• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.373-381
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• 2024

We confirmed that the children affected by child abuse, which has recently become an issue in the counseling field, were the highest in the ages of 10-17, and the number of occurrences by parents was the highest. We tried to understand the hardships of parents with adolescent children while conducting counseling and parental education to understand the difficulties of parenting experiences that play an important role in growing children. Therefore, this study attempted to analyze the subjective perception types and characteristics of each type of parenting experience of parents with adolescent children using the Q methodology. After forming a Q population and extracting the 33-question statement of the Q sample, the P sample was classified into the Q sample of 35 parents with adolescent children, and the perception type analysis was conducted with the QUANL program. As a result of our study, it was found that Type 1 was the unconditional love and understanding type, which was recognized as a process of endless understanding of children, Type 2 was the "reflection and change type," which recognizes empathy with children, communication, and parental reflection and change, Type 3 was the "learning and psychological independence assistance type," which recognizes that children should be psychologically independent and grow, and Type 4 was the "regret and identity confusion type," which recognizes regret about raising children in childhood and identity confusion as parents. Our study is meaningful in that it classified the subjective perception structure of parenting experiences perceived by parents with adolescent children by type. It is expected that this subjectivity study on parenting experiences will be used as basic data for parental education and parental counseling to raise adolescent children.

• Korean Journal of Human Ecology
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• v.12 no.2
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• pp.161-171
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• 2003

초기 청소년기 자녀를 둔 부모는 사춘기에 대한 지식의 부족, 사춘기 자녀의 사고유형에 대한 이해부족, 그리고 세대차이로 인해 자녀양육에 상당한 문제를 지니고 있다. 본 연구는 부모-자녀간의 관계를 개선하고 그들의 건강한 성장과 발달을 돕기 위한 부모교육 프로그램을 개발하는데 그 목적이 있다. 본 연구에서 개발한 "1315PEP" 프로그램의 구체적인 주제는 부모로서의 자신의 모습 바라보기, 자녀의 세계 이해하기, 인성유형 상호 이해하기, 자녀의 독립과 자율성 격려하기, 훈육기술 익히기, 그리고 문제해결하기 등이다.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.202-214
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• 2017

This study figured out the influence of parenting attitudes and parenting efficacy on parents educational needs. Accordingly, it is for the purpose of being tried to establish a basic data for educational programs and intervention strategy to promote parenting attitudes and parenting efficacy for marriage immigration women. This is a study on descriptive correlation among 130 marriage immigration women with adolescent children. As the results of this study, parenting attitudes and parenting efficacy showed to be affected on the parents educational needs and had positive correlation(r=.248, p<.01). Receptive parenting attitudes and autonomous ones in the parenting attitudes had also positive correlation(r=.192, p<.05). It showed that the higher the excessive expectant parenting attitudes are, the higher the educational needs of social instruction are, and the higher the receptive parenting attitudes are, the higher the educational needs to understand growth development are. Also it showed that the lower the parenting efficacy is, the higher the social instruction and the educational need on growth for parents themselves are. The parents educational needs were high in the educational needs on learning, career instruction and education of effective communication. Based on the results above, this study hoped to develop structured education program develop for marriage immigration women and have more education opportunities for enhancing receptive parenting attitudes, autonomous ones and parenting efficacy.

• Journal of Family Resource Management and Policy Review
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• v.25 no.3
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• pp.47-68
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• 2021

The purpose of this study was to provide information on adoptive families and obtain the basis data for adoption-related programs that are useful to adoptive families by examining their experiences in the adoption process, post-adoption adaptation, and adoption programs. For the study, in-depth interviews were conducted on six mothers who publicly adopted elementary school children and had expressed high satisfaction with adopted families and their willingness to participate in this research voluntarily. The main results exhibited parents' happiness post-adoption along with positive changes, such as internal growth, marital love growth, favorable response from others, and child's unexpected responses to adoption. However, open adoption mothers have coped with efforts to sympathize with and accept their children's feelings as they suffer from adoption, and with active support from their spouses, parents, and their own children. Open adoption mothers participated in various adoption-related programs, support, and voluntary self-help groups provided by adoption agencies or public organizations, and above all, their experience in self-help groups and peer groups of adopted children was found to be very useful. Based on these main results, we suggested strengthening welfare services for open adoption families, implementing education to better understand adoption, education for school teachers, students, and welfare staff, providing practical programs for adoptive families, and promoting self-help groups.

• Journal of Preventive Medicine and Public Health
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• v.26 no.4 s.44
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• pp.628-649
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• 1993

This study was conducted to investigate the factors related to the poor school performance of the elementary school children. Two schools in Taegu, one in the affluent area and the other in the poor area, were selected and a total of 175 children whose school performance was within low 10 percentile (poor performers) and 97 children whose school performance were within high 5 percentile (good performers) in each class of 2nd, 4th and 6th grades were tested for the physical health, behavioral problem and family background. Each child had gone through a battery of tests including visual and hearing acuity, anthropometry (body weight, height, head circumference), intelligence (Kodae Stanford-Binet test), test anxiety (TAI-K), neurologic examination by a developmental pediatrician and heavy metal content (Pb, Cd, Zn) in hair by atomic absorption spectrophotometry. A questionnaire was administered to the mothers for prenatal and prenatal courses of the child, family environment, child's developmental history, and child's behavioral and learning problems. Another questionnaire was administered to the teachers of the children for the child's family background, arithmatic & language abilities and behavioral problem. The poor school performance had a significant correlation with male gender, high birth order, broken home, low educational and occupational levels of parents, visual problem, high test anxiety score, attention deficit hyperactivity disorder (ADHD), poor physical growth (weight, height, head circumference) and low I.Q. score. The factors that had a significant correlation with the poor school performance in multiple logistic regression analysis were child's birth order (odds ratio=2.06), male gender(odds ratio=5.91), broken home(odds ratio=9.29), test anxiety score(odds ratio=1.07), ADHD (odds ratio=9.67), I.Q. score (odds ratio=0.85) and height less than Korean standard mean-1S.D.(odds ratio=11.12). The heavy metal contents in hair did not show any significant correlation with poor school performance. However the lead and cadmium contents were high in males than in females. The lead content was negatively correlated with child's grade(P<0.05) and zinc was positively correlated with grade (P<0.05). among the factors that showed a significant correlation with the poor school performance, high birth order, short stature and ADHD may be modified by a good family planning, good feeding practice for infant and child, and early detection and treatment of ADHD. Also, teacher and parents should restrain themselves from inducing excessive test anxiety by forcing the child to study and over-expecting beyond the child's intellectual capability.