교수요목기부터 2009 개정 교육과정까지

이 연구는 교육과정 및 정책과정에 대한 이론을 탐색하여 우리나라 과학과 교육과정 개정 과정을 분석할 수 있는 분석틀을 설정하고, 분석틀을 중심으로 과학과 교육과정 개정 과정을 분석함으로써 과학과 교육과정을 이해하고 합리적인 과학과 교육과정 정책 수립에 기여하는 것이다. 교육과정 개정 과정을 분석할 수 있는 요소를 선정하고, 선정된 요소를 중심으로 분석틀을 설정하여 교육과정 개정과 관련한 자료를 통해 우리나라 과학과 교육과정 개정 과정을 분석하였다. 또한 개정된 과학과 교육과정이 학교 교육과정에 어떻게 편성되었는지 분석하였으며 과학 교과서 개편에 관하여 분석하였다. 교육과정 개정 과정과 결정과정에 영향을 미치는 요소는 여러 가지가 있으나, 이 연구에서는 국가·사회적 요구, 구조적 요소, 교육사조의 변화, 구성원 요소 등을 선정하여 분석하였으며, 그 연구 결과는 다음과 같다. 첫째, 국가수준의 교육과정은 국가·사회적 요구에 의해 개정 여부가 결정되고 교육과정 개정 과정에서 국가·사회적 요구를 반영하게 된다. 해방 후 일제 식민지 교육을 청산하고 우리말과 우리글을 통한 우리 교육을 요청하는 국가·사회적 요구에 의해 교과편제 및 시간 배당, 교수요목을 제정하였으나, 과학과 교육과정은 일제말기의 교과명과 교과서를 사용하였다. 제2차 교육과정은 국내외 정세 변화에 대처하고 과학·실업교육 강화를 요청하는 국가·사회적 요구에 의해 개정되었고, 제3차 교육과정은 지식의 급격한 증가와 사회의 급격한 변화에 따른 국가·사회적 요구에 의해 개정된 것이다. 2007년 개정 교육과정 및 2009 개정 교육과정은 수시 개정 도입, 과학 교육 강화 등을 요청하는 국가·사회적 요구에 의해 개정되었다. 둘째, 교육과정 개정 여부와 개정 과정은 법령, 정부 조직, 연구기관 등 구조적 요소에 의해 추진된다. 제1차 교육과정부터 법령에 근거하여 개정되었다. 우리나라 과학과 교육과정 개정 과정은 정부주도형으로 분석되었으나, 2009 개정 과학과 교육과정은 부분적으로 외부주도형으로 분석되었다. 제3차 교육과정 개정 과정에서 과학과 교육과정안이 교육과정 총론안보다 먼저 개발되었다. 제4차 교육과정부터 과학과 교육과정은 연구기관이 개정 시안을 개발하는 연구·개발형이었다. 셋째, 교육과정 개정 여부 및 개정 과정은 교육사조의 변화에 의해 추진된다. 교수요목기는 미국의 진보주의 교육사조에 의해 국민학교 1∼3학년 과학이 자연관찰이라는 내용으로 사회생활에 통합·편성되었고, 과학과 내용도 실생활과 관련된 내용을 많이 포함하였다. 제1차와 제2차 과학과 교육과정은 생활중심 교육과정의 영향으로 일상생활과 관련된 내용을 많이 포함하였다. 제3차 과학과 교육과정은 학문의 기본 개념과 원리를 강조하는 학문중심 교육과정의 영향을 받았고, 제4차 교육과정부터는 특정 교육사조의 영향을 받은 것이 아니라 종합적이고 복합적인 영향을 받았으며, 2009 개정 과학과 교육과정은 융합교육 사조의 영향을 받았다. 넷째, 교육과정 개정 여부 및 개정 과정은 구성원 요소에 의해 추진된다. 각 시기별 과학과 교육과정은 학습자의 흥미와 관심을 고려하여 과학과 목표를 설정하였다. 제4차 과학과 교육과정은 학습자의 수준과 발달에 적합하도록 학습의 내용과 양을 조정하였으며 제5차 교육과정은 학습자의 수업 부담을 줄이기 위해 과학 선택과목을 축소하였다. 제7차 과학과 교육과정은 학습자의 수준을 고려하여 심화·보충형 수준별 교육과정을 도입하였으며 2007년 개정 교육과정은 학생들이 과학에 흥미를 가지게 하고 탐구 기능을 강화하기 위해 자유탐구를 도입하였다. 2009 개정 교육과정은 학생의 흥미와 적성에 따라 필요한 과목을 선택·집중할 수 있도록 교과군 및 학년군을 도입하였고 고등학교 과학은 융합형 과목으로 개정하였으나, 과학과 교육과정 개정 과정에서 교육과정 구성원 요소인 교사들의 의견 수렴과 교사에 대한 고려가 부족하였다. 다섯째, 교육과정 적용 과정에 대한 결과는 다음과 같다. 제1차 교육과정까지는 대부분 학교의 과학 편제와 시간 배당이 국가 수준의 교육과정 기준과 다르게 운영되었고, 중학교 과학 교과서는 교육과정의 교과명과 다르게 물상과 생물로 구분하여 검정하였으며, 과학 교과서도 교육과정과 다르게 다양한 명칭으로 발행되었다. 2009 개정 교육과정은 2007년 개정 교육과정이 일부 학년에서 적용되기도 전에 개정되어 학교 현장에 혼란이 초래되고 있다. 여섯째, 과학과 시간 배당 변천 및 내용 체계 변화에 대한 연구 결과는 다음과 같다. 전체 시간에 대한 과학 시간 비율은 제1차 교육과정 이후 지속적으로 감소하였으며, 특히 제7차 교육과정에서 급격히 감소하여 과학 교육이 크게 위축되었다. 2007년 개정 교육과정과 2009 개정 교육과정에서는 고등학교 과학 과목에 대한 최소 이수 단위를 배당하여 과학 시간이 다소 증가할 것으로 기대하고 있다. 중학교 과학과 내용 체계는 제5차 교육과정부터 운동과 에너지, 물질, 생명, 지구 등 4개 영역으로 구성하였고, 2009 개정 교육과정은 물질과 에너지, 생명과 지구 등 2개 영역으로 구성하여 점진적으로 통합되는 경향을 보이고 있다. 이 연구 결과를 바탕으로 다음과 같은 결론을 내릴 수 있다. 첫째, 과학과 교육과정 개정은 교육과정 총론 개정과 함께 동시에 추진되지만, 과학 교육 강화를 위해 필요할 경우 과학과 교육과정을 별도로 개정할 수 있다. 둘째, 과학과 교육과정 개정을 위해서는 현행 과학과 교육과정 운영 실태에 대한 구체적 조사 연구가 선행되어야 한다. 