• Journal of Families and Better Life
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• v.12 no.2
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• pp.16-25
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• 1994

본 연구는 청소년기 자녀들이 의사소통 만족을 어떻게 지각하고 있는지를 실증적으로 살펴보고자 하였다. 연구의 결과 첫째, 가족응집성과 적응성 의사소통 변인은 자녀성별, 어머니 연령, 교육수준 등에 의하여 영향을 받았으나, 의사소통 만족도는 어머니 연령, 가족형태에 의하여 영향을 받았다. 둘째, 가족응집성과 적응성이 높을수록 의사소통 만족도는 높게 나타났다. 이는 청소년 가족의 정서적 유대감과 변화 대처능력은 어머니와의 의사소통 만족과 관련이 깊은 것을 보여준다. 세째, 어머니와 청소년 자녀간의 의사소통 만족도에 큰 영향력을 미치는 것은 부정적인 대화로 나타나, 긍정적인 대화를 이끌수 있는 어머니의 역할이 강조된다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.128-137
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• 2016

This study aimed to investigate the effect of kangaroo care on physical development adaptation of external environment of prematurity, and maternal role confidence of those who delivered preterm infants. The subjects were 38 preterm infants and mothers with cesarean section delivery in the hospital, located at B city. Eighteen premature infants were assigned to the kangaroo care (KC) group or the control group (CG). Data were collected between June 2013 and June 2015. KC was given 3 times a day (60 min at a time) and performed a total of 10 times. The physical development indicator (weight, height, and head circumference) as well as the adaptation of external environment (temperature, heart rate, oxygenation) of preterm infants were checked before the start of the program. Following the initial measurement, the program was performed, and measurements were taken again at the end of the program. For measurement of maternal role confidence, structured self-reported questionnaires were performed. The results showed that the KC group had a lower oxygenation compared with the CG (t=2.27, p=.02); however, the physical development indicator (weight t=-0.83, p=.21, height t=-0.34, p=.37, head circumference t=1.29, p=.10) and maternal role confidence (t=-0.41, p=.34) were not significantly compared with the CG. The results of this study suggest that the practice of KC helps the adaptation of external environment of preterm infants

• Journal of the Korean Home Economics Association
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• v.43 no.5 s.207
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• pp.131-147
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• 2005

The purpose of this study was to provide a better understanding of foreign-born Korean children's early school adjustment in the U.S. The interaction between the foreign-born Korean children in the U.S. and several of the children's microsystems, including family, school, and peer was assessed to meet this purpose. The study subjects were 43 foreign-bom Korean children who were sampled from Korean Sunday Language schools and who attended local schools in the Boston area, MA, USA. Quantitative analysis was conducted to identify which variables of interest predicted the early adjustment of this group of children. Furthermore, in-depth interviews were conducted with mothers of the children from the top and bottom groups 1) the most successful (in the top quartile) and 2) the least successful adjustment groups (in the bottom quartile) sorted by scores on the Peabody Picture Vocabulary Test-Revised (PPVT-R). The interview results were analyzed to elicit maternal perceptions/beliefs on education, in general, and those of home-school relationships, in specific. Several conclusions can be drawn from both the quantitative and qualitative analyses. The results of multiple regression and path analysis showed that the children's language development predicted their adjustment, but the effects of the other two variables, peer relationships and school experiences, on the adjustment of children, were mediated through the children's language. Moreover, common themes and patterns in the responses to a series of open-ended questions emerged from the interviews with the two groups of mothers. The two mothers of the least successful group were concerned about their children's future and school success, but thev did not show anv responsive attitudes toward achieving this goal. By contrast, the mothers from the most successful group were self-determined with regard to their children's education and had strong beliefs and values on how to raise their children in the new culture. The implications were discussed.

• Women's Health Nursing
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• v.1 no.1
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• pp.28-43
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• 1995

The relationship between perceived social support and adaptation to maternal role for first-time mothers was investigated in this descriptive correlational study. A nonprobable sample of 90 first-time mothers were selected, who had uncomplicated perinatal experiences and delivered healthy and term newborns as well. The data was collected during a home interview at 4-6weeks postpartum. The outcome of adaptations was defined as the level of sensitivity in parent-infant interactions and of the self confidence in infant care. The perception of social support in the primiparous was assessed by the NSSQ during the postpartum. The results obtained from this study are summarized as follows : 1. The mean score of the perceived total functional support was $116.6{\pm}37.5$ points (affective : 38.1 affirmative : 39.3, aid : 39.3), and the score of the total network support was $45.2{\pm}13.9$ points (size : 4.9, duration :19.8 frequency : 20.4). These scores tended to be slightly low. 2. The mean score of the self confidence on the infant care activity as the subjective aspect of the maternal role adaptation (MRA) was 56.5 points (86.9%), whereas that of the sensitivity of the mother-infant interaction of the MRA was 78.9 points (63.2%). 3. The subjective aspect of the MRA has showed a positive relation ship with the aid dimension of the functional support. And the objective aspect of the MRA also showed a positive relationship with the total functional support and the total network support. However the correlating degrees were slightly low. In conclusion, the primiparous mothers perceived that they had received a small amount of social support during the postpartum period, suggesting the need of various kinds of social support to promote the MRA for the primiparous.

