• Korean Journal of School Psychology
• /
• v.16 no.2
• /
• pp.89-110
• /
• 2019

This study is to verify relative influence of individual, parent, peer, teacher-related variables as protective factors and risk factors of academic hatred. Surveys were conducted with 1,015 (women, 57.3%) high school third grade students across eight schools where are located in Seoul, Incheon, and Geyonggi province. Correlation analysis and hierarchical multiple regression analysis were performed. The findings are summarized as follows. Teacher's academic pressure did not have significant correlation with student's basic psychological needs, teacher's autonomy support, teacher's support, and peer support whereas other variables showed significant correlation each others. The hierarchical multiple regression analysis indicated that student's individual competence and autonomy, parent's academic support, and teacher's emotional support work as protective factors and that parent's academic pressure functions as a risk factor. The effects of peer support disappeared when teacher-related factors were included. In addition, the effects of teacher's autonomy support disappeared, while the effects of teacher's support strengthened when learner's basic psychological needs were input. This study is meaningful in that it clarified academic hatred which had not been studied in other research and that it provided theoretical foundation for subsequent studies on academic hatred by examining relative influence of related variables. Lastly, it presented its limitation, implications on intervening strategies in school counseling, and suggestions for later studies.

• Korean Journal of Culture and Social Issue
• /
• v.14 no.3
• /
• pp.1-19
• /
• 2008

The purpose of this study is to examine the family perception according to abused children's sex, age, and abusive type. The subjects were 45 abused children including 15 physically abused, 15 neglected, and 15 physically and emotionally abused children from age 7 to 14. The results were that boys showed more noncomplient behaviors to their parents, more concerns and more rejective behaviors to examination. Girls perceived their mothers as stressors more than those of boys. School-aged children perceived their mothers as allies than those of adolescents. Adolescents showed more rejective behaviors to examination and more anger. Physically and emotionally abused children experienced more family conflicts and showed more negative resolutions, and more noncomplient behaviors than those of abused children. Neglected children showed more depressive mood than those of abused children.

• Journal of the Korean Home Economics Association
• /
• v.43 no.3 s.205
• /
• pp.161-183
• /
• 2005

This study aimed to develop a comprehensive group therapy program for divorced parents and their children for increased self-esteem, problem-solving technique, communication ability and emotional support. This comprehensive program was based on Solution-Focused and Satir's Experiential Family Therapy Models, as well as on therapeutic activities from various sources. Six mothers and 18 children of divorced families participated in this program which consisted of six, two-hour sessions. This program was found to be effective in enhancing the participants' self-esteem and communicative ability in addition to emotional support between mothers and their children, and among participants. Therapeutic activities were implemented in harmony with the Solution and Experiential based values and techniques, which seemed to heighten the fun and motivation for the participants to change their view points and behaviors in a positive way.

• Journal of Genetic Medicine
• /
• v.8 no.2
• /
• pp.100-104
• /
• 2011

Genetic testing has been generalized for the diagnosis of diseases and is an important method of research with advances in the life sciences. In particular, we should give better attention to the genetic test for a fetus. Because the fetus has no autonomy, ethical and social issues can arise. Therefore, appropriate genetic counseling is needed for parents to be informed with the characteristics, natural progress, and possible treatment of a genetic disease, prior to the prenatal genetic test. Physicians should also inform parents how a particular genetic risk factor relates with the likelihood of a disease, in order to assist the parents in making the best decision. Furthermore, the current law for prenatal genetic testing should be approached rationally.

• The Journal of Korean Society for School & Community Health Education
• /
• v.22 no.1
• /
• pp.25-35
• /
• 2021

Objectives: This study examined the relations among 5 personality factors, self-regulatory efficacy and subjective well-being in parents with developmental disabilities. This study also examined the mediating effect of self-regulatory efficacy on the relationship between 5 personality factors and subjective well-being in parents with developmental disabilities. Methods: The research subjects consisted of 114 parents with developmental disabilities. They completed questionnaires 5 personality factors, self-regulatory efficacy and subjective well-being by parents. The data were analyzed by SPSS 22.0 program. Results: The results of this study showed that 5 personality factors-neuroticism and extroversion-had a direct effect on subjective well-being in parents with developmental disabilities. Second, 5 personality factors-extroversion- had an indirect effect on the subjective well-being through self-regulatory efficacy in parents with developmental disabilities. Conclusions: These findings have implications for future research and practice by highlighting the importance of self-regulatory efficacy in subjective well-being in parents with developmental disabilities.