셋째, 2009 개정 교육과정에서 과목군별 최소 이수단위를 배당함으로써 고등학교 과학 과목 선택이 다소 증가할 것으로 기대하고 있다. 그러나 과학교육 강화를 위해 과학과 교육과정 개발에 대한 장기적인 대응 방안 연구가 필요하다. 넷째, 과학과 교육과정 연구·개발 단계와 교육과정 결정 과정에서 과학 교사들의 의견을 충분히 수렴하고, 과학과 각 영역별 구성원들의 합의 과정을 거쳐 개정을 추진해야 한다.The purpose of this study consists of several interrelated elements: to set an analytic framework to investigate the process of revising the Korean science curriculum; to contribute to the evolving body of knowledge aiming to enhance and strengthen the science curriculum in Korea; to examine the curriculum revision process using the aforementioned analytic framework. Though there are several factors impacting the alteration and decision-making process regarding the revision of the curriculum, this research attempts to analyze the curriculum considering national-social demands, structural factors, trends in education, and learner and teacher factors. The results of this research are briefly elucidated below: First, Korean national curriculum is determined by national-social demands and finally it reflects those demands. After the Korean War, the nation had abolished the Japanese colonial educational system and replaced it with 1) subject matter distribution and time allotment standards, and 2) a syllabus reflecting national-social demands, including the revitalization of verbal and written education in the Korean language. However, the science curriculum remained intact and still used the same subject names and textbooks from the days of Japanese colonization. The 3rd curriculum was reorganized due to rapid social change, which sparked a rethinking of educational objectives. The 2007 and 2009 revised curriculum were also driven by national-social demands, which reinforced science education. Second, the influence of structural factors, such as the enactment of legislation and the government organizations, ought to be considered the curriculum revision process. The process of upgrading the science curriculum was implemented by a government-led model. The 2009 revised science curriculum was directed by a partially external-driven model. The 3rd curriculum reflected the fact that the development of the science curriculum preceded the development of the general curriculum. Starting from the 4th science curriculum, research institutes are tasked with developing the drafts of science curriculum. Third, educational trends influence the curriculum revision. The 1st and 2nd science curriculums embedded the contents associated to daily life, resulting from the philosophical implications of a life-centered or child-centered curriculum. The 3rd science curriculum was affected by an discipline-centered curriculum, which emphasized fundamental concepts and principles. 