aside banner 교육과학사 추천도서 안내 새로운 신간 소식 교육과학사 자료실 견본 미리보기 제공 강의용 견본신청


지성공간

청소년교육론
판매가
수량
저자
김동일, 이미나, 신재한, 김형수, 김영춘, 김병남, 박은영, 임운나
발행일
2020-07-30
ISBN
978-89-254-1507-9(93370)
페이지
450
판형
크라운
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.
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

김동일
평생교육학 박사
광신대학교 평생교육대학원 외래교수
휴먼서비스교육학과 외래교수


이미나
아동가정학박사
상담심리학박사
광신대학교 복지상담융합학부 교수
휴먼서비스교육학과 교수


신재한
교육학박사
국제뇌교육종합대학원대학교 교수
인성교육연구원 원장


김형수
사회복지학박사
광신대학교 복지상담융합학부 교수


김영춘
사회복지학박사
남부대학교 사회복지학과 교수


김병남
광신대학교 평생교육전공
휴먼서비교육학과 박사과정
디딤교육상담센터


박은영
사회복지학 박사
광주광역시 동부교육청 교육복지사


임운나
브레인코칭상담연구소 소장
인성교육연구원 수석연구원
대구교육대학교, 김천대학교 외래교수

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