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Chapter 01 인간행동, 사회환경, 사회복지실천 ································································9
1. 인간발달과 사회복지실천 ··················································································10
2. 인간행동과 사회복지실천 ··················································································14
3. 사회환경과 인간의 사회적 특성 ········································································19
4. 인간행동과 사회환경의 사회복지실천 ·······························································22
Part 01 생애주기별 인간발달
Chapter 02 태내기와 영아기 ································································································27
1. 태내기 발달 ······································································································28
2. 영아기 ···············································································································34
3. 사회복지실천과의 관련성 ··················································································46
Chapter 03 아동기 ··················································································································49
1. 전기 아동기 ······································································································50
2. 후기 아동기 ······································································································58
3. 사회복지실천과의 관련성 ··················································································66
Chapter 04 청소년기와 청년기 ···························································································69
1. 청소년기 ···········································································································69
2. 청년기 ···············································································································77
3. 사회복지실천과의 관련성 ··················································································84
Chapter 05 중년기 ··················································································································95
1. 중년기에 대한 이해 ··························································································95
2. 중년기 발달의 특징 ·························································································101
3. 중년기의 적응 ·································································································108
Chapter 06 노년기 ················································································································115
1. 노인에 대한 이해 ····························································································115
2. 노인문제 ··········································································································124
3. 노인과 사회생활 ······························································································129
Part 02 인간행동의 주요 이론
Chapter 07 정신역동이론 Ⅰ ······························································································137
1. 정신분석이론 ···································································································137
2. 심리사회이론 ···································································································151
Chapter 08 정신역동이론 Ⅱ ······························································································161
1. 개인심리이론 ···································································································161
2. 분석심리이론 ···································································································168
Chapter 09 인지발달이론 ····································································································177
1. 인지발달이론 ···································································································177
2. 사회문화적 인지발달이론 ················································································187
Chapter 10 행동주의이론 ····································································································197
1. 행동주의에 관한 개요 ·····················································································197
2. 행동주의의 인간관과 주요 이론 및 개념 ························································202
3. 사회복지실천에서의 적용 ················································································214
Chapter 11 인본주의이론 ····································································································217
1. 인본주의이론 ···································································································217
2. 매슬로우의 욕구이론 ·······················································································230
Part 03 사회환경의 이론과 환경체계
Chapter 12 체계이론과 생태학이론 ··················································································241
1. 사회체계이론 ···································································································241
2. 생태학이론 ······································································································250
Chapter 13 가족, 집단, 조직, 지역사회 ·········································································261
1. 가족 ···············································································································261
2. 집단 ················································································································266
3. 조직 ················································································································272
4. 지역사회 ··········································································································278
Chapter 14 문화, 종교, 영성 ·····························································································285
1. 문화 ················································································································285
2. 종교 ················································································································295
3. 영성 ················································································································300
도서소개
“인간행동과 사회환경”이란 과목은 인간발달과 인간행동, 생태체계관점과 사회체계, 그리고 생애주기 등에 관한 이론적 기반을 형성하는 것을 주요 목표로 한다. 사회복지는 인간의 삶의 질을 향상하고 사회적 조건을 인간에게 바람직하게 형성할 수 있는 정책과 서비스를 제공하는 책무를 갖는다고 보면, 인간행동과 사회환경에 대한 내용을 이해하는 일은 사회복지의 가장 기본 바탕이 되는 것으로 볼 수 있다.
특히, 사회복지실천에서 말하는 인간행동은 개인이 처해 있는 상황적 요인까지를 포함하며 사회환경은 인간의 인성, 정체성, 생활자세 등의 형성에 중요한 영향을 미친다는 점에 주목할 필요가 있다.
이런 인식에서 이 책은 “인간행동과 사회환경”이란 교과목의 주요 내용을 인간발달의 특성을 먼저 이해하고 인간행동의 이론과 사회환경과 관련한 내용을 공부하도록 전체 3개 부분 14개의 챕터를 갖도록 구성하였다. 5명의 공저자들이 각자의 전공영역을 고려하여 2-3개 챕터를 맡아, 서장과 12장(체계이론과 생태학이론), 13장(가족, 집단, 조직, 지역사회)은 천정웅 교수가 집필하고, 2장(태내기와 영아기), 3장(아동기), 그리고 10장(행동주의이론)은 오정아 교수, 5장(중년기)과 6장(노년기) 및 14장(문화, 종교, 영성)은 박선희 교수, 9장(인지발달이론)과 11장(인본주의이론)은 이승민 교수, 그리고 4장(청소년기와 청년기), 7장(정신역동이론 I)과 8장(정신역동이론 II)은 박주현 교수가 각기 집필하였다.