'The 2009 revised science curriculum' was shaped by an amalgamation of educational philosophies. Fourth, the curriculum revision is affected by learners and teachers. The 5th curriculum included the reduction in the number of science electives to alleviate students' burdens. The 7th science curriculum introduced an in-depth and supplementary differentiated curriculum, taking into account the learners' levels. The 2009 revised curriculum introduced subject and grade groups to select and concentrate on necessary subjects, according to students' interests and aptitudes. Even if the contents of the high school science curriculum are revised, the process of reforming the science curriculum failed to seek the input of school teachers. Fifth, the results of the curriculum implementation process are below: In the 1st curriculum, most schools administered science subject arrangement and time allocation inconsistent with the standards proclaimed by the Ministry of Education. 'The 2009 revised curriculum' was revised before 'the 2007 revised curriculum' was applied. Sixth, the changes in time allocation and content standards in the science curriculum are described below: 1) the number of classroom hours dedicated to the teaching of science-based subjects has consistently declined, with grave reductions in the 7th curriculum; 2) hours of science education in 'the 2007 and 2009 revised curriculums' are expected to increase due to efforts to bolster and secure the time spent on scientific, in-class studies. The science curriculum is categorized into 1) movement and energy, 2) materials, 3) life, and 4) earth. 'The 2009 revised curriculum' consists of 1) materials and energy and 2) life and earth. The conclusions that can be drawn from the results of this study are the following: First, the reformation of the science curriculum proceeded with the general curriculum, but the science curriculum can be revised independently. Second, in order to modify the science curriculum, the specific investigation of the current science curriculum should be preceded by research. Third, the number of classroom hours devoted to the teaching of science had been constantly decreasing since the 1st curriculum, particularly drastically in the 7th curriculum. Science electives in high school are expected to increase somewhat in 'the 2007 and 2009 revised curriculums, but it requires long-term countermeasures to strengthen science education. Fourth, the revision of the science curriculum is in the research-development stage and the curriculum decision-making process should refer to and reflect the opinions of science teachers.Docto

