Member since Feb '19

Working languages:
English to Korean
Eunsuk Park
Education/Individual Education Plan_IEP

Gyeongsan-si, Kyongsang-bukto, South Korea
Local time: 15:32 KST (GMT+9)

Native in: Korean Native in Korean
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I love to translate in the field of Education including IEP. I have translated 4 books in Education and Psychology in South Korea. I hope that I can have a long-term relationship with you!
Account type Freelance translator and/or interpreter
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Services Editing/proofreading, Translation
Expertise
Specializes in:
Education / PedagogyPsychology
Social Science, Sociology, Ethics, etc.Marketing / Market Research
Advertising / Public RelationsAgriculture
Cooking / CulinaryCosmetics, Beauty
ReligionInternet, e-Commerce

Volunteer / Pro-bono work Open to considering volunteer work for registered non-profit organizations
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Project History 0 projects entered
Payment methods accepted PayPal, payoneer
Portfolio Sample translations submitted: 1
English to Korean: Elementary Teacher's Discipline Problem Solver
General field: Other
Detailed field: Education / Pedagogy
Source text - English


School Phobia/Separation Anxiety

A student who is absent frequently from school demands the teacher’s attention. Although it may be that he is genuinely sick, it may also be that he is absent for reasons other than illness. If so, this could reflect some anxiety related to school and be the precursor to a more significant problem.

In most cases, a child’s anxiety about attending school can be resolved and the child returned to school quickly with teamwork by parents and the teacher. In some cases, however, this anxiety can take the form of resistance to attending school. At its most extreme, this school resistance may become school phobia, also called school refusal. This is an intense anxiety reaction, often related to difficulty separating from parents, that results in a determined refusal to attend school.

This problem requires your immediate attention, Prolonged absence from school can give rise to significant academic and social difficulties. In addition, the longer the student is absent from school, the greater his anxiety about returning and the harder it is to get him back in school.

The school-resistant child may appear sad and withdrawn in school, often seeming on the verge of tears. He may shy away from interacting with classmates and seem tentative about doing schoolwork. He may make regular visits to the school nurse, complaining of stomachaches or headaches. Anxiety about being in school may turn into frequent resistance and in some cases full-fledged refusal. Persuasion, parental threats of punishment, even pressure from the principal may be futile in getting him back in school.

Kindergartners and first graders are especially prone to anxiety about school, although most students with beginning-of-school jitters eventually adjust as they begin to feel secure in the setting, trusting of the teacher, and comfortable with their classmates. Children may also experience school-related anxiety at the beginning of the week, after a school vacation, and after an absence due to an illness or an operation.

For some students, their resistance to school may be related to issues within the family. For others, it may stem from events in school. Some anxiety-provoking situations that may give rise to school resistance include difficulties with schoolwork, ridicule or bullying by classmates, an embarrassing incident, lack of acceptance by peers, loss of a close friend, and fear of a strict teacher. In identifying what may be causing a child’s anxiety about school, think about what may have changed for him and observe carefully his interactions with peers.
Translation - Korean


학교 공포증과 분리불안증 학생 대하기

학교를 자주 결석하는 학생은 교사의 세심한 관심이 필요하다. 아파서 결석을 할 수도 있지만 다른 이유로 결석하는지도 모르기 때문이다. 학생의 결석은 학교와 관련된 불안감이 겉으로 표출되는 표시일 수도 있다. 혹은 더 큰 문제가 일어날 수도 있음을 예고하고 있는지도 모른다.

대부분의 경우 아이들의 학교 공포증은 해결할 수 있다. 또한 학부모와 교사가 협력하면 학교로 곧 돌아오게 할 수도 있다. 그러나 경우에 따라서 불안감은 학교에 가기 싫은 형태로 표출될 수 있다. 극단적인 경우 학교공포증으로 발전되기도 하는데 이를 등교 거부증이라 한다. 이러한 강렬한 불안 반응은 학부모와 물리적으로 떨어지는 것을 두려워하는 데 그 원인이 있다. 두려움은 곧 학교 등교 거부로 나타날 수 있다.

