• Science of Emotion and Sensibility
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• v.24 no.4
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• pp.139-148
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• 2021

This study aimed to verify how a multisensory storytelling-based activity-based intervention affects social interaction in children with cerebral palsy. As a quasi-experimental investigation, this study used a single-blind, two-group pre-post test design. This study comprised 24 children aged 7 to 8 y who had been diagnosed with spastic cerebral palsy and were classified as having GMFCS stages I to III. Twelve children were randomly assigned to experimental and control groups, with neither the children nor their guardians knowing which group they were placed in. The group program comprised 16 sessions of 60 min each, twice a week for eight weeks. The experimental group engaged in an activity-centered intervention centered on multisensory storytelling, whereas the control group engaged in structured physical activity. The activities were assessed using the peer relations skills scale to determine the extent to which social interaction had changed prior to and during the child's intervention. The SPSS 25.0 for Windows (IBM Corp, USA) application was used to analyze the data, and the significance level (α) for statistical verification was set to 0.05. Furthermore, the Wilcoxon Signed-Rank and Mann-Whitney U tests were used to assess the differences in social interaction between the experimental and control groups. Significant differences were observed in the total of the peer relationship skill scale and cooperation and empathy areas of the subtest in the intragroup change of the peer relationship skill scale between the experimental and control groups. However, the experimental group demonstrated a significant difference in the initiative area, whereas the control group demonstrated no significant difference. A significant difference was observed in the amount of change between the two groups in the initiative area and total of the subtest of peer relationship skills but no significant difference in the collaboration and empathy areas. We gave a multisensory storytelling-based activity-based intervention based on multisensory storytelling to children with cerebral palsy and saw a significant improvement in peer relationship skills. It may be proposed as an effective intervention strategy for children with cerebral palsy who struggle with social contact.

• The Journal of Korean Academy of Sensory Integration
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• v.16 no.2
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• pp.1-14
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• 2018

Objective : The present study investigated the effects of group play activities based on Ayres Sensory $Integration^{(R)}$ (ASI) on sensory processing ability, social skill ability and self-esteem of low-income children with attention deficit hyperactivity disorder (ADHD). Methods : A total of 20 low-income participants with children with ADHD were recruited and divided into an experimental group (n=10) and a control group (n=10). Sensory processing ability was measured via the Short Sensory Profile (SSP). Social skill ability was measured via the Social Skills Rating System (SSRS). To measure self-esteem, the Rosenberg's self- esteem scale was used. The experimental group received the $ASI^{(R)}$ group play activities for 50 minutes, twice per week for six weeks, while the control group did not receive an intervention. Level of significance of all statistical analyses was .05. Results : Social skill ability (F=4.443, p=.05), cooperation (F=5.328, p=.035) and self-esteem (F=5.358, p=.033) differed significantly between groups after the intervention. Conclusion : Our findings indicate that the group play activities based on $ASI^{(R)}$ are effective in improving social skill ability and self-esteem. This study provided a theoretical basis for the claim that sensory integration therapy should be applied in general elementary schools.

• Journal of the Korea Convergence Society
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• v.8 no.2
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• pp.183-196
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• 2017

The purpose of this study is to investigate the effectiveness of case management in child welfare facilities to determine what the inhibiting factors as well as complementary factors are. For this purpose, data from 181 workers in community children's centers and 96 workers in child protection agencies and foster care centers were analyzed, the analyzed by using SPSS 21.0 program. In the case of community children's center interpersonal skills, case management guidelines, super vision, and network utilization were the influential factors while in other child welfare facilities, personal inhibitory factors, social welfare work experience, case management experience, and network utilization were the affecting factors. The implications reveal that social welfare practice should enhance the interpersonal skills of the workers, strengthen the supervision system, and provide a clear case management guideline. It is also important to set up a network of all local child welfare facilities and strengthen cooperation and mutual support among the institutions within the network.