Model of Psychodynamic Formulation

The present study was attempted to critically and comprehensively review the literature for exploring program and concept of psychodynamic formulation and construct model of psychodynamic formulation suitable for residency education and profitable to its clinical applications. The summary identified through the review of the literature of formulation was as follows: 1. Different systemic approaches to the process of formulation were conceptualized as theoretical models such as psychoanalysis, ego psychological model, central conflict focusing approach, idiosyncratic psychodynamic approach, and biological approach etc. 2. Systemic explanations of formulation included multiple viewpoints of 3 divisions of structural, dynamic and genetic factors. These 3 divisions were made for pedagogical purposes, even though a thorough understanding requires the ability to integrate all of the divisions. 3. The author suggested that it preferred to use one primary model such as psychoanalysis or ego psychological approach, introducing secondary models such as self psychological model and/or object relations model to explain features of patient that do not easily fit the primary model.The present study was attempted to critically and comprehensively review the literature for exploring program and concept of psychodynamic formulation and construct model of psychodynamic formulation suitable for residency education and profitable to its clinical applications. The summary identified through the review of the literature of formulation was as follows: 1. Different systemic approaches to the process of formulation were conceptualized as theoretical models such as psychoanalysis, ego psychological model, central conflict focusing approach, idiosyncratic psychodynamic approach, and biological approach etc. 2. Systemic explanations of formulation included multiple viewpoints of 3 divisions of structural, dynamic and genetic factors. These 3 divisions were made for pedagogical purposes, even though a thorough understanding requires the ability to integrate all of the divisions. 3. The author suggested that it preferred to use one primary model such as psychoanalysis or ego psychological approach, introducing secondary models such as self psychological model and/or object relations model to explain features of patient that do not easily fit the primary model

The Current Status of Psychodynamic Formulation in Korea

This study was intended to get the base-line data of psychodynamic formulation for teaching the residents through the analysis of the current status of psychodynamic formulation in Korea. Data were collected through the mailings-questionnaire survey. Subjects served for this study consisted of 1,034 psychiatrists including 259 residents and 775 psychiatric specialists in Korea, using census method. Statistical method employed was percentage rate. 1. 267 respondents(25.8%) among 1,034 psychiatrists replied to our mailings questionnaire. 2. 83.5 percent of respondents perceived psychodynamic formulation to be very important, 46.8 percent of respondents felt formulation to be crucial for second year residents, while 37.8 percent of respondents stated that they referred to textbooks of psychiatry, others(25.1 percent) sent guidelines for the mental status examination and/or descriptions of the intake interview. 5.6 percent of respondents did not provide any materials for psychodynamic formulation. 2 percent of respondents did not answer this question. 55.4 percent of respondents recognized general psychiatry, psychopharmacology and biological psychiatry to be more important than the teaching of formulation. As a result, though the Korean psychiatrists recognized formulation to be very important, they did not sufficiently provide the materials about psychodynamic formulation. 3. the Korean psychiatrists prefered to psychoanalysis models, focal psychodynamic approaches and/or biopsychosocial approaches in case of formulating the psychiatric patients, while the American psychiatrists tended to adapt psychoanalysis and/or ego psychological models to their patients. 4. 72.7 percent of respondents indicated that they distinguished psychodynamic formulation and diagnostic assessment, while 20.9% of respondents emphasized that all patients require a diagnostic assessment. 48.7 percent of respondents viewed that psychodynamic tended to be overlooked and declined due to recent advanced biological psychiatry.This study was intended to get the base-line data of psychodynamic formulation for teaching the residents through the analysis of the current status of psychodynamic formulation in Korea. Data were collected through the mailings-questionnaire survey. Subjects served for this study consisted of 1,034 psychiatrists including 259 residents and 775 psychiatric specialists in Korea, using census method. Statistical method employed was percentage rate. 1. 267 respondents(25.8%) among 1,034 psychiatrists replied to our mailings questionnaire. 2. 83.5 percent of respondents perceived psychodynamic formulation to be very important, 46.8 percent of respondents felt formulation to be crucial for second year residents, while 37.8 percent of respondents stated that they referred to textbooks of psychiatry, others(25.1 percent) sent guidelines for the mental status examination and/or descriptions of the intake interview. 5.6 percent of respondents did not provide any materials for psychodynamic formulation. 2 percent of respondents did not answer this question. 55.4 percent of respondents recognized general psychiatry, psychopharmacology and biological psychiatry to be more important than the teaching of formulation. As a result, though the Korean psychiatrists recognized formulation to be very important, they did not sufficiently provide the materials about psychodynamic formulation. 3. the Korean psychiatrists prefered to psychoanalysis models, focal psychodynamic approaches and/or biopsychosocial approaches in case of formulating the psychiatric patients, while the American psychiatrists tended to adapt psychoanalysis and/or ego psychological models to their patients. 4. 72.7 percent of respondents indicated that they distinguished psychodynamic formulation and diagnostic assessment, while 20.9% of respondents emphasized that all patients require a diagnostic assessment. 48.7 percent of respondents viewed that psychodynamic tended to be overlooked and declined due to recent advanced biological psychiatry