저자들이 기본적 체제와 분량을 맞추고 전체가 일관성을 갖도록 노력하는 동시에 각 챕터별 주제가 가진 고유성과 저자의 독립성이 고려되는 방향을 유지하였다.
이 책의 개정을 요청받고 초판을 보니 2019년 1월에 발간되었음을 알 수 있었다. 2020년부터 거의 2년 동안 COVID-19로 인해 전 세계적으로 학교들이 언택트 수업이라는 초유의 상황을 마주하였음을 생각하면 2024년 1월에 2판 발간을 위해 머리말을 쓰게 된 것은 무척 기쁜 일이다. 어려운 여건 속에서도 그만큼 많은 독자들이 이 책을 활용하였기에 가능한 일이기 때문이다. 이번 개정은 책에 많은 변화를 주지는 않았으나, 그동안의 강의를 통해 내용의 앞뒤 구성 순서를 바꿀 필요가 있거나, 가독성을 높일 필요가 있는 일부 챕터를 업데이트하고 오탈자를 확인하면서 기존의 인용 부분은 가능한 한 최근에 발간된 것으로 대체하였다.
다음 기회에는 책의 내용을 보다 철저히 검토하여 독자들의 기대에 더욱 부응하도록 노력할 것이다. 무엇보다 인용의 미비와 누락 등이 있는 경우 신속하게 반영할 것을 약속한다. 사회복지아카데미(Academy for Social Welfare) 총서의 두 번째로 발간된 이 책의 개정을 위해 참여해 준 공저자들에게 고마움을 전하면서, 개정 원고를 또 하나의 새로운 책으로 재탄생하게 해준 도서출판 양성원의 강철원 대표님과 직원여러분께 깊은 감사의 말씀을 드린다.
저자소개
￭천정웅(대구가톨릭 대학교)
청소년전문가(youth professioinal)를 대상으로 “강점기반실천(strengths-based practices)의 본
질(nature)”를 분석한 논문으로 미국 캔사스대학교(University of Kansas)에서 사회복지학 박사
학위를 취득하였으며 환경레짐(environmental regime)에 관한 논문으로 중앙대학교에서 정치학
박사학위를 받았다. 한국청소년정책연구원 기획조정실장, 미국 아이오와 대학교(University of
Iowa) 사회복지대학원(School of Social Work) 방문학자, 캔사스대학교(University of Kansas)
사회정책분석연구원 Research Manager 등으로 일한 바 있다.
현재 대구가톨릭대학교 사회복지학과 교수로 재직하고 있으며, 대구다문화가족지원센터 협회
장 등을 엮임했다. 대구가톨릭대학교의 주요보직으로 국제다문화대학원장, 다문화교육원장, 청
소년복지연구소장, 사회복지학과장 등이 있으며, 학부와 대학원 석ㆍ박사 과정에서 인간행동과
사회환경을 비롯하여 청소년복지론, 청소년인권과 참여, 청소년활동론, 사회복지행정론, 지역사
회복지론, 고급통계자료분석론, 질적연구방법론, 사회복지법제론, 국제사회복지론, 국제이주와
사회통합, 영성과 사회복지 등을 강의하고 있다.
1980년대 중반 이후 30여 년간 청소년학과 사회복지학 등과 관련한 이론과 실천, 양적·질적
연구방법론 등을 중심으로 강의 및 저작활동에 진력해오고 있다. 한국전통사상에 특별한 관심
을 갖고 있으며, 논문작성법 시리즈 4종을 비롯하여 청소년 인권과 참여, 사회복지연구방법론,
질적연구방법 총론 등 10여권의 단독저서와 차세대 사회복지개론, 사회복지조사론, 다문화청소
년활동론, 지역사회복지론, 등 50여권의 공저를 발간하였다. 또한, “청소년영성발달과 유교적 영
성의 ‘효’: Ken Wilber의 통합이론과 긍정청소년개발 모델의 적용”, “지구촌 환경문제와 청소년
참여동향에 관한 연구” 등 다수의 국문 논문과 “Best practices in community-based prevention
for youth substance reduction”, “Causal relationships between service outcomes and satisfaction,
service utilization, and demographic characteristics: A path analysis” 등 단독저자로서
SCI, SSCI 등재 영문저널 게재 논문을 여러 편 갖고 있다.
