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(아동 및 청소년을 위한) 뇌기반 문제행동 상담의 이론과 실제

(아동 및 청소년을 위한) 뇌기반 문제행동 상담의 이론과 실제

Material type
단행본
Personal Author
신재한, 申在漢, 1974-
Title Statement
(아동 및 청소년을 위한) 뇌기반 문제행동 상담의 이론과 실제 / 신재한 지음
Publication, Distribution, etc
파주 :   교육과학사,   2021  
Physical Medium
289 p. : 삽화, 도표 ; 26 cm
ISBN
9788925415734
Bibliography, Etc. Note
참고문헌: p. 277-289
Subject Added Entry-Topical Term
아동 상담[兒童相談] 청소년상담[靑少年相談] 뇌과학[腦科學] 문제행동[問題行動]
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001 000046091800
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008 210909s2021 ggkad 000c kor
020 ▼a 9788925415734 ▼g 93370
035 ▼a (KERIS)BIB000015805076
040 ▼a 211009 ▼c 211009 ▼d 211009
082 0 4 ▼a 616.89 ▼2 23
085 ▼a 616.89 ▼2 DDCK
090 ▼a 616.89 ▼b 2021z5
100 1 ▼a 신재한, ▼g 申在漢, ▼d 1974-
245 2 0 ▼a (아동 및 청소년을 위한) 뇌기반 문제행동 상담의 이론과 실제 / ▼d 신재한 지음
260 ▼a 파주 : ▼b 교육과학사, ▼c 2021
300 ▼a 289 p. : ▼b 삽화, 도표 ; ▼c 26 cm
504 ▼a 참고문헌: p. 277-289
650 8 ▼a 아동 상담[兒童相談]
650 8 ▼a 청소년상담[靑少年相談]
650 8 ▼a 뇌과학[腦科學]
650 8 ▼a 문제행동[問題行動]

Holdings Information

No. Location Call Number Accession No. Availability Due Date Make a Reservation Service
No. 1 Location Sejong Academic Information Center/Science & Technology/ Call Number 616.89 2021z5 Accession No. 151356755 Availability Available Due Date Make a Reservation Service

Contents information

Book Introduction

1부 뇌기반 문제행동 상담의 이해, 2부 뇌기반 문제행동 상담의 실제 등 크게 두 부분으로 구성되어 있다. 1부 뇌기반 문제행동 상담의 이해에서는 교육자나 상담가가 반드시 알아야 할 뇌과학적 지식, 상담학적 지식, 뇌과학과 문제행동의 관계 지식 등을 다루고, 2부 뇌기반 문제행동 상담의 실제에서는 학교, 가정, 사회에서 주로 발생하는 문제행동의 뇌과학적인 원인을 탐색하여 구체적인 해결 방안을 제시하는 데 중점을 두고 있다.

본 저서는 1부 뇌기반 문제행동 상담의 이해, 2부 뇌기반 문제행동 상담의 실제 등 크게 두 부분으로 구성되어 있다. 1부 뇌기반 문제행동 상담의 이해에서는 교육자나 상담가가 반드시 알아야 할 뇌과학적 지식, 상담학적 지식, 뇌과학과 문제행동의 관계 지식 등을 다루고, 2부 뇌기반 문제행동 상담의 실제에서는 학교, 가정, 사회에서 주로 발생하는 문제행동의 뇌과학적인 원인을 탐색하여 구체적인 해결 방안을 제시하는 데 중점을 두고 있다.
먼저 1부 뇌기반 문제행동 상담의 이해는 문제행동의 이해, 뇌과학의 이해, 문제행동 검사도구, 상담의 기초, 상담의 방법, 상담과정과 기법, 뇌기반 문제행동상담 방법 등으로 구성되어 있고, 2부 뇌기반 문제행동 상담의 실제는 아동학대, 우울과 불안, 분노, 공감, 학교폭력, 무기력, 스트레스, 인터넷·게임·스마트폰 중독 등으로 구성되어 있다.


Information Provided By: : Aladin

Author Introduction

신재한(지은이)

국제뇌교육종합대학원대학교 뇌교육학과 학과장 경북대학교 교육학 박사(교육공학) 한국교육개발원 연구위원 한국교육과정평가원 교수학습센터 운영위원 인성교육연구원 원장 교육부 연구사 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

Information Provided By: : Aladin

Table of Contents

머리말 / 3

제1부 뇌기반 문제행동 상담의 이해
제1장 문제행동의 이해 ····································································13
1. 문제행동의 개념 ···································································13
2. 문제행동의 발생 원인 ·····························································13
3. 문제행동의 유형 ···································································14
4. 문제행동의 해결 ···································································17
5. 문제행동 지도 원리 ································································21
6. 문제행동 지도 단계 ································································22
7. 문제행동 지도 원리 ································································23