Kim, Heon-Soo

학위논문(석사)--아주대학교 ITS대학원 :교통공학과,2008. 8경기도의 교통문제는 대규모 신도시 개발로 인한 인구급증과 더불어 통행발생량이 지속적으로 증가하고 있는 반면, 도로 등 교통시설의 확충은 높은 지가와 대규모 투자재원 소요로 인한 한계로 인해 공급이 수요를 못 따라가고 있는 상황이 지속되고 있어 교통혼잡은 갈수록 심화되고 있다. 이러한 여건에서 교통혼잡을 해결할수 있는 방안이 교통수요를 적절히 관리하는 방안이다. 교통수요관리(Transportation Demand Management)는 교통시설의 공급 못지 않게 교통문제를 해결하는 중요한 정책임에도, 그 동안에 서울시에서 일부 수요관리정책을 추진하여 왔을 뿐, 경기도를 비롯한 기타지역에서는 아직까지 이렇다 할 교통수요관리 정책을 추진한 사례가 없다. 본 연구는 교통수요관리의 유형별 방안을 검토하고 국내·외 추진사례와 경기도의 교통특성의 분석을 통하여 교통수요관리의 필요성을 검토하고 지역실정에 맞는 교통수요관리방안을 제시하는데 그 목적이 있다. 경기도의 통행특성을 분석한 결과 경기도의 총 목적통행량은 25,232천 통행으로 경기내부통행이 73.2%, 경기↔서울간 통행이 21.0%이며, 수단통행은 22,547천통행/일으로 승용차가 49.9%인 11,244천통행/일 차지하고 있으며, 서울 출근통행 의존율은 광명, 구리, 과천, 고양, 의정부, 남양주 순으로 40%를 상회하고 있어 서울유출입교통량을 중점 수요관리대상으로 나타났다. 수요관리의 필요성을 검증하기 위해서 경기도의 통행속도 조사결과를 분석한 결과 627개 조사구간중 64%인 402개 구간이 지·정체 구간으로 나타났으며, 조사길이 연장 1,937km중 300km 지·정체로 나타나 교통수요관리의 필요성을 입증하였다. 경기도의 교통특성의 분석 및 통행속도 조사결과, 31개시·군의 교통수요관리 실태 및 추진계획을 조사하여 적정성을 검토하여경기도의 각 시군별 특성을 고려한 교통수요관리 방안을 장·단기안으로 구분하여 제시하였다. 단기안으로는 주차수요관리, 승용차요일제, 민간수요관리프로그램, 교통유발부담금 제도강화, 자전거이용활성화 방안등 5개방안을 제시하였으며, 장기안으로 주차상한제, 원격근무(재택근무)활성화 등 2개 방안을 제시하였다. 아울러, 행정적·제도적 개선방안으로 중앙정부와, 광역자치단체, 기초자치단체별 교통수요관리의 추진체계를 위한 기능과 역할에 대한 개선방안을 제시 하였고, 제도적으로 교통수요관리 정책의 수행에 있어 道 단위의 역할에 대하여 법적규정을 명시하여 광역자치단체에서 교통수요관리를 총괄·조정하도록 개선방안을 제시하였다.제1장 서론 = 1 제1절 연구의 배경 및 목적 = 1 제2절 연구의 범위 및 방법 = 2 제2장 교통수요관리의 이론적 고찰 = 4 제1절 교통수요관리의 등장배경 및 기본개념 = 4 제2절 교통수요관리 기법의 유형 = 6 제3절 교통수요관리 기법의 국내 적용사례 = 11 제4절 교통수요관리 연구사례 = 19 제3장 경기도의 통행특성 분석 = 28 제1절 교통관련 기본현황 = 28 제2절 경기도의 통행특성 분석 = 31 제3절 경기도의 통행속도 조사 = 42 제4장 경기도 시군의 교통수요관리실태 조사 = 51 제1절 조사목적 및 방법 = 51 제2절 조사결과분석 = 54 제3절 시군 교통수요관리의 적정성 검토 = 56 제5장 경기도 교통수요관리 적용방안 = 57 제1절 교통수요관리의 기본방향 = 57 제2절 단기적 적용방안 = 58 제3절 장기적 적용방안 = 67 제4절 행정적, 제도적 개선방안 = 70 제6장 결론 및 향후과제 = 73 제1절 결론 = 73 제2절 향후과제 = 74 참고문헌 = 76 부록 = 79Maste