교사는 이 문제에 즉각 대처해야 한다. 오랫동안 결석을 하면 학업과 친구들과의 관계가 힘들어지기 때문이다. 결석 기간이 길어질수록 학생의 불안감은 더 커질 수밖에 없는데 이는 학교로 돌아가기 더 힘든 원인이 된다.

학교 가기 싫어하는 아이들은 슬픈 표정, 위축된 모습, 금방이라도 눈물을 왈칵 쏟아낼 것 같은 모습을 자주 보인다. 급우들과 어울리지 않으려 하고 의욕적으로 공부를 하지도 않는다. 보건 선생님을 자주 찾아가서 두통과 복통을 호소하기도 한다. 학교에 머무는 동안 느끼는 불안한 마음은 학교에 대한 거부감으로 이어지고 결국 등교를 완전히 거부하는 아이들도 있다. 학교에 보내려는 교사의 설득, 부모의 협박, 교장 선생님의 압박마저도 수포도 돌아가게 한다.

유치원생들과 초등학교 1학년 학생들이 특히 학교에 대한 불안감을 느끼기 쉽다. 그러나 학교 환경에 익숙해지고 선생님을 신뢰하며 급우들과 친해지면서 초기에 불안해하던 마음을 대부분 떨쳐버린다. 학생들의 불안감은 특히 한 주를 시작하는 월요일, 방학이 끝난 뒤, 질병이나 수술로 결석한 이후에 극에 달한다.

어떤 경우 가정불화로 학교에 가기 싫어하는 아이들도 있다. 학교와 관련된 일 때문에 등교를 거부할 수도 있다. 기타 이유로 공부가 힘들어서, 급우로부터 괴롭힘을 당하거나 놀림받을 때, 창피를 당한 경험이 있을 때, 친구들에게 소외받을 때, 친한 친구를 잃었을 때, 엄격한 선생님이 무서워서 등이 있다. 학생의 불안 요인을 알아내고 싶다면 학생을 위해 무엇을 하면 좋을지 계획한다. 또한 같은 반 아이들과 잘 어울리는지도 관찰한다.

Translation education Bachelor's degree - Inje University
Experience Years of experience: 7. Registered at ProZ.com: Feb 2019. Became a member: Feb 2019.
ProZ.com Certified PRO certificate(s) N/A
Credentials English to Korean (INJE UNIVERSITY, verified)
Memberships N/A
Software memoQ, MemSource Cloud, Microsoft Excel, Microsoft Word, Smartcat, Trados Studio, Wordfast
CV/Resume CV available upon request
Bio

Hi.

My name is Eunsuk Park from South Korea.

I am a freelance translator and translate English to Korean (my CAT tool licenses: MemoQ, Wordfast Pro & Trados Studio 2021).


I have translated:

-documents in the fields of Special Education (IEP - Individualized Education Plan/SEP- Special Education Plan/IPP - Individualized Program Plan), Textbook Supplementary Materials (Social Studies_grade 1-12), Social Welfare for the Disabled People, Election, Fitness, Marketing, Mobile Application, Tourism, Transportation, Press Release, Religion (Buddhism), COVID-19, Website, MTPE, etc. as well as four books (Education & Psychology).


-subtitles in the fields of Psychology, Special Education, Nursing, Social Science, Biology, TV Entertainment, Food, Animal Testing, Mobile Application, Radio Broadcasting, YouTube Video, COVID-19, etc.


I majored in English Literature and taught English from elementary to high school students at a few private academies in South Korea before I started to translate. I also have experience in taking care of disabled children with Down syndrome, autism, cerebral palsy, speech/language disorder, intellectual disability, etc. at a Rehabilitation Home in S. Korea for more than 10 years. 


I would like to be a great help for you or your agency especially in the area of Education and look forward to working with you soon!


Thank you!



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Profile last updated
Mar 6



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