• Journal of Korean Library and Information Science Society
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• v.54 no.4
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• pp.25-54
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• 2023

The purpose of this study is to investigated the impact of reading therapy programs(classes) on the cognitive, emotional, behavioral, and peer relationships of children in the lower grades of elementary school. The study was conducted at the B Public Library in A Metropolitan City, Korea. Eight elementary school students participated in the REBT reading therapy program for 12 sessions, each lasting 120 minutes, every Saturday. The research method was qualitative, and an observer was appointed to verify the qualitative research. The observer and the researcher qualitatively analyzed the participant's cognitive, emotional, and behavioral observation diaries and pre- and post-person-picture tests for each session. As a result of the study, the REBT reading therapy program was found to have a positive impact on the cognitive, emotional, and behavioral changes and formation of peer relationships of the children. The results of the study show the need for children and youth institutions, including public libraries, to develop and operate reading therapy programs for various groups.

• Journal of Oriental Neuropsychiatry
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• v.15 no.2
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• pp.211-219
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• 2004

Panic disorder is a frequent anxiety disorder. Recently many studies raised that the course of panic disorder is the interaction of biological and psychological factor. So we used Oriental Medicine Treatment to control biological factor and Cognitive - Behavioral Therapy to control psychological factor of panic disorder, obtained good results. Practicing Cognitive - Behavioral Therapy, we were able to destroy catastrophic misunderstanding. And then in this case, patient is diagnosed Deficiency of Kidney(腎虛) with Fire from stagnation of Liver(肝鬱化火). So we used herbal medicine and acupuncture according to oriental medical theory and these efforts helped the case of disease.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.791-818
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• 2016

This case study is performed to check the validity of cognitive behavioral therapy for high school students with mathematics anxiety. In order to find out whether it is effective or not, one female high school student who suffers physically and mentally from mathematics anxiety was selected and cognitive behavioral therapy was applied. The therapy is applied to her for 30 to 40 minutes, once a week, and for eight weeks. The main themes were: To understand my problem, To write down thinking log, To set up a plan for actions, To experiment actions, To change intermediate confidence, To change core belief. To check the validity, before and after the experiment, revised version of Heo(1996)'s assessment tools for mathematics anxiety was applied. The subject was interviewed and the results of the therapy were compared and analyzed. According to the research, the worst mathematics anxiety of the subject was test anxiety. After the procedure, the anxiety related to mathematics and teachers was lessened. Especially, the subject had changed her mind and become more positive and optimistic on solving difficult mathematics problems. Therefore, the effectiveness of cognitive behavioral therapy on mathematics anxiety was confirmed. It is required to construct special program - about cognitive behavioral therapy, interactions of cognitive-affective causes, and group therapy - and check the validity of it.

• Korean Journal of Psychosomatic Medicine
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• v.11 no.2
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• pp.205-213
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• 2003

Objectives: The authors intended to evaluate long-term outcome of group cognitive behavioral therapy(GCBT) for panic disorder and examined the variables to predict high end-state functioning in 12 months follow-up. Methods: 236 patients meeting DSM-IV criteria for panic disorder were assessed by STAI, ASI, BDI, BSQ, PBQ, ACQ at pre & post treatment, and were asked about the frequency of panic attacks during recent one month. We executed stepwise discriminant analysis on the clinical variables at pre treatment assessment to find the variables for discriminating between high end-state function(HES) and low end-state function(LES). Results: After GCBT, 82.6% of panic patients maintained high end-state functioning at 12 months follow-up. The results of discriminant analysis showed that BDI and BSQ at pre treatment assessment were significant variables to predict end-state functioning at 12 months follow-up. The hit ratio of discriminant analysis was 69.2%. Conclusion: These results suggest that the therapeutic effect of GCBT can be maintained through 12 months. Especially, it is likely that patients who were less depressed and who had less experienced the fear of physical symptoms at pre-treatment can maintain HES.

• The Journal of Korean society of community based occupational therapy
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• v.2 no.1
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• pp.85-96
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• 2012

Objective : The purpose of this study was to effects of the Participation in physical group occupational therapy on cognitive function, neuropsychiatric, social behavior in elderly with wandering dementia. Methods : Thirteen elderly with wandering dementia who live in nursing home in this study. Assessment tools were made by using Cognitive function scale(CFS), Algase Wandering Scale-V2(AWS-2), Neuropsychiatric Inventory-Questionaire(NPI-Q), social-behavioral function measure(SBFM). physical group occupational therapy performed for forty minute, once a week for 9weeks. the assessment tools were made twice: before, after the intervention. Results : Significant differences between pre-treatment and post-treatment were found in the AWS(p<0.05) score and SBFM(p<0.05) score, NPI-Q behabioral and psychological level(p<0.05) score. The cognitive function and neuropsychiatric number showed improvement. but score was not significantly(p>0.05) difference after physical group occupational therapy Conclusion : The findings suggest that the physical group occupational therapy used in this study may be helpful and effectiveness in elderly with wandering dementia, further studies with more subjects and longer treatment period, including will be performed to justify these findings.