Marital Relationship in Infertile Couples

The present study was designed to assess the marital relationship including psychological stress, sexual dissatisfaction and marital maladjustment etc. in infertile couples and to provide 3 hypotheses through the analyses of 4 infertile couples and the literature review about the causal modes of infertility. Wives and husbands were interviewed independently, and the following findings were presented. Both members of a couple who desire experienced marital discord and a wide range of negative psychological, behavioral, and sexual aspects. Infertile problem stress influenced on increased marital conflict due to wives abuse and/or extramarital affairs and frequent matrimonial quarrel etc. Therefore, wives showed various somatization, anxiety, depression and other psychotic symptoms like infidelity delusion. Also, there appeared in decreased sexual self-esteem, negative body image and dissatisfaction with own sexual performance by infertile stress. These negative problems of life quality and marriage factors were more serious for wives than for husbands. In psychoanalytical analyses of 4 infertile women, all of them had a difficult, conflicted and frustrating relationship with their own mothers. 3 hypotheses were as follows: 1. A higher positive relationship will be found between infertility and longstanding emotional and psychosocial problems. 2. The experience of fertility problem stress itself and/or the related medical diagnosis and treatment process, will be operated as a psychosocial stressor in many cases. 3. Depending on the particular case, a higher positively correlating relationship will be shown between infertility and psychological and somatic problems. The above 3 hypotheses will be tested by LISREL path analysis.The present study was designed to assess the marital relationship including psychological stress, sexual dissatisfaction and marital maladjustment etc. in infertile couples and to provide 3 hypotheses through the analyses of 4 infertile couples and the literature review about the causal modes of infertility. Wives and husbands were interviewed independently, and the following findings were presented. Both members of a couple who desire experienced marital discord and a wide range of negative psychological, behavioral, and sexual aspects. Infertile problem stress influenced on increased marital conflict due to wives abuse and/or extramarital affairs and frequent matrimonial quarrel etc. Therefore, wives showed various somatization, anxiety, depression and other psychotic symptoms like infidelity delusion. Also, there appeared in decreased sexual self-esteem, negative body image and dissatisfaction with own sexual performance by infertile stress. These negative problems of life quality and marriage factors were more serious for wives than for husbands. In psychoanalytical analyses of 4 infertile women, all of them had a difficult, conflicted and frustrating relationship with their own mothers. 3 hypotheses were as follows: 1. A higher positive relationship will be found between infertility and longstanding emotional and psychosocial problems. 2. The experience of fertility problem stress itself and/or the related medical diagnosis and treatment process, will be operated as a psychosocial stressor in many cases. 3. Depending on the particular case, a higher positively correlating relationship will be shown between infertility and psychological and somatic problems. The above 3 hypotheses will be tested by LISREL path analysis