• The Journal of Korean society of community based occupational therapy
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• v.8 no.3
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• pp.59-67
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• 2018

Objective : This study was conducted to investigate the effects of occupation-based group cooking program on executive function for children in community children's center. Methods : The children who participated in the study were 7 to 9 years old. This study was based on a one-group pre-posttest design, which the group cooking program included making of sandwiches, frog-shaped hamburgers, patbingsu, sausage gimbap, and flowerpot cupcake. This study consisted of five activity sessions, which each session lasted for 120 minutes. Effectiveness of the program was measured by using the STROOP Color and Word Test, Children's Color Trails Test and Assessment of Motor and Process Skills. Results : The differences between pre and posttest scores on STROOP Color and Word Test and the process skill score of Assessment of Motor and Process Skills were statistically significant. There was no difference significantly between pre and posttest scores in Children's Color Trails Test-2. Conclusion : This study demonstrated that the group cooking program intervention has effects on cognitive inhibition executive function and performance executive function of children in the community children's center. This study suggests that occupation-based intervention can be applied to various clients in the community setting.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.12 no.1
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• pp.94-102
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• 2001

Bullying has recently become a serious social problem in Korean society. Bullying, which is defined as a phenomenon that one particular student is intensively and continuously harassed or ostracized by a group of students, is apt to produce harmful effects on bullies as well as victims. Bullying has many causes including those originated from the personality of victims and bullies. This study is designed to investigate the difference in personality trait between victims, bullies, victims/bullies, and neither. The subjects of this study were 215(115 male and 100 female) 6th-grade students in the primary school in Seoul. Questionnares were distributed to the students and their carers. The student carers were also asked to answer the questions for a survey called the Korean Personality Invertory for Children(KPI-C). SPSS was used for the statistical analysis of the collected test information；ANOVA, post hoc scheffe test, and T-test were used to analyze the differences between the tested groups. The result of the study is as follows. 1) The victims, bullies, victims/bullies and neither totaled respectively 11(5.1%), 56(26.0%), 11(5.1%) and 137(63.7%). 115 were male and 100 were female. 2) The frequency of victimized is as follows：1 time is 15(7.0%), 2 times is 4(1.9%) and more than 3 times is 3(1.4%). The frequency of bullying is as follows；1 time is 40(18.6%), 2 times is 17 (7.9%) and more than 3 times is 10(4.7%). 3) The differences between froups in KPI-C test is as follows. (1) The ESR(p=.00) scale was significantly lower in the victims group than in the neither group and the HPR(p=.00) scale and PSY(p<.01) scale were significantly higher in the former than in the latter. (2) The ESR(p=.00) scale was significantly lower in the victims/bullies group than in the neither group and the SOM(p=.00) scale and HPR(p=.00) scale were significantly higher in the formaer than in the latter. (3) The SOC(p=.00) scale, PSY(p<.01) scale and AUT(p=.00) scale were significantly higher in the victims group than in the bullies group. (4) There is statistically no difference between the bullies group and the neither group. To conclusion, Victims need to learn how to cope with harsh situations, or they will have to face difficulties in relationships. Even after they experience bullying, they may not realize why they have been bullied, or speak out for themselves.

• 한국노년학
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• v.37 no.2
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• pp.475-496
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• 2017

Increasing evidence shows that ageist attitudes towards older adults develop quite early in childhood in Western culture, yet, empirical research on this topic in Korea is lacking. It has been argued that as Korea has become more youth oriented, negative views of aging have emerged and Korean children are increasingly exposured to negative stereotypes of older adults. Nuclearization of family structure and consequent reduction of intergenerational interaction is considered to be another important factor. The purpose of this study is to find out whether Korean children have ageist attitudes. Acknowledging the possibility that children tend to report in socially appropriate ways to the explicit measures of ageism, we included implicit measures of ageism. Data was collected from 570 fourth to sixth grade elementary school children selected by quota sampling. The current study used Child-Age Implicit Association Test and two other explicit measurements. The original versions were modified to be culturally applicable to the Korean context. Results indicated that when measured explicitly, children do not report preferring younger person than older person. However when measured implicitly, it was found that children at this young age already reveal negative biases toward the elderly. Contrast to the fact that the level of explicit ageism is significantly different by demographic characteristics of children, no statistical difference in the level of implicit ageism is detected. Based on the results, implications are discussed.