• Industry Promotion Research
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• v.6 no.4
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• pp.39-45
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• 2021

This study presented the role of the counselor's transitional object through literature research, focusing on Winnicott's theory. In the process of development, infants experience anxiety when they move from absolute dependence to relative dependence with their mother. In this way, the counselor's role as an transitional object buffers separation anxiety and depressive anxiety about the loss experience, and mediates from the omnipotent fantasy to the real world. transitional objects are new objects and have a function of contributing to adaptation in reality. And it leads to the stage of separation and individualization through transitional object and transitional phenomena. It can be said that he acquires a sense of the real other that exists in order to create and destroy omnipotent, and to adapt to reality. A good enough mother makes the child's omnipotence meaningful. In this case, the true self helps the infant's weak self to grow and lead him to live his own life. When the mother fails to satisfy the infant's needs, her fantasies and spontaneous impulses are lacking. In other words, when the mother fails to reflect the infant's needs, the infant looks at her mother's mood, giving up her true self and creating a false self. The pathology of the absolute dependence phase is caused by the failure of a good enough mother's empathy and nurturing environment. At this time, the child experiences the collapse of the omnipotence illusion and experiences annihilation anxiety. Therefore, effective counseling can be carried out when providing a comfortable and stable environment by reducing separation anxiety and depressive anxiety of clients through the role of the counselor's transitional object in the counseling field.

• Journal of Families and Better Life
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• v.29 no.4
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• pp.217-232
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• 2011

The main purpose of this study was to examine the mediating roles of mothers' psychological well-being and support/control in the relationship between maternal child-related stress and adolescents' school adjustment. Participants were 389 3rd grade middle school students and their mothers. Mothers completed questionnaires about child-related stress and psychological well-being. Adolescents completed scales of maternal controlling/supportive parenting and school adjustment. Results indicated that a direct effect of mothers' child-related stress on adolescents' school adjustment was not significant. However, mothers' psychological well-being and support/control mediated the relations between child-related stress and adolescents' school adjustment. A higher level of child-related stress in mothers was associated with a lower level of psychological well-being, followed by a lower level of adolescents' school adjustment. Mothers who reported a higher level of child-related stress tended to be less supportive and more controlling, which led to a lower level of school adjustment. These findings suggest the need for considering both maternal characteristics and parenting in explaining adolescents' school adjustment.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.125-137
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• 2010

This study examined the pathways from maternal parenting behavior to children's school adjustment through children's emotional intelligence. The participants in this study were 436 elementary school 4th-6th graders (of which 233 were boys, and 203 were girls) in Seoul. They completed questionnaires on maternal parenting behavior, children's emotional intelligence, and levels of school adjustment. Data were analyzed by means of Pearson's correlation coefficients and structural equation modeling. It was found that maternal parenting behavior indirectly, but not directly, influenced children's levels of school adjustment through children's emotional intelligence. Children's emotional intelligence mediated the effects of maternal warmth/acceptance and rejection/restriction on levels of children's school adjustment. These results clearly indicate that emotional intelligence plays a crucial role in improving the levels of children's school adjustment.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.41-55
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• 2019

The present study examined the direct effects of parental support and monitoring on multicultural adolescents' school adjustment and the mediating role of ego-resilience in the relationships, under the condition of controlling foreign mothers' Korean language abilities. We used data from 1,325 1^st grade middle school students from multicultural families, who participated in the Multicultural Adolescent Panel Survey(MAPS) administered by the National Youth Policy Institute(NYPI). Structural equation modeling analysis revealed the following: parental support and monitoring directly and positively related with multicultural adolescents' school adjustment, and the direct effect of parental support on the school adjustment of multicultural adolescents was greater than that of parental monitoring. In addition, the adolescents' ego-resilience partially mediated the relationships between parental support and monitoring, and their school adjustment. Finally, we recommended the roles of parent education and home economics education in supporting school adjustment and elevating ego-resilience in multicultural adolescents.

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.418-428
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• 2020

This study aims to identify the impacts of parenting attitude, self-esteem and depression on school life adaptation in multicultural family adolescents focusing on the mediating effects of self-esteem and depression. To achieve this purpose, the seventh year of the 2016 Multicultural Youth Panel Survey(MAPS) data was used and among all respondents 1,236 multicultural adolescents under 16 years old whose mothers are foreign were collected. Our study findings are as follows: First, supervision and self-esteem had a positive effect, and neglect and depression had a negative effect on school life adaptation. Second, supervision and neglect had a partial influence on school life adaptation through the mediation of self-esteem and depression. Based on these findings, some practical implications was presented to enhance the adaptability of multicultural familiy adolescents to school life adaptation.

• Journal of Korean Home Economics Education Association
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• v.24 no.3
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• pp.209-223
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• 2012

The purpose of this study is to investigate the influential factors which is related to stress among the children from marrried-immigrant families. The cultural adjustment factor explored as the most affective factor to the children from multi-cultural families. Associated stress with the cultural adjustment, stress which is related to Korean ability presented as the most problematic one. As the conflict related to internalized problems increased as the stress also increased. However, as social support increased as the degree of stress seems to be decreased. For those children, schools work as the safe place compare to the other social environment. Therefore, it would be beneficial to redirect the role and the function of schools for the children from the married-immigrnat families. Various educational opportunity, which is not limited to teach Korean and Korean culture, should be offered to the children as to improve his/her self-esteem.