Correlation between Delinquent and their Character Pattern and Family Dynamics

The present study was intended to explore the correlation between juvenile delinquent behavior and their character, mood state and family dynamics. Data were collected through questionnaire survey. Subjects served for this study consisted of 1,838 adolescents including 601 juvenile delinquents and 1,237 adolescent students in Korea, sampled from Korean student population and adolescent delinquent population confined in juvenile correctional institutions, using nonprobability samping method. Their age ranged between 12 and 21. The actual number of cases put into the analysis was 1,696 adolescents including 511 delinquents and 1,185 adolescent students. Data were analysed by IBM PC of Behavioral Science Center at the Korea University, using SAS program. Statistical methods employed were χ²test, simple correlation, principal component analysis, principal component regression analysis and LISREL path analysis. The results of this study were follows: 1. Inconsistent by parental child rearing patterns tended to affect delinquent behavior among delinquent adolescents. The more were paternal and maternal attitudes arbitrary, restricted, mistrusing their children and punishment-oriented, the higher occured their children's delinquent behavior. On the other hand, adolescent students were consistently rearing by their parents, their parental attitudes were democratic, flexible, trusting their children and reward-oriented. In comparison of both parents in the degree of influence on their children was revealed that paternal child rearing pattern was more influential on their children's behaviors than maternals's. 2. The psychological instability of family tended to be contributing to deliquent behaviors among deinquent adolescents. Coldness, dissatisfaction, discord, tenseness and disharmony of family paychological climate revealed significant correlation with delinquent behaviors. On the other hand, student's family stability was more comforable than delinquent family. 3. The disharmonious parent-child relationships were presented to influence on delinquent behaviors and aggressive impulsiveness. Parental rejection toward their children's opinions, lack of affection toward their children, non-self-sacrificing for their children, alienated parent-child relationship, children's disregard toward their parental authority and children's rejection of parental opinions were positively correlated to behavioral problems among delinquent adolescents, while harmonious parent-child relationships among student adolescents were maintained. 4. The whole psychological climates of delinquent's family tended to be rigid, while student's psychological climates of family flexible. 5. Delinquents were more anxious, aggressive and impulsive than student adolescents. They exhibited some learning problems such as interpersonal difficulties. their character patterns tended to be immature and weak ego functioning, while student's character patterns more mature and flexible. 6. The relative comparison of the whole psychological climates of family, anxiety trait, character pattern and social learning ability in terms of predictability revealed that character pattern variables function as the most important determinant of both aggressive impulsiveness and delinquent(aggressive) behaviors.The present study was intended to explore the correlation between juvenile delinquent behavior and their character, mood state and family dynamics. Data were collected through questionnaire survey. Subjects served for this study consisted of 1,838 adolescents including 601 juvenile delinquents and 1,237 adolescent students in Korea, sampled from Korean student population and adolescent delinquent population confined in juvenile correctional institutions, using nonprobability samping method. Their age ranged between 12 and 21. The actual number of cases put into the analysis was 1,696 adolescents including 511 delinquents and 1,185 adolescent students. Data were analysed by IBM PC of Behavioral Science Center at the Korea University, using SAS program. Statistical methods employed were χ²test, simple correlation, principal component analysis, principal component regression analysis and LISREL path analysis. The results of this study were follows: 1. Inconsistent by parental child rearing patterns tended to affect delinquent behavior among delinquent adolescents. The more were paternal and maternal attitudes arbitrary, restricted, mistrusing their children and punishment-oriented, the higher occured their children's delinquent behavior. On the other hand, adolescent students were consistently rearing by their parents, their parental attitudes were democratic, flexible, trusting their children and reward-oriented. In comparison of both parents in the degree of influence on their children was revealed that paternal child rearing pattern was more influential on their children's behaviors than maternals's. 2. The psychological instability of family tended to be contributing to deliquent behaviors among deinquent adolescents. Coldness, dissatisfaction, discord, tenseness and disharmony of family paychological climate revealed significant correlation with delinquent behaviors. On the other hand, student's family stability was more comforable than delinquent family. 3. The disharmonious parent-child relationships were presented to influence on delinquent behaviors and aggressive impulsiveness. Parental rejection toward their children's opinions, lack of affection toward their children, non-self-sacrificing for their children, alienated parent-child relationship, children's disregard toward their parental authority and children's rejection of parental opinions were positively correlated to behavioral problems among delinquent adolescents, while harmonious parent-child relationships among student adolescents were maintained. 4. The whole psychological climates of delinquent's family tended to be rigid, while student's psychological climates of family flexible. 5. Delinquents were more anxious, aggressive and impulsive than student adolescents. They exhibited some learning problems such as interpersonal difficulties. their character patterns tended to be immature and weak ego functioning, while student's character patterns more mature and flexible. 6. The relative comparison of the whole psychological climates of family, anxiety trait, character pattern and social learning ability in terms of predictability revealed that character pattern variables function as the most important determinant of both aggressive impulsiveness and delinquent(aggressive) behaviors

