청소년 지도방법론

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청소년지도방법론을 새롭게 저술하면서 몇 가지 사안을 고려하였다. 먼저 시대적인 흐름에서 청소년들을 둘러싼 사회적 환경과 변화를 파악하고 청소년지도 현장의 요구를 반영하기 위한 노력이 매우 중요하다는 점이다. 이를 토대로 현재 가장 이슈가 되는 현안 문제들을 중심으로 지도방법 개발에 초점을 맞추려는 시도가 필요하다고 판단하였다.
다른 한편으로, 청소년지도 현장에서 프로그램 개발자와 지도자들이 문화적, 사회적, 그리고 구조적인 여건을 반영하기 위한 노력도 필요하다. 이러한 측면에서 기존의 청소년지도방법론 교재들은 청소년지도의 원리와 기초개념 및 적용방안에 초점을 두고 있는 것으로 보인다. 반면 이번 청소년지도방법론은 기존의 논리와 개념 틀을 유지하면서 동시에 새롭게 부각되고 있는 현장의 요구들과 프로그램 개발 아이템들을 최대한 반영하고자 하였다.

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머리말 / 3
제1장 청소년 지도방법론의 이론적 토대 / 11
1. 청소년 지도방법 개발 과정과 적용 원리 ····························13
2. 청소년 지도방법의 핵심 이론과 적용방법 ···························15
3. 청소년 지도방법 개발의 영향 요인 ··································28
제2장 지역사회 기반 청소년활동 지도방법 / 35
1. 지역사회에서 청소년의 참여활성화 방안 ····························37
2. 청소년이 행복한 지역사회 조성 방안 ································38
3. 청소년이 행복한 지역사회 운영 모형 및 지원 체계 ················44
제3장 청소년 개별중심ㆍ집단활동 지도방법 / 55
1. 개별중심 청소년 지도방법 ············································57
2. 청소년 집단중심 지도방법 ············································65
제4장 멘토링 지도방법 / 83
1. 멘토링 유래와 개념 ····················································85
2. 멘토링 국외 사례 ······················································86
3. 청소년 멘토링 유형 및 종류 ··········································92
4. 기관의 청소년 멘토링 프로그램 단계별 운영 실제 ·················94
5. 멘토링 프로그램 기획 및 개발 그리고 평가 단계 ·················102
6. 청소년 멘토링 지도자의 역할과 책임 ·······························106
7. 청소년 멘토링의 과제와 방향성 ·····································108
제5장 청소년 인성함양 지도방법 / 113
1. 우리의 삶과 인성 ·····················································115
2. 청소년 인성 함양을 위한 인성교육 ·································121
3. 청소년 인성 함양을 위한 인성교육의 방향성 ······················126
4. 청소년 인성함양을 위한 정책과 제도적 개선 ······················135
제6장 청소년 자치활동 개념 및 구성 지도 / 141
1. 청소년자치활동의 개념 및 의의 ·····································143
2. 청소년 자치조직의 구성과 활동지도 ································149
제7장 청소년 자치활동 조직별 지도 / 165
1. 학생자치활동 ··························································167
2. 청소년 참여기구 ······················································174
3. 청소년의회 ····························································181
4. 청소년 동아리 ························································186
5. 지역사회 중심의 청소년자치조직 ····································194
제8장 청소년 진로와 직업체험 지도 / 199
1. 진로지도에 대한 기본 이해 ··········································201
2. 진로에 대한 이론적 이해 ············································208
3. 진로지도 프로그램 내용과 방법 ·····································218
제9장 청소년 기업가 정신 지도 / 229
1. 청소년 기업가정신의 필요성 ·········································231
2. 청소년 기업가정신에 대한 이해 ·····································237
3. 청소년 기업가정신 교육 프로그램 ··································240
4. 청소년 기업가정신 지도방법 ·········································246
제10장 청소년 여가 지도방법 / 257
1. 여가의 이해 ···························································259
2. 청소년여가활동의 지도 ···············································266
3. 청소년여가활동지도의 실제 ··········································271
제11장 청소년 캠핑활동 지도 / 285
1. 캠핑의 이해 ···························································287
2. 캠핑 지도의 실제 ·····················································298
제12장 외국의 청소년 지도방법 소개: 유럽연합과 영국 사례 중심으로 / 311
1. 청소년 현황 및 특징 ·················································313
2. 청소년 지도의 개념 ··················································317
3. 청소년 지도방법의 사례 ·············································319
4. 시사점 ·································································322
찾아보기 ··································································325

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오해섭 한국청소년정책연구원 학업중단예방 및 대안교육지원센터 센터장
남부현 선문대학교 사회복지학과 교수
정건희 청소년자치연구소 소장
현순안 부경대학교 교육학 박사과정 수료
배정수 아산시청소년교육문화센터 관장
김세광 고신대학교 교수
박선영 한국체육대학교 스포츠청소년지도학과 교수