• Korean Journal of Psychosomatic Medicine
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• v.28 no.1
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• pp.8-19
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• 2020

Objectives : The purpose of this study was to examine whether the MMPI-2-RF serves as a useful tool to differentiate between the subtypes of high risk of suicide among psychiatric outpatients. Methods : Patients were recruited from the department of psychiatry of university hospital. Participants were diagnosed using DSM-5 criteria by board certified psychiatrists. Their medical records were reviewed retrospectively. And participants were put into 4 groups (Suicide ideation, Suicide attempt, Non-suicidal self-injury, and general psychiatric diagnosis as a control group). For statistical comparison, the MANCOVA with gender as a covariate was used. Results : The results indicated that as previous research with non-clinical sample suggested, psychiatric outpatients with high suicide risk also have significantly higher Emotional/Internalizing Dysfunction, Helplessness/Hopelessness, Suicidal/Death Ideation, Demoralization, Cognitive complaints, Cynicism, Dysfunctional negative thoughts than general psychiatric patients group. But group differences within the high suicide risk patients have not been observed. However, suicide attempt group and NSSI group has higher Behavioral/Externalizing Dysfunction, RC4, AGG than general psychiatric patients group. But there was no difference between suicidal idea group and general psychiatric patients group. Conclusions : There was no group difference observed between all three subtypes, which mean the MMPI2-RF may not be the useful diagnostic tool to navigate high suicide risk subtypes. Even though there was no difference observed in the suicide ideation group, suicide attempt group and NSSI group have higher aggression and externalization. So those indexes could serve as a useful marker to investigate riskiness of suicide related symptoms.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.433-451
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• 2019

This study aimed to develop and validate the Classroom Problem Behavior Scale - Elementary School Version (CPBS-E) measure which is unique to classroom problem behavior exhibited by Korean elementary school students. The focus was on developing a universal screening instrument designed to identify and provide intervention to students who are at-risk for severe social-emotional and behavioral problems. Items were initially drawn from the literature, interviews with elementary school teachers, common office discipline referral measures used in U.S. elementary schools, penalty point systems used in Korean schools, 'Green Mileage', and the Inventory of Emotional and Behavioral Traits. The content validity of the initially developed items was assessed by six classroom and subject teachers, which resulted in the development of a preliminary scale consisting of 63 two-dimensional items (i.e., Within Classroom Problem Behavior and Outside of Classroom Problem Behavior), each of which consisted of 3 to 4 factors. The Within Classroom Problem Behavior dimension consisted of 4 subscales (not being prepared for class, class disruption, aggression, and withdrawn) and the Outside of Classroom Problem Behavior dimension consisted of 3 subscales (rule-violation, aggression, and withdrawn). The CPBS-E was pilot tested on a sample of 154 elementary school students, which resulted in reducing the scale to 23 items. Following the scale revision, the CPBS-E was validated on a sample population of 209 elementary school students. The validation results indicated that the two-dimensional CPBS-E scale of classroom problem behavior was a reliable and valid measure. The test-retest reliability was stable at above .80 in most of the subscales. The CPBS-E measure demonstrated high internal consistency of .76-.94. In examining the criterion validity, the scale's correlation with the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) was high and the aggression and withdrawn subscales of the CPBS-E demonstrated high correlations with externalization and internalization, respectively, of the Child Behavior Checklist - Teacher Report Form CBCL-TRF). In addition, the factor structure of the CPBS-E scale was examined using the structural equation model and found to be acceptable. The results are discussed in relation to implications, contributions to the field, and limitations.

• Journal of Korean Medical classics
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• v.19 no.4
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• pp.113-125
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• 2006

주씨재(周氏在) "독의수필(讀醫隨筆) 기혈정신론(氣血精神論)" 중개괄정기신지총의위(中槪括精氣神之總義爲): 기자(氣者), 무형이유기자야(無形而有機者也). 이기기지소동(以基機之所動), 유삼초지분출야(有三焦之分出也). 정자(精子), 유형자야(有形者也). 유형칙유질(有形則有質), 이기질지소별(以其質之所別), 유사등지부동야(有四等之不同也). 신자(神者), 무형무기이유용자야(無形無機而有用者也). 이기용지소성(以其用之所成), 고추견오성지대본야(故推見五性之大本也). 개괄정기신지분류여소주위(槪括精氣神之分類與所主爲): 기유삼(氣有三), 왈종기야(曰宗氣也), 영기야(榮氣也), 위기야(衛氣也), 주어명문(主於命門); 정유사(精有四), 왈정야(曰精也), 혈야(血也), 진야(津也), 액야(液也), 주어신(主於腎); 신유오(神有五), 왈신야(曰神也), 혼야(魂也), 백야(魄也), 의여지야(意與智也), 지야(志也), 시오장소장야(是五臟所藏也), 주어심이복종어담(主於心而復從於膽). 개괄정기신삼자적상호관계위(槪括精氣神三者的相互關係爲): 대기자(大氣者), 정지어야(精之御也); 정자(精者), 신지택야(神之宅也); 신자(信者), 기여정지화야(氣與精之華也). 주씨인위(周氏認爲): 위기위열기(衛氣爲熱氣), 영기위습기(營氣僞濕氣), 종기위동기(宗氣爲動氣), 고위기유한열병(故衛氣有寒熱病), 영기유습병(營氣有濕病) 조병(燥病), 종기유욱결병(宗氣有郁結病), 유노권병(有勞倦病). 혈지질최중탁(血之質最重濁); 진지질최경청(津之質最經淸); 액지질청이정영(液之質淸而晶瑩), 후이응결(厚而凝結), 중이불탁(重而不濁); 정지질극청극후(精之質極淸極厚), 이우극령(而又極靈); 인신당중(人身當中), 혈위최다(血爲最多), 정위최중(精爲最重), 이진지용위최대(而津之用爲最大); 정혈진액지병변다표현위부족혹허탈(精血津液之病變多表現爲不足惑虛脫). 심장신(心藏神), 폐장백(肺藏魄), 간장혼(肝藏魂), 비장의여지(脾藏意與智), 신장지(腎藏志). 오신이혈기위용(五神以血氣爲用), 내장어오장(內藏於五臟), 외현위희(外顯爲喜) 노(怒) 사(思) 우(憂) 공지오지(恐之五志). 신지병변불가측(神之病變不可測), 차우최불역치(且又最不易治), 총이조신여안정위근본치신지법(總以調神與安靜爲根本治神之法).