Psychiatric Assessment of A Patient with Insulinoma

The authors experienced a patient with insulinoma presented with neuropsychiatric symptoms. It was demonstrated that Whipple's triad is highly suggestive of the presence of an insulinoma. Therefore physicians and/or psychiatrists, who refer patients with insulinoma to third institution, always have a alertness to neuropsychiatric symptoms of insulinoma and Whipple's triad. This case also illustrated the persistence and cooperation between psychiatric and medical teams including the involvement of a neurologist, endocrinologist, and surgeon for diagnosis and treatment planning of patient with insulinoma.The authors experienced a patient with insulinoma presented with neuropsychiatric symptoms. It was demonstrated that Whipple's triad is highly suggestive of the presence of an insulinoma. Therefore physicians and/or psychiatrists, who refer patients with insulinoma to third institution, always have a alertness to neuropsychiatric symptoms of insulinoma and Whipple's triad. This case also illustrated the persistence and cooperation between psychiatric and medical teams including the involvement of a neurologist, endocrinologist, and surgeon for diagnosis and treatment planning of patient with insulinoma

Folie Simultanee in Monozygotic Twin Sisters

The twin sisters case of folie simultanee is reported here in this paper. A case of folie simultanee is described as two or more people becoming psychotic simultaneously and sharing the same delusion. The results of psychodynamic approach for this case are as follows. 1. There are a variety of conflicting hypotheses on the orgin of the disorder, ranging from the etiological explanation of organic factor to various psychodynamic approach. In this case, there is no evidence of hereditary factor on the laboratory findings and family history. Therefore the authors stressed that the psychodynamic formulation of the disorder is on the importance .of the etiological rol. It seem significant to describe that the etiology is multidimensional and includes factors such as character structure formation in processing of object relations, the emotional relationship between the partners, socio-environmental conditions and hereditary predisposition. 2. There are two issues in folie simultanee. The one is related to diagnosis. It is consider to distinguish the inductor from the recipient. The other is subject to treatment. It is important to determine whether separate the inductor and recipient by admitting the inductor for a psychiatric center or not. Furthermore, the inductor and recipient's weak ego state should be recognized in planning various psychiatric treatments. 3. It could be found in the role reversal phenomenon between the inductor and recipient during long-term course.The twin sisters case of folie simultanee is reported here in this paper. A case of folie simultanee is described as two or more people becoming psychotic simultaneously and sharing the same delusion. The results of psychodynamic approach for this case are as follows. 1. There are a variety of conflicting hypotheses on the orgin of the disorder, ranging from the etiological explanation of organic factor to various psychodynamic approach. In this case, there is no evidence of hereditary factor on the laboratory findings and family history. Therefore the authors stressed that the psychodynamic formulation of the disorder is on the importance .of the etiological rol. It seem significant to describe that the etiology is multidimensional and includes factors such as character structure formation in processing of object relations, the emotional relationship between the partners, socio-environmental conditions and hereditary predisposition. 2. There are two issues in folie simultanee. The one is related to diagnosis. It is consider to distinguish the inductor from the recipient. The other is subject to treatment. It is important to determine whether separate the inductor and recipient by admitting the inductor for a psychiatric center or not. Furthermore, the inductor and recipient's weak ego state should be recognized in planning various psychiatric treatments. 3. It could be found in the role reversal phenomenon between the inductor and recipient during long-term course