• The Korean Journal of Elementary Counseling
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• v.7 no.2
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• pp.101-115
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• 2008

The purposes of this study were to consist an anger control program in order to help children confirm and modify their cognitive errors in peer anger-provoking situations(Lee Mi-gyeong, 2006), that and to examine the effects of this program on anger-provoking experience, anger controllability and peer relationship. The cognitive-behavioral anger control program was consisted of 16 sessions. The focus of the program were placed on perceiving angry feelings, confirming automatic thinking and cognitive errors and acquiring how to correct the cognitive errors(1st-10th sessions), and checking cognitive errors in 13 anger-provoking situations and practicing way to correct the errors(11th-15th sessions). To examine the effects of the program, 10 children who had a lot of anger-provoking experiences, and were poor at anger control and faced difficulties with peer relationship were selected. The cognitive-behavioral anger control program was implemented for eight weeks, twice a week, 40 minutes each. The collected data were analysed by the ANOVA method using the SPSS and Kwakstat(Kwak Ho-wan, 1993). What cognitive errors children made and how they modified the errors during the program were checked. The findings of the study were as follows: The cognitive-behavioral anger control program served to cut down on the anger-provoking experiences, to improve their anger controllability, to boost their peer relationship, and that effect lasted till six weeks later. And the cognitive errors they made during the program were in the order as follows: stating the oughtness of their behavior, followed by naming, seeing everything in black and white, emotional judgment, mind reading, linking the situation to themselves, overgeneralizing, and hasty conclusion. The ways to correct the cognitive errors were in the order as follows: putting oneself in another's place, explaining in a different manner, looking for proof, thinking of it is so difficult to indure, thinging of there is moral to it, and thinking of how angry after passing time.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.1
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• pp.99-112
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• 2010

This study was conducted to test the effect of Burns' cognitive-behavioral group counseling on depression and anxiety of industrial high school students. For this purpose, an experimental group and comparative group which was composed of 15 students respectively were assigned. The independent sample t-test between experimental group and comparative group about the degree of pre-test and after-test and the opposition sample t-test within each experimental group and comparative group were conducted. Analysis of Covariance was also applied. Results of the analyses showed that Burns' cognitive-behavioral group counseling program was effective in decreasing depression and anxiety. Implications of these results on student guidance and counseling were discussed. Suggestions for future research were presented and limitations were indicated.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.4
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• pp.443-452
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• 2018

Purpose: This purpose of this study was to examine the effects of a rational emotive behavior therapy (REBT) counseling program on self-efficacy and adjustment to college life for nursing freshmen. Methods: This study used a nonequivalent control pretest-posttest quasi-experimental design. Thirty-eight new nursing students were randomly assigned to either an experimental group (n=18) or a control group (n=20) recruited from a four-year nursing college. An REBT counseling program was composed of 8 group sessions of orientation, understanding the theory of REBT, finding irrational beliefs, internalizing rational beliefs, and closing over a duration of 5 weeks. The duration of each session was 90 minutes. Self-efficacy and adjustment to school life were measured by the Sherer's Self-Efficacy Scale and Baker & Siryk's Student Adjustment to College before and after the REBT counseling program. Data were analyzed using t-tests and paired t-tests. Results: The experimental group showed a significant improvement in self-efficacy compared to the control group. There was no significant change in college life adjustment between the experimental and control groups. Conclusion: An REBT counseling program could be applied as an effective program in enhancing self-efficacy resulting in positive and goal-oriented behavior for new nursing students in college.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.1
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• pp.46-57
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• 2008

In an attempt to help improve school bullying victims' self-esteem and interpersonal skills, this study explored the effects of a cognitive-behavioral group counselling program on the victims. The subjects of this study were six middle school female students who were identified as bullying victims by their teachers. They had T-scores of 65 or more on one or more scales in the MMPI-A. The cognitive-behavioral group counselling program was developed to improve their self-esteem and interpersonal skills and was administered twice a week from November 28 to December 30, 2005, totalling ten occasions. Major findings of the study include the following: First, there was a significant difference in self-esteem between pre- and post-tests. All the scores on six tests given on a period-by-period basis showed significant changes at the significance level of 0.1%. Secondly, there was a significant difference in interpersonal skills between pre- and post-tests at the level of 5%. All the scores on six tests given on a period-by-period basis also showed significant changes at the significance level of 0.1%. These findings demonstrate that cognitive-behavioral group counselling is effective in improving school bullying victims' self-esteem and interpersonal skills.