• The Journal of the Convergence on Culture Technology
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• v.5 no.2
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• pp.163-175
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• 2019

The purpose of this study is to examine the effects of integrated art therapy on the self-esteem of children who experienced domestic violence. In order to find out whether there is an effect, we used the nonparametric statistic as a quantitative study to verify the difference of self-esteem. In qualitative research, I used the dynamic familyization, sentence completion test, program report, feedback journal, and observation log from researcher and assistant therapist so as to get the deep understanding of their inner world. This study conducted a trauma test for 49 children in grades 4-6 from one elementary school in a city of Jeollabukdo Province. As a result, there was a significant increase in total self-esteem including their social life. family life, and school life after the program was implemented. Also, integrated art therapy promoted general perception and specific perception of self, which affected total self - esteem, social self - esteem, family self - esteem, and school self-esteem. So, it improves the self-esteem of children who have experienced domestic violence, In order to improve peer relations and interpersonal relations, if integrated art therapy is carried out in schools or institutions in the future, it will be possible to reduce social cost and distance.

• Therapeutic Science for Rehabilitation
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• v.12 no.3
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• pp.7-18
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• 2023

Objective : This study aimed to confirm the research characteristics by analyzing the literature that applied the school readiness programs for children with disabilities. Methods : Studies were collected from the PubMed, Embase, Web of Science, and Research Information Sharing Service databases. The key terms were "School readiness" AND ("Occupational Therapy" OR "Rehabilitation") in English and Korean. Total eight articles were selected through the selection and exclusion criteria. Results : The programs included multi-type training, motor skill training, parent training, and mobile application training. The providers were psychologists, occupational therapists, physical therapists, speech pathologists, community workers, educators, and the psychologists who conducted most of the research. The program factors can be classified into academic function, motor function, social function, parental training, and others. Academic and social functions accounted for the largest proportion of the respondents. The intervention improved multiple skills, literacy, parenting skills, and gross fine motor function. Conclusion : This study aimed to provide basic data for school-based occupational therapy by analyzing school readiness programs for children with disabilities. Recently, interest in and research on school readiness has increased. Occupational therapists should also establish their roles in the field of school-related rehabilitation and provide various school-based occupational therapies.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.593-604
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• 2024

This study examined the effect of leadership competence on job embeddedness among child co-residence workers to mitigate the negative impact of human resource management on their low job tenure and treatment. The study initially tested the mediating effects of social capital and organizational culture between the two variables, thereby suggesting ways to enhance job attendance among workers in children's shared family homes. The results of the study are as follows. Leadership competencies among child co-residence workers were found to have a positive effect not only on job embeddedness but also on social capital and organizational culture. Social capital and organizational culture were identified as mediators in the relationship between leadership competencies and job commitment The primary significance of this study lies in its identification of the relationship between leadership competence and job attendance - a factor previously overlooked. This finding offers a pathway to increase job attendance. Furthermore, the study expands the scope of relevant variables to include leadership competence, social capital, and organizational culture. Finally, it sheds light on the mediating effects of social capital and organizational culture on the relationship between leadership competence and job embeddedness.

• Journal of Music and Human Behavior
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• v.18 no.2
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• pp.19-43
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• 2021

The purpose of this case study was to examine whether an interactive music-making intervention using GarageBand was applicable to improve the social communication skills of school-age children with autism spectrum disorder (ASD). Two children with ASD (both male, ages = 8 and 11 yrs.) participated in this study. The interactive music-making intervention included three stages: 1) musical imitation, 2) musical expression and coordination, and 3) musical interaction. Each session lasted 40 minutes, and sessions took place twice a week over 4 weeks. The participants' social communication behaviors were observed and analyzed in terms of exchanging ideas with each other. Engagement in interactive behaviors (e.g., turn-taking, imitating or reflecting the investigator's music, and creating one's own music using the motive from the investigator) during music making was also analyzed. During the sessions, increases in the attempts to express their opinions on music making processes and requests for help for the process were observed. Engagement in turn-taking form of interactive playing and reflecting the musical motive from a partner (i.e., investigator) were also improved. The Social Responsiveness Scale-2 (SRS-2) ratings indicated negative social behaviors decreased after intervention in both participants. The findings of this study suggest that interactive music-making activities using GarageBand can be an effective method in clinical practice to improve social communication skills for school-aged children with ASD.