacher, friend and facilities. Since the self-regulatory group counseling program has positive effects on self-regulation and satisfaction with their school life, It is required to utilize the structured self-regulatory group counseling program in school more widely to help students.