• Journal of vocational education research
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• v.30 no.4
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• pp.161-177
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• 2011

The major purpose of this study is to see the effects of medical students' self-regulated learning on career adaptability. Therefore, we carried out self-regulated learning and career adaptability tests for the 252 medical students belong to the K university to examine the above subject. Then the respondents were divided into two groups according to the level of career adaptability to see the group differences on self-regulated learning. The results of this research are as follows. The group of high career adaptability was scored higher than the lower scored group in every domains of self-regulated learning except test anxiety. And also the result of regression analysis to see the effects of self-regulated learning on sub-domains of the career adaptability like responsibility, interpersonal relationship, proactivity, positive attitude showed statistically significant differences to the total score of career adaptability except motivation controlling. Based on the above results, this study suggest the need of mediation related with self-regulation, and also the need of counselling and education to help the medical students suffering from adaptability. Furthermore, suggest following studies searching the multiple variables affecting career adaptability.

• Proceedings of The Korean Society of Health Promotion Conference
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• 2009.05a
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• pp.77-77
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• 2009

한국건강관리협회는 1998년부터 국민건강증진기금의 지원으로 금연사업을 수행하고 있다. 본 연구에서는 협회에서 실시한 '07년 민간단체 금연클리닉 사업을 대상으로 사업의 효과성을 분석하여 사업의 과학적 근거 확보 및 향후 효과적인 사업 수행방안 마련 등 사업의 발전방안을 모색하고자 실시되었다. 대상은 2007년 민간단체 금연클리닉에 참여한 군 경, 중소업체 종사자, 운송업체 종사자, 국방부지정부대 참여자, 학교/공공기관 종사자 중 설문조사에 성실하게 응답한 3,170명이다. 민간단체 금연클리닉 사업 효과성 평가 설계는 구조화된 평가도구를 활용하여 금연클리닉에 참여한 집단만을 대상으로 참여 전(사전조사)과 금연클리닉 종료 후(사후조사)의 조사결과를 비교하는 단일 전후조사 설계(one-group pretest posttest design)방법을 사용하였다. 연구결과 민간단체 금연클리닉 참여자의 하루 평균 흡연량은 15.96개비, 평균 흡연시작연령은 18.59세, 평균 총 흡연기간은 146.39개월로 나타났으며, 참여자의 니코틴 의존도는 평균 3.81점으로 조사되었다. 또한 참여자의 84.5%가 의지로 금연 시도하였으나 실패한 것으로 나타나 이에 대한 개입이 필요함을 알 수 있다. 참여자들의 상황별 흡연욕구는 높은 수준이었으며, 특히 술자리, 스트레스상황 등 특정 상황에서 흡연욕구가 높게 나타났다. 금연관련 경험요인은 5점 기준 2.84점으로 조사되었으며, 인지적 과정이 행동적 과정에 비해 높게 나타났다. 마지막으로 민간단체 금연클리닉의 전반적인 만족도는 높았으나 상담환경에 대한 만족도가 상대적으로 낮았음을 감안할 때, 환경적인 부분에 대한 개선이 필요할 것으로 보인다. 더불어 금연클리닉의 효과나 만족도 부분에서 대상자의 특성에 따른 차이가 발생하므로 참여 대상자의 특성을 감안한 맞춤형 프로그램 개발이 필요할 것이다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.5
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• pp.2115-2123
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• 2011

The purpose of this study is to draw a general conclusion through summing up theses on parents' need for their education up to the present. The subjects of this study are 25 masters' degree theses on parents' need for their education in the kindergarten from 2001 to 2010. The results of data on parents' education method and style were conducted by frequency analysis. Also it was surveyed if in how many theses the contents of parents' education were rated over average points by Licker. The results of this study are as follows: First, the parents think that the proper frequency of their education is once or two in a semester and the favorite time is from 10 to 12 o'clock or from 2 p. m. to 4 p.m. They also want to learn on Wednesday, Friday and Saturday. And they want a professional as their lecturer the most and then a homeroom teacher. Secondly, in the survey of their education style they like more lecture or a short course than any other thing, and then they like home messenger, group council and so on. But especially they don't like the style of visiting class, book lending, ceremony/class assistance, practice (workshop), and visiting home. Thirdly, they want to know a general guide in the kindergarten of the contents of their education a lot. And they want to know some of a budget, program, and assessment of a principal and the teachers in the kindergarten. Fourthly, they want to know all parts of the parents' roles related to rearing their children in their own elements of the contents of their education above all. And they also want strongly their free time, hobby, the liberal arts, amusement and recreation. Fifthly, in the view of infant development they want strongly to know how to communicate with their children rightly, and how to adjust their children's activities and how to praise or blame their children. And they also want how to form their children's right habit and to guide their children's right acts in the infant period the most. Lastly, they want to know children's physical development and their cognitive development in the view of infant development the most. And then they want to know the development of sociology, creativity, morality, and emotion in good order.