2003년 미국에서 “세계청소년학 아카데미(World Academy for Youth Studies)”를 창립하여
한국과 미국에서 “청소년학 월드포럼(World Forum on Youth Studies)” 등 국제컨퍼런스를 개최
하였다. 한국사회복지질적연구학회 편집위원장, 글로벌청소년학회 회장, 한국시민청소년학회 회
장 등을 역임하였으며 한국과 미국의 연구기관에서 양적, 질적 데이터 분석을 통해 50여 종의
국·영문 보고서를 발간하였다.
￭오정아(충남여성가족청소년사회서비스원)
충북대학교에서 문학박사학위(아동․청소년 전공)를 받았고, 현재 충남여성가족청소년사회서비
스원에서 아동과 청소년, 청년 및 노인 등의 지역사회지속거주를 위한 정책개발과 연구를 수행
하고 있다. 아동·청소년 및 가족에 관심을 두고 청소년의 학교적응, 학교폭력, 학업중단, 학교
밖 청소년, 다문화가족 여성 및 아동 등의 연구를 수행하였고 다문화가족 청소년의 학업중단,
학교 밖 청소년과 관련된 연구를 진행하였다. 또한 한국연구재단의 지원으로 인문사회융합연구
과제인 “치매노인을 위한 인터랙션 가상현실 기반 음악활동 프로그램 개발”을 통해 제4차 산업
기술의 지역사회 적용방안을 모색하였으며, 국내를 비롯하여 영국 및 미국 등 국제학술대회에서
연구 성과를 발표하였다. 또한 고립/은둔 청년에 대한 실태조사와 중장년 사회적 고립 등의 연
구를 통해 사회적 고립과 은둔 청년의 지원방안을 모색하였다. 이 외에도 다문화 청소년과 관련
된 메타분석 연구(2016), 다문화 청소년 학업중단(2017), 다문화 청소년 진로예측모형 탐색
(2018), 보건사회연구원에서 “다양한 가족의 출산 및 양육실태와 정책과제”(2016), 청주복지재단
에서 “청주시 통합가족센터 홈-트리 건립 타당성 조사 연구”(2017), “아동·청소년이 행복한 교
육환경 조성연구”(2018) 등 연구 영역을 확대하고 있다.
주요저서 및 논문으로는 “Impact of digital device, exercise, and music intervention programs
on the cognition and depression of the elderly in South Korea: A meta-regression
analysis”(2022). 청소년문제와 보호(2018), 가족복지론(2018), 사회복지실천론(2017), “Effect of
family function, social support and self-efficacy on readiness for independent living of dropout
adolescents”(2018), “청소년의 학교폭력 가해행동에 관한 영향요인”(2016) 등이 있다.
￭박선희(성운대학교)
대구가톨릭대학교에서 “사회복지전공 대학생의 다문화 역량에 관한 영성지능과 인권태도의
구조관계 분석”으로 사회복지학 박사학위를 받았고, 대구가톨릭대학교에서 조사방법론, 논문연
구방법론, 사회복지법제론, 다문화 글로컬 생활세계 등을 강의하였다. 현재 성운대학교 미래휴먼
사회복지학부에 교수로 재직 중이다. 사회복지에서 영성을 활용한 실천과 접근을 중요하게 생각
하고 탐색해 왔으며 청소년 정신건강, 중독문제와 영성 등에 관한 강의와 연구를 하고 있다.
