| 000 | 00000cam c2200205 c 4500 | |
| 001 | 000046056710 | |
| 005 | 20201120164451 | |
| 007 | ta | |
| 008 | 201120s2020 ggka b 000c kor | |
| 020 | ▼a 9788925415079 ▼g 93370 | |
| 035 | ▼a (KERIS)BIB000015643696 | |
| 040 | ▼a 222001 ▼c 222001 ▼d 211009 | |
| 082 | 0 4 | ▼a 373 ▼a 305.235071 ▼2 23 |
| 085 | ▼a 373 ▼2 DDCK | |
| 090 | ▼a 373 ▼b 2020 | |
| 245 | 2 0 | ▼a (청소년지도사, 청소년상담사, 평생교육사를 위한) 청소년 교육론 / ▼d 김동일 [외] |
| 246 | 1 1 | ▼a Youth education |
| 260 | ▼a 파주 : ▼b 교육과학사, ▼c 2020 | |
| 300 | ▼a 447 p. : ▼b 삽화 ; ▼c 25 cm | |
| 500 | ▼a 공저자: 이미나, 신재한, 김형수, 김영춘, 김병남, 박은영, 임운나 | |
| 500 | ▼a 부록수록 | |
| 504 | ▼a 참고문헌: p. 431-447 | |
| 700 | 1 | ▼a 김동일, ▼e 저 |
| 700 | 1 | ▼a 이미나, ▼e 저 |
| 700 | 1 | ▼a 신재한, ▼e 저 |
| 700 | 1 | ▼a 김형수, ▼e 저 |
| 700 | 1 | ▼a 김영춘, ▼e 저 |
| 700 | 1 | ▼a 김병남, ▼e 저 |
| 700 | 1 | ▼a 박은영, ▼e 저 |
| 700 | 1 | ▼a 임운나, ▼e 저 |
| 945 | ▼a KLPA |
소장정보
| No. | 소장처 | 청구기호 | 등록번호 | 도서상태 | 반납예정일 | 예약 | 서비스 |
|---|---|---|---|---|---|---|---|
| No. 1 | 소장처 중앙도서관/제2자료실(3층)/ | 청구기호 373 2020 | 등록번호 111836830 | 도서상태 대출가능 | 반납예정일 | 예약 | 서비스 |
컨텐츠정보
책소개
본 교재의 구체적인 내용은 다음과 같다. 전체 총3부와 제15장으로 구분되었으며, 제1부 청소년교육의 기초, 제2부 청소년교육의 실제, 제3부 청소년교육과 청소년 상담으로 구성되었다.
각 장별 세부적인 구성을 살펴보면 제1장은 청소년과 평생교육의 이해, 제2장은 청소년지도자의 이해, 제3장은 청소년 지도방법의 이해, 제4장은 청소년지도사, 청소년상담사, 평생교육사의 이해, 제5장은 청소년기의 이해, 제6장은 청소년 인권과 인권교육, 제7장은 청소년 교육프로그램 이해, 제8장은 청소년 문화, 제9장은 청소년 정책, 제10장 청소년 복지, 제11장 학교청소년 교육복지, 제12장 청소년 정서ㆍ행동 특성의 이해, 제13장 청소년 문제와 보호, 제14장 청소년 상담의 이해, 제15장 학교폭력과 청소년상담으로 구성되었다.
