• Title/Summary/Keyword: 공격 행동

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BEHAVIORAL CHARACTERISTICS IN ATTENTION DEFICIT HYPERACTIVITY DISORDER - COMPARISONS OF ATTENTION DEFICIT DISORDER WITH AND WITHOUT HYPERACTIVITY - (주의력 결핍 과잉활동장애의 행동 특성 - 과잉활동성 유무에 따른 임상적 특성의 비교 -)

  • Song, Dong-Ho;Joung, Yoo-Sook;Lee, Hong-Shick
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.4 no.1
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    • pp.106-113
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    • 1993

  • Using a reliable assessment procedure and according to the severity of hyperactivity, thirty-six clinic-referred outpatients, 6-12 years of age, were given a diagnosis of Attention Deficit Disorder with Hyperactivity(ADD+H) or without Hyperactivity(ADD-H). Comparisons of behavioral measurement by Conners Rating Scale(CRS) and Home/School Situations Questionnaire(HSQ/SSQ) revealed that the children with ADD+H displayed more pervasive behavior problems at home and school than the children with ADD-H. Also the children with ADD+H were more likely to be delinquent and aggressive compared to the children with ADD-H when using the Child Behavior Check-list(CBCL) for parents Hyperactivity symptom in ADHD is highly correlated with aggression scale on CBCL These finding suggest that ADD+H and ADD-H may differ in clinical disease entity.

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Moderating Effects of Adolescents' Self-Regulatory Ability on the Relation between Experience of School Violence and Coping Behaviors (청소년의 학교폭력피해경험이 대처행동에 미치는 영향에서 자기조절능력의 조절효과)

  • Na, Hee-Jung;Jang, Yoon-Ok
    • Journal of Korean Home Economics Education Association
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    • v.25 no.1
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    • pp.137-153
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    • 2013

  • The purpose of this study was to research the influence of experienced school violence as a victim on the coping behavior of adolescents and to investigate moderating effects of self regulatory ability which are the desirable coping behaviors as protection factor for adolescents who experienced as victim by school violence. The subjects of this study were 319 students from year 1 to year 3 of total 6 middle schools who experienced school violence as a victim in Daegu and the research tool is questionnaires which are consist of general characteristics of the subjects, experience of school violence scale, self regulatory ability scale, family healthy scale and coping behavior scale. In order to analyze the data of the study, factor analysis, relational regression, linear regression analysis and moderated multiple regressions were used. The main results of this study were as following. First, there was significant correlation between the adolescents who experienced school violence, self regulatory ability and the coping behaviors. Second, adolescents who experienced school violence as victim act more aggressive coping behavior than other coping behavior. Third, while experience of school violence as victim influence adolescents' coping behaviors, it was found that self regulatory ability affect role in the regulation. cognitive self regulatory ability are in charge of controlling the aggressive coping behaviors.

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The Effects of Preschool Children's Language Ability, Emotion Regulation, and Mothers' Parenting Behavior on Peer Competence and Aggressive Behavior (유아의 언어능력 및 정서조절능력과 어머니의 양육행동이 유아의 또래유능성과 또래공격행동에 미치는 영향)

  • Choi, Insuk
    • Journal of Families and Better Life
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    • v.32 no.6
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    • pp.47-58
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    • 2014

  • The purpose of this study was to examine the effects of mothers' parenting behavior, preschool children's language ability and emotion regulation on peer competence and aggressive behavior. The subjects were 100 preschool children (49 girls and 51 boys; mean age, 70.30 months), their mothers and teachers, recruited from five daycare centers located in Gyeonggi-do area. Each child's language ability was assessed individually with the standardized measure, the Preschool Receptive-Expressive Language Scale and their teachers reported on the children's peer competence and aggressive behavior. Their mothers also reported on parenting behavior and their child's emotion regulation by questionnaire. The collected data was analyzed by correlation analysis and hierarchical regression. The main results of this study were as follows. First, preschool children's peer competence was positively related to maternal warmth and children's language ability. Their aggressive behavior was positively related to harsh maternal parenting but negatively related to emotion regulation. Second, hierarchical regression analyses revealed that children's language ability and maternal warmth predicted peer competence. Third, children's gender, emotion regulation, and harsh maternal parenting predicted aggressive behavior. These findings could provide basic information for programs and services to promote peer competence in preschool children.

  • https://doi.org/10.7466/JKHMA.2014.32.6.47 인용 PDF KSCI

OROS Methylphenidate Treatment of Secondary Adult ADHD after Traumatic Brain Injury (외상성 뇌손상 후 이차적으로 발생한 성인 주의력결핍 과잉행동장애에서 OROS Methylphenidate의 치료효과:증례 및 고찰)

  • Lim, Myung Ho;Lee, Woo Chul
    • Korean Journal of Biological Psychiatry
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    • v.12 no.2
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    • pp.221-226
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    • 2005

  • The incidence of the Attention Deficit Hyperactivity Disorder secondary to the traumatic brain injury, such as traffic accidents, is increasing;the variety of the treatment modality is also increasing. This case was studied to see if OROS Methylphenidate(Concerta), which is one of the most commonly used medication in Attention Deficit Hyperactivity Disorder patients, not only improves the patient's attention, but also their impulsivity, hyperactivity and aggression. According to the case result, the medication showed an improvement of the impulsivity, aggression, and attention in the secondary Attention Deficit Hyperactivity Disorder patients after the traumatic brain injury.

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