• Journal of Internet Computing and Services
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• v.25 no.2
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• pp.123-132
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• 2024

The purpose of this study was to extract hierarchical learning elements in the area of 'Algorithms and Programming' in the 2022 revised secondary informatics curriculum. Intrinsic validity was secured by considering the core ideas presented in the curriculum and the content elements of 'knowledge/understanding', 'process/skills', and 'values/attitudes', and extrinsic validity of the learning elements was obtained through FGI and CVR with 25 experts. The learning elements derived from this study are 7 in the first stage, 18 in the second stage, and 26 in the third stage for middle schools, and 8 in the first stage, 23 in the second stage, and 27 in the third stage for high schools. Although the scope and size of knowledge in each stage may differ, the hierarchy of knowledge in the first stage, which is materialized in the second and third stages, provides direction on how knowledge should be taught. This study is expected to contribute to the implementation of the new curriculum in schools and to improve teachers' understanding of the curriculum.

• 한국사회정책
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• v.24 no.1
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• pp.153-185
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• 2017

The purpose of this study is to investigate the actual conditions and causes of the problem behaviors of Korean Chinese'left-behind'children in China in order to propose a support system to prevent problem behaviors of them. For this purpose, a questionnaire survey was conducted on 399 children who attend at three Korean Chines schools in Yonbian in China. The questionnaire consisted of general characteristics, internalizing problem behavior, social support, self-esteem, and self-resilience. This paper analysed the survey data by employing one-way ANOVA and a structural equation modeling. It verified if there is significant difference in internalizing problem behaviour, self-esteem, self-resilience, and social support between left-behind children's group and non left-behind children's group. It also identified a structural causal relationship and direct or indirect effects among problematic behaviour, self-esteem, self-resilience, and social support. The results of the analysis are as follows. First, there was a statistically significant difference in the social withdrawal and depression of internalizing problem behaviors between left-behind children's group and non left-behind children's group. Second, the left-behind children's group showed no significant difference in self-resilience and social support compared to non left-behind children's group, but showed a significant difference in self-esteem. In the positive self- esteem factor, non left-behind children's group showed much higher score whereas left-behind children's group was higher in the negative self-esteem factor. Third, social support for left-behind children's group has a statistically significant direct negative effect on internalizing problem behaviors, and indirectly negative effects on problem behavior through self-resilience. These results suggest the necessity of establishing a social support system for mitigating and preventing problem behaviors and the necessity of preparing measures to improve self-resilience. Based on the results of the study, we discussed how to establish a social support system in China to mitigate internalizing problem behaviors of Korean Chinese left-behind children.

• The Journal of the Korea Contents Association
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• v.17 no.3
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• pp.1-14
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• 2017

This study aims to understand the influences that emotional and behavioral problems, relationships with parents, peer groups and teachers have on school refusal tendency and their routes targeting for 546 students of the 1st and 2nd grades in the boys' and girls' middle schools in G city and to conduct a path analysis by using Pearson's product-moment correlation and LISREL program. The results are the followings: First, significant correlation is shown in the all relationships, excluding the external problems out of emotional and behavioral problems, social support factor out of teachers-related variables, negative support factor out of parents-related variables. Second, emotional and behavioral problems have highly direct influence on school refusal tendency and relationship with parents without any meditator effect and has indirect influence on relationships with peer groups and teachers without having statistically significant and direct influence. Also, relationship with peer groups has statistically significant and negative effect on school refusal tendency without having statistically significant and direct influence, teachers relationship has statistically significant and direct effect on school refusal tendency and relationship with parents has indirect influence on school refusal tendency through relationship with peer groups and teachers relationship without having statistically significant and direct effect.