제2장 뇌과학의 이해 ·······································································25
1. 두뇌의 구조 ········································································25
2. 두뇌의 구성 요소 ··································································32
3. 신경전달물질 ·······································································36
4. 뇌파 ················································································44
5. 뉴로피드백 훈련 ···································································51

제3장 문제행동 검사도구 ·································································53
1. 아동용 정서ㆍ행동발달 검사 ······················································53
2. 청소년용 정서ㆍ행동발달 검사 ····················································65

제4장 상담의 기초 ··········································································85
1. 상담의 개념 ········································································85
2. 상담의 유형 ········································································87

제5장 상담의 방법 ··········································································97
1. 전화상담 실제 ······································································97
2. 사이버 상담(Cyber counseling) ·················································99
3. 이메일 상담(E-mail Counseling) ··············································101
4. 화상상담(Video Counseling) ···················································101
5. 채팅상담(Chat-Room Counseling) ············································102
6. 게시판 상담(Bulletin Counseling) ·············································102
7. 데이터베이스 상담(Database Counseling) ····································102

제6장 상담과정과 기법 ···································································105
1. 상담과정 ··········································································105
2. 상담기법 ··········································································108

제7장 뇌기반 문제행동 상담 방법 ·····················································133
1. 뇌체조 ·············································································133
2. 명상 ···············································································144
3. 뇌친화적 상담 환경 구축 ························································150


제2부 뇌기반 문제행동 상담의 실제
제1장 아동학대 ·············································································155
1. 아동학대의 개념 ··································································155
2. 아동학대의 실태 ··································································157
3. 아동학대의 원인 ··································································162
4. 아동학대 고위험 가족 및 아동의 특성 ··········································164
5. 아동학대로 인한 정신 장애 ······················································165
6. 아동학대와 두뇌의 관계 ··························································166

제2장 우울과 불안 ········································································179
1. 우울과 두뇌의 관계 ······························································179
2. 불안과 두뇌의 관계 ······························································182
3. 우울 및 불안과 관련된 두뇌의 기능 및 증상 ··································185
4. 불안 및 우울 장애 유형 ·························································188
5. 불안 및 우울 장애 유형 진단 ···················································188
6. 불안 및 우울 장애 유형 처방 ···················································193
7. 불안 장애 및 우울 장애에 적합한 통합 처방 ··································193
8. 불안 및 우울 장애 유형별 약물치료 방법 ······································194
9. 불안 및 우울 장애 유형별 식이요법, 운동, 심리치료 ··························196
10. 불안과 우울에 대한 종합적인 평가 ············································197

제3장 분노 ··················································································203
1. 분노와 정서의 개념 ······························································203
2. 분노와 두뇌의 관계 ······························································207

제4장 공감 ··················································································211
1. 공감능력에 대한 두뇌 구조 및 기능적 측면의 이해 ···························211
2. 공감능력에 대한 신경전달물질 측면의 이해 ····································214
3. 공감능력에 대한 뇌파 측면의 이해 ·············································216

제5장 학교폭력 ·············································································219
1. 학교폭력에 대한 두뇌 구조 및 기능적 측면의 이해 ···························219
2. 학교폭력에 대한 신경전달물질 측면의 이해 ····································224
3. 학교폭력에 대한 뇌파 측면의 이해 ·············································226
4. 학교폭력 예방 및 대응을 위한 뇌교육 활용 방법 ······························227

제6장 무기력 ···············································································237
1. 무기력의 개념 및 증상 ···························································237
2. 무기력과 두뇌의 관계 ····························································240
3. 무기력과 성격 ····································································242

제7장 스트레스 ·············································································245
1. 스트레스에 대한 두뇌 구조 및 기능 측면의 이해 ······························245
2. 스트레스에 대한 신경전달물질 측면의 이해 ····································248
3. 스트레스에 대한 뇌파 측면의 이해 ·············································250

제8장 인터넷, 게임, 스마트폰 중독 ···················································253
1. 인터넷ㆍ게임ㆍ스마트폰 중독의 개념 ···········································253
2. 인터넷ㆍ게임ㆍ스마트의 특성 및 영향 ··········································254
3. 인터넷ㆍ게임ㆍ스마트폰 이용 현황 ··············································255
4. 인터넷ㆍ게임ㆍ스마트폰 중독 현황 ··············································257
5. 게임ㆍ인터넷 중독의 원인 ·······················································258
6. 인터넷ㆍ게임ㆍ스마트폰 중독 청소년의 특징 ···································259
7. 인터넷ㆍ게임ㆍ스마트폰 중독 사례 ··············································260
8. 뇌과학과 게임ㆍ인터넷 중독의 관계 ············································261
9. 인터넷ㆍ게임ㆍ스마트폰 중독 지도 과정 ········································263

참고문헌 ··············································································277


Information Provided By: : Aladin

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