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.
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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
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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