• Journal of Digital Convergence
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• v.15 no.1
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• pp.485-495
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• 2017

This study looked into the effects of acceptance and commitment therapy(ACT) program on the premenstrual symptoms, attitudes toward menstruation and perceived stress, in females in their 20's suffering from premenstrual syndrome(PMS). Among the 263 students from 3~4 year universities, 21 were selected as participants. 7 were assigned to the acceptance and commitment therapy(ACT) group, 7 were assigned to the cognitive behavior therapy(CBT) group, and 7 were assigned to the control group. As a result, emotional factor from the premenstrual symptoms has significantly decreased more in the acceptance and commitment therapy(ACT) group, and the cognitive behavior therapy(CBT) group in comparison to the control group. In regards to attitudes toward menstruation, there were no statistical significance in the acceptance and commitment therapy(ACT) group, however there were positive changes, and the cognitive behavior therapy(CBT) group displayed significant change in the follow-up study. In perceived stress, acceptance and commitment therapy(ACT) group displayed more significant decrease than the control group and the cognitive behavior therapy(CBT) group, and that level remained unchanged until the follow-up study.

• Journal of Music and Human Behavior
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• v.10 no.1
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• pp.67-83
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• 2013

Assessment in music therapy is a vital part for both the therapist and client in the process of therapy. Based on what is assessed, objectives are identified to formulate specific action procedures and strategies. The existing assessment tools involve lists of skills and behaviors in developmental domains without the music assessment protocol. In this study, the authors attempted to develop an assessment protocol using rhythm production for assessing skills in cognitive and emotional-behavior domain, namely Music Therapy Assessment for Cognitive and Emotional Behaviors (MACEB). The test items of the MACEB-Rhythm were developed using rhythmic patterns varying in terms of item difficulty, which are based on the various degree of clarity in the grouping/gestalt, saliency in part-whole relationship, and complexity in repetition vs. variability. Also the developed tool purported to examine one's level of emotional behavior trait by analyzing performance of musical parameters such as tempo, pacing, and loudness in the reproduced output. In order to verify the logical sequencing of test items, firstly 61 subjects participated in verifying the item difficulty for the selected 15 pilot items. The test items were revised and re-sequenced based on the gathered scores of item difficulty. In the second procedure, seven experts in the fields of music education, music therapy and music psychology whose research interest lie in music cognition revised the developed rhythm protocol items focusing on learning sequence, cognitive process and feasibility for skills assessment. The study attempted to provide foundations for using rhythm as an assessment protocol prior to its verification of assessment validity and reliability.

• Korean Journal of Psychosomatic Medicine
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• v.10 no.2
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• pp.142-153
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• 2002

The authors intended to investigate personality characteristics and those influence on the outcome of cognitive behavioral therapy in patients with panic disorder. 167 patients who met DSM-IV criteria for panic disorder were assessed by the PDQ-R(Personality Disorder Questionnaire-Revision) and various self-report tools for assessing symptoms of panic disorder. The effect of therapy was measured by the changes of scores and the end state functioning before and after 12-sessions of CBT. The patients with panic disorder were more likely showed obsessive-compulsive, avoidant and paranoid personality disorder and also Cluster C. If is needed when patients were divided into two groups according to total scores of PDQ-R(high or low personality disorder groups), high personality disorder group showed many evidences for increased psychopathology at the start of treatments, this suggested the close linkage between panic disorder and personality disorder. Interestingly, there were no significant differences between both groups in scores of clinical variables and the end state functioning. In conclusion, although patients with high tendency of personality disorder had more generalized problems at the beginning of treatments, they could improve as much as the patients with low tendency of personality disorder. They can be helped by cognitive behavioral therapy for panic disorder and seem to profit as much as patients with low tendency of personality disorder. If is needed to seek other factors in poor responders for cognitive behavioral therapy.

• Journal of Digital Convergence
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• v.17 no.5
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• pp.89-97
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• 2019

The purpose of this study was to understand educational changes and effects of cognitive behavioral art therapy using the smart device. The participant of the study was a 4th grade of male elementary school student who had aggressiveness and impulsiveness with emotional instability. The study was conducted one to two times a week for six months with a total of 30 educational sessions. Among 80 minutes per session, 60 minutes of art therapy and 20 minutes of cognitive behavioral therapy were applied, and during the sessions, cognitive action art therapy (drawing and shaping activities), cognitive restructuring, behavioral modification, systemic dullness, social skills training, empathy and landscaping training were applied. For the numeral assessment, Traffic Anxiety Inventory for Children (TAIC), Beck Anxiety Inventory (BAI) and emotional instability measures were used. Research showed that cognitive behavioral art therapy using smart devices had the effect of positive emotional change in children with emotional anxiety, and based on this, future development directions including systematic instructional design, scientific analysis and feedback technologies were discussed.

• Journal of dental hygiene science
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• v.17 no.1
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• pp.46-55
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• 2017

Many people in Korea suffer from a fear of dental treatments; however, only a few studies have focused on this population. This study assessed the effectiveness of cognitive behavioral therapy (CBT) and its interventions in reducing dental anxiety, especially when administered by trained dental staff. Using case studies, the authors analyzed the content of each session and examined the process of reducing dental anxiety. First, the authors observed that the results of both dental fear scale and subjective unit of disturbance decreased significantly with changes in cognitive distortions related to dental anxiety and that rapid improvements were noted after two therapy sessions. Second, the study reported that practicing relaxation (deep-breathing) and muscle relaxation techniques; using hand signals to indicate anxiety or discomfort; establishing an empathic relationship with the therapist; making an anxiety list; and graded insensitive and exposure along with rehearsal, were effective in coping with dental anxiety and in changing negative thoughts towards the dentist. Third, a simple cognitive behavioral intervention can be effective in reducing dental anxiety. In summary, a short-term, five-session psychological intervention with CBT produced a sustained decrease in the symptoms of dental anxiety, allowing the patients to receive the required procedures. The authors discussed the study limitations and the implication of their results on future research.