• Science of Emotion and Sensibility
• /
• v.25 no.2
• /
• pp.101-110
• /
• 2022

Alcohol abuse negatively affects the individual alcoholics and their families, including children. This paper investigates interventions that help children of alcoholics psychosocially and psychopathologically. We investigated domestic and international literature by searching the related databases and reviewing articles. Inclusion criteria were studies on psychological interventions for children of alcoholics (CoAs) or both CoAs and parents. Results suggest that the interventions help CoAs reduce their emotional and behavioral problems. After the review, the research results were discussed, and suggested further effective interventions. The study is valuable because it reviewed the studies that improved CoAs' psychological problems and suggested future directions

• Human Ecology Research
• /
• v.60 no.4
• /
• pp.535-547
• /
• 2022

This study aimed to examine the effect of parental psychological control on adolescents' non-suicidal self-injury and verify whether this effect is mediated by depression. In the first survey of 647 middle and high school students, only those who had experiences of non-suicidal self-injury were selected (136 adolescents). For data analysis purposes, descriptive statistics for each measured variable and Pearson's correlation coefficients among research variables were calculated. In addition, Process Macro - Model 4 by Hayes (2013) was used to investigate the mediating model. Finally, the bootstrapping method was applied to confirm the significance of the mediating effect. The results of this study were as follows. First, parental psychological control and depression directly affected the frequency of non-suicidal self-injury among adolescents. Second, depression mediated the relationship between parental psychological control and non-suicidal self-injury. In conclusion, the more parents controlled their children's psychological factors, the higher the level of depression among adolescents, and as a result, the higher the frequency of non-suicidal self-injury. These findings suggest that educational intervention on parental psychological control is important to prevent and reduce non-suicidal self-injury; however, psychotherapy intervention that reduces the levels of depression should also be required.

• Clinical and Experimental Pediatrics
• /
• v.49 no.3
• /
• pp.251-257
• /
• 2006

Purpose : In this study, we created a questionnaire and collected answers concerning actual conditions of vaccination and parents' knowledge of vaccination issues, in order to find false knowledge of patients. We tried to give correct information and suggested the role of the pediatrician. Methods : We made questionnaires and collected answers from 466 parents from March 2004 to June 2004. Results : Places of vaccination were pediatric clinics(49.4 percent), health centers(27.7 percent), general/university hospitals(15.0 percent) and other clinics(4.9 percent). We found 38.8 percent of parents thought that the reason for vaccination at pediatric clinics was a belief of speciality, even though there is no difference in the vaccination itself. We also found 15.0 percent of parents thought that there were no differences between pediatricians and other physicians, but 52.0 percent of parents wanted to receive vaccination at pediatric clinics in the future. Our study also found that 62.4 percent of parents wanted to make out a preliminary questionnaire for vaccination. Many parents got vaccination information from vaccination record books(57.9 percent), and 52.6 percent of parents incorrectly believed that Hib vaccination could prevent all kinds of meningitis. Conclusion : Our study suggests that pediatricians need to make efforts to give out correct information. It is necessary to use preliminary questionnaires for vaccination and correct vaccination information should be written on the vaccination record book. Also, there needs to be counselling with parents about weaning, growth and development at the time of vaccination, and to point out the differences between pediatricians and other physicians.

• Journal of the Korean Society of School Health
• /
• v.4 no.2
• /
• pp.136-145
• /
• 1991

In the Soviet Union School health services are provided as an integral part of the health care delivery system, which is under the Ministry of Health. This paper presents an overview of the Soviet Union's health care delivery system, the model for the delivery of school health service, the role and training of school personnel involved in school health services and implications the Soviet model may have for the countries. 1. School health services are a part overall Soviet health system under the Ministry of Health. 2. Municipal and rural health departments implement programs at the local level. Diagnosis and treatment are conducted through "polyclinics" that are outreach divisions of a district hospital. 3. Education institutions for the development of health manpower, including medical schools and nursing schools, are under the Ministry of Health, as are medical and scientific search institutes.

• Korean Journal of Childcare and Education
• /
• v.10 no.3
• /
• pp.5-29
• /
• 2014

The purpose of this study was to find out various problem behaviors of children who were not diagnosed with any disability, but instead, engaged in problem behaviors. This study also intended to review the difficulties of children with problem behaviors, their teachers' difficulties and needs, to suggest support for child care and education teachers. This study conducted semi-structured qualitative interviews with eight child care and education teachers. The interviews were transcribed into text and analyzed by contents. The results of this study are as follows. Problem behaviors of children described by teachers were classified into external and internal types. In addition, children with problem behaviors had experienced difficulties in maintaining relationships with their teachers, peers and parents. Many teachers were not successful to provide appropriate support for preschoolers who demonstrated problem behaviors in classrooms or some teachers provided individualized support. Teachers adapted the behavioral and the psychological approaches to problem behaviors of preschoolers. However, teachers reported difficulties with children with problem behavior and brought up the following issues on teaching children with problem behaviors; managing troubled matters happening in the class, difficulty in controlling teacher's emotions on problem behaviors, the lack of time, the integrated child care time without teacher in charge of child, the interruption in activity progress, the lack of a special way to deal with problem behaviors, and difficulty in cooperation with families through parents-teacher counseling sessions. Teachers counseled with parents who had a child with problem behaviors and revealed that parents reacted to problem behaviors in various ways such as embarrassment, acceptance, ignorance, or avoidance. Most teachers received assistance and support for teaching children with problem behaviors, from families, local communities and in-service training. Lastly, teachers with preschoolers with problem behaviors needed the support of experts on managing behavior problems, assistant teaching personnel, education for parents and teachers, respects for teachers, psychological counseling or play therapy from professional service agencies, diagnosis service at child care and education centers which children attended, and support networking with agencies. Teachers also required the family support of medical diagnosis and psychological counseling and financial support from the government.