또한, 다문화와 관련하여 사회통합, 다문화 수용성, 다문화 역량 및 국제사회복지 등에 관심을
가지고 있으며 다문화청소년과 외국의 청소년이슈 등을 주제로 국제학술대회와 세미나 등에서
발표하였다. 대표논문으로 “범분야 이슈와 Post-2015”(2016)와 “프랑스 청소년의 삶과 정
책”(2013), “잠재성장모형을 활용한 청소년의 다문화수용성발달에 관한 종단연구”(2014), “청소년
의 영적안녕감이 사회성발달에 미치는 영향”(2014), “청소년지도자에 관한 연구동향 분석”(2019),
“긍정적 부모양육태도, 친구관계, 스마트폰의존, 자아존중감이 청소년의 학교생활만족도에 미치
는 영향과 매개효과”(2021) 등이 있으며, 저서로 다문화글로컬 생활세계(2015), 지역사회복지론
(2016), 사회복지개론(2016), 청소년문제와 보호(2017), 사회복지조사론(2018), 사회복지윤리와
철학(2019), 인간행동과 사회환경(2019), 청소년활동론(2022), 청소년문화론(2022), 청소년육성제
도론(2022), 청소년지도방법론(2023) 등이 있다.
￭이승민(서연상담복지연구소)
위덕대학교 일반대학원에서 “다문화 여성의 초등학생 자녀 양육 경험에 관한 질적 연구”로
사회복지학 박사학위를 취득하였다. 주요 논문으로는 “시설보호 아동의 원가족 분리 대처 경험
에 관한 연구”, “가족요인이 노인의 죽음불안에 미치는 영향”, “결혼이주여성의 초등학생 자녀
양육 경험의 의미에 관한 연구” 등이 있으며, 저서로는 이민·다문화 가족복지론, 물소리 바람
소리, 가차를 따라오는 반달 등 대학 교재와 시집 등이 있다.
위덕대학교 대학원, 동국대학교 대학원, 영진전문대학 등에서 사회복지학 과목과 질적연구방
법론 등을 강의하였고, 현재는 성덕대학교에서 가족복지론, 사회복지실천론, 사회복지실천기술
론, 지역사회복지론, 교육학개론, 교육사회학 등을 강의하고 있으며, 서연상담복지연구소에서 심
리상담과 교육 및 아동, 청소년, 가족, 집단 상담 등을 진행하고 있다.
￭박주현(지속가능미래연구소)
대구대학교에서 사회복지학 전공으로 석사학위를 취득, 대구가톨릭대학교에서 사회복지학 박
사과정을 취득하였다. 10여년간 통영시청소년상담복지센터와 (재)경상남도청소년지원재단의 상
담복지센터와 활동진흥센터에서 청소년과 학부모, 지도자들을 대상으로 상담과 교육 및 지도활
동을 하였으며, 특히 다양한 분야의 청소년에 대한 관심을 가지고 학교폭력예방, 인터넷중독예
방, 외상후스트레스장애, 또래상담, 국제교류, 자원봉사활동, 청소년박람회 등의 업무를 담당하
여 청소년들의 문제예방과 활동증진을 위해 노력하였다.
또한 경상남도병무청으로부터 위임받아 공익근무요원 상담을 담당하며 후기청소년에 대한
지원에 관심을 가지기도 하였다. 현재는 대구지속가능미래연구소 소장으로 UN이 인류의 삶의
질을 향상시키기 위하여 제시한 지속가능발전목표에 근거하여 연구하며, 공공기관, 학교, 기업
체의 구성원을 대상으로 교육을 진행하고 있으며, 대구가톨릭대학교, 영남이공대학교 등에서 사
회복지학 및 청소년학을 강의하고 대구지속가능발전협의회 위원으로 활동하고 있다. 주요 논문
으로는 석사학위논문인 “빈곤아동지원정책의 개선방안에 관한 연구”(2007)와 “청소년글로벌리즘
에 관한 연구”(2017), “전문직 정체성의 연구용례와 동향: 청소년분야의 함의”(2017), “노인장기
요양보험제도의 문제점 및 개선방안에 관한 고찰”(2019), “청소년지도사의 직무와 양성체계”(2019),
“청소년복지 전문인력의 직무만족에 관한 인권의식과 직업윤리의식의 구조관계분석”(2021) 등이 있
으며, 저서로 인간행동과 사회환경(2018), 학교사회복지론(2020), 청소년문화론(2021), 청소년활동
론(2021), 청소년육성제도론(2022), 청소년지도방법론(2023) 등이 있다.