정보제공 :
저자소개
신재한(지은이)
-대구교대 국어교육학 학사 -경북대 석,박사(교수이론/교육방법/교수법) 논문 ·뇌과학적 고찰을 통한 뇌교육 기반 인성교육 방향 탐색 ·뇌교육 기반 인성놀이 프로그램이 초등학생의 인성지수에 미치는 효과 ·뇌교육 기반 인성계발 통합프로그램이 아동의 자아존중감 및 사회성에 미치는 영향 ·뇌교육 기반 인성교육과정이 청소년의 인성지수에 미치는 영향 ·에너지집중력 스톤을 활용한 자석놀이가 초등학생의 집중력과 두뇌활용능력에 미치는 영향 ·테니스 운동 경력자와 비경력자의 뇌파와 두뇌활용능력의 차이 분석 ·두뇌활용능력의 이론 및 원리 탐색 학술연구 ·인성교육 평가 모형 및 지표 개발 연구 ·2015개정 교육과정 및 교과서 개발 연구 ·학교폭력 예방을 위한 학교장 연수프로그램 -개발 연구 ·진로캠프 프로그램 개발 연구 ·집중력 향상 프로그램 개발 연구 저서 ·인성교육의 이론과 실제 ·뇌기반 자기주도학습의 이론과 실제 ·교육 프로그램 개발의 이론과 실제 ·창의인성교육을 위한 수업 설계 전략 ·융합교육의 이론과 실제 ·자유학기제의 이론과 실제 ·구조중심 협동학습 전략 ·수업컨설팅의 이론과 실제
임운나(지은이)
·브레인코칭상담연구소 소장 ·한국브레인코칭상담협회 협회장 ·대구교육대학교 교수 ·인성교육연구원 수석연구원 ·뇌파코칭상담 및 브레인힐링명상 전문가 ·상담전문가1급 및 국가공인 브레인트레이너
이미나(지은이)
상담심리학/아동가족학/문화학박사 현) 광신대학교 교수 휴먼서비스행복연구소 소장 저서 및 관심분야: 다문화가족복지 및 상담(공동체), 부모교육(공동체), 생애주기별 부모교육(교육과학사), 영유아발달(학지사), 문화예술교육론(동문사), 세계시민교육론(동문사), 청소년 심리 및 상담(지식공동체), 임상미술치료이론과 실제(공동체), 모래상자치료입문(박영스토리), 중독상담과 재활(정민사), 청소년 심리 및 상담(지식공동체), 행복코칭심리의 이론과 실제(동문사) 외 다수
김동일(지은이)
평생교육학박사 광신대학교 대학원 휴먼서비스교육학과 외래교수 사회복지대학원 평생교육학과 외래교수 초당대학교 사회복지상담학과 외래교수 광주인재개발원 전임교수 (주)톡톡교육연구소 교육이사
김형수(지은이)
사회복지학박사 광신대학교 복지상담융합학부 교수 <주요 저서> 청소년 교육론, 청소년 문제와 청소년 복지 사회복지 법제론, 사회복지개론 사회복지조사론, 지역사회복지론 사회복지행정론, 사회보장론
김영춘(지은이)
사회복지학 박사 현) 남부대학교 사회복지학과 교수 저서: 다문화가족복지와 상담, 청소년 교육론
김병남(지은이)
광신대학교 대학원 휴먼서비스교육학과 박사과정 디딤상담교육연구소 소장 해남군청소년상담복지센터 청소년동반자
박은영(지은이)
사회복지학 박사 광주광역시 동부교육청 교육복지사
목차
머리말 / 3 제1부 청소년교육의 기초 제1장 청소년과 평생교육의 이해 ··················································13 제1절 청소년의 개념과 이해 ····················································13 제2절 청소년 평생교육의 이해 ··················································39 제2장 청소년지도자의 이해 ·························································55 제1절 청소년지도자의 개념 ·····················································55 제2절 청소년지도자의 역할과 과제 ·············································58 제3장 청소년 지도방법의 이해 ·····················································85 제1절 청소년 지도방법의 기초적 이해 ·········································85 제2절 청소년 지도방법 및 기초 ················································92 제4장 청소년지도사ㆍ청소년상담사ㆍ평생교육사의 이해 ····················107 제1절 청소년지도사 ·····························································107 제2절 청소년상담사 ·····························································118 제3절 평생교육사 ·······························································140 제2부 청소년교육의 실제 제5장 청소년기의 이해 ······························································153 제1절 청소년기의 개념 ·························································153 제2절 청소년기의 구분 ·························································156 제3절 청소년기의 특성과 욕구 ················································160 제4절 청소년기의 발달과 이해 ················································164 제6장 청소년 인권과 인권교육 ····················································171 제1절 인권에 대한 이해 ························································171 제2절 청소년 인권의 유형 ·····················································173 제3절 청소년 인권교육의 이해 ················································176 제4절 청소년 인권교육과정 구성 ··············································178 제5절 청소년 인권교육의 필요성 ··············································181 제6절 민주시민교육과 인권교육 ···············································184 제7절 청소년 인권가이드라인 ··················································192 제7장 청소년 교육프로그램 이해 ·················································197 제1절 청소년 교육프로그램 교수설계 ·········································197 제2절 청소년 교육프로그램 개발 사례 ········································233 제3절 청소년 인권감수성 교육프로그램 실제 ·································245 제8장 청소년 문화···································································253 제1절 청소년 문화의 개념 ·····················································253 제2절 청소년과 대중문화 ·······················································256 제3절 청소년과 친구문화 ·······················································258 제4절 청소년과 언어문화 ·······················································261 제5절 청소년과 성문화 ·························································263 제9장 청소년 정책 ···································································269 제1절 청소년정책의 개념 ·······················································269 제2절 청소년정책의 범위 ·······················································271 제3절 청소년정책의 계획 ·······················································274 제4절 청소년정책의 전달체계 ··················································277 제5절 청소년정책 관련 법률 ···················································285 제10장 청소년 복지 ···································································299 제1절 청소년복지의 개념 ·······················································299 제2절 청소년복지의 의의와 필요성 ············································301 제3절 청소년복지의 발달과정 ··················································305 제4절 청소년복지의 실천분야 ··················································307 제5절 청소년복지 관련 법 ·····················································310 제6절 청소년복지 실천현장과 전문인력 ·······································314 제7절 청소년복지의 방향과 과제 ··············································324 제11장 학교청소년 교육복지 ························································327 제1절 청소년 교육복지의 개념 ················································327 제2절 교육복지정책과 교육복지우선지원사업 ·································329 제3절 교육복지우선지원사업의 추진 배경 ·····································331 제4절 교육복지우선지원사업 추진현황 ········································334 제5절 교육복지우선지원사업 내용 ·············································338 제6절 교육복지 실천 관점 ·····················································347 제3부 청소년교육과 청소년 상담 제12장 청소년 정서ㆍ행동 특성의 이해 ··········································357 제1절 한국판 청소년 행동평가척도 ············································357 제2절 청소년 행동평가척도 ····················································358 제3절 한국 청소년자기행동평가척도 ···········································360 제4절 한국 청소년인성평정척도 ···············································361 제5절 청소년 우울평가척도 ····················································363 제6절 MBTI 검사 ·······························································364 제7절 MMPI 검사 ······························································366 제8절 HTP(House-Tree-Person Test) ·······································368 제9절 SCT(sentence completion test) ······································369 제13장 청소년 문제와 보호 ·························································371 제1절 집단따돌림과 괴롭힘 문제 ··············································371 제2절 집단폭력 문제 ···························································375 제3절 언어적 폭력 문제 ························································377 제4절 미디어 폭력 문제 ························································380 제14장 청소년 상담의 이해 ·························································383 제1절 청소년 비행과 상담 ·····················································383 제2절 청소년의 우울증 ·························································386 제3절 청소년의 자해와 자해행동 ··············································389 제4절 청소년 자살과 자살이론 ················································394 제5절 은둔형 외톨이 ···························································398 제6절 청소년 스마트폰 중독 ···················································400 제15장 학교폭력과 청소년상담 ·····················································405 제1절 청소년 상담의 이해 ·····················································405 제2절 학교폭력과 청소년상담 ··················································407 제3절 학교폭력 대처방법 ·······················································409 제4절 학교폭력 상담전략 ·······················································413 제5절 청소년 집단상담의 이해 ················································415 제6절 학교폭력과 자살 ·························································419 부 록 ···················································································425 참고문헌 ·········································································431
