• Journal of the Korean Home Economics Association
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• v.44 no.1 s.215
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• pp.59-74
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• 2006

As an exploratory inquiry prior to developing a measure to assess Korean families with adolescents' family resilience, this study examined the construct validity of the family resilience measures that were developed in the U. S. Iowa Youth and Families Project(Conger & Elder, 1994): emotional support between spouses, problem solving style between spouses, and parenting behavior. The participants were 277 pairs of middle aged, middle class husbands and wives (554 individuals) who were the parents of first graders in middle schools in the metropolitan areas around Seoul. The results of exploratory and confirmatory factor analysis supported the construct validity, indicating that emotional support, problem solving style, and parenting behavior may be used as measures to assess Korean family resilience. However, further tests of convergent validity using various assessment methods and analytical procedures are needed to ensure the construct validity of family resilience measures.

• Proceedings of the Korean Society for the Gifted Conference
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• 2003.05a
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• pp.161-166
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• 2003

우리나라 영재교육에 대한 연구들은 대부분 영재아의 개념정의와 판별도구 개발, 영재발굴, 선발 및 그들의 교육에 편중되어 있는 반면 영재아들의 적응, 자기지각, 또래관계등 사회정서발달에 관련된 연구는 거의 이루어지지 못하고 있다 이에 본 연구는 과학영재아동의 개인 및 일상생활에서의 적응수준 및 성별에 따른 적응, 자기지각 및 사회적지지의 차이를 파악하며, 그들의 스트레스에 영향을 미치는 자기지각 및 사회적 지지 수준을 살펴보고 영재아의 사회적 성취나 적응에 도움을 줄 수 있는 방안을 모색하고자 한다. 본 연구의 연구문제는 다음과 같다. 첫째, 과학영재아동과 일반아동의 적응(개인적응, 사회적응, 부적응), 자기지각 및 사회적 지지는 차이가 있는가\ulcorner, 둘째, 과학영재아동의 적응, 자기지각 및 사회적 지지는 성별에 따라 차이가 있는가\ulcorner, 셋째, 과학영재아동의 스트레스에 영향을 미치는 자기지각, 사회적 지지 수준은 어떠한가\ulcorner 본 연구의 대상은 전라북도에 위치한 중학교 1학년 100명의 아동이며, 이들은 교사추천 및 전북대학교 과학영재연구소의 과학과 수학시험을 통해 선발된 과학 영재아동이다. 설문결과 불성실한 응답자를 제외한 총 39명(남아 59명, 여아 30명)이 최종 연구대상이 되었다. 본 연구의 측정도구로 아동의 적응능력검사도구는 한국교육평가센터(KETC)에서 1998년 개발하여 표준화과정을 마친 종합적응능력검사를 사용하였으며, 개인적응영역(자아개념 12문항, 성취동기 10문항, 자기기획 15문항), 사회적응영역(사교성 15문항, 애착 9문항, 사회적 긍정성 10문항), 부적응영역(스트레스 20문항, 욕구좌절 10문항, 편견 12문항) 총 113문항으로 구성되어 있다. 아동의 자기지각검사도구는 Harter(1985)의 Self-Perception Profile이며, 학업역량, 사회적역량, 운동역량, 신체외모역량, 행동품행역량, 자기가치감 각각 6문항씩 총36문항으로 구성되어 있다. 아동의 사회적 지지검사도구는 한미현(1996)이 제작한 척도를 사용하였으며 부모지지, 교사지지, 학교친구지지, 친한 친구지지 각각 6문항씩 총 24문항으로 구성되어 있다.

• Journal of the Korean Society of School Health
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• v.22 no.2
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• pp.113-124
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• 2009

Purpose : This study was to examine the emotional behavioral problem of children in low-income family who were participating in local children care center. Method : From June 2 to September 9, 2008, 322 elementary school children were surveyed using structured questionnaire. Emotional behavioral problem were measured using K-YSR. Result : In the distribution of three groups by emotional behavioral problems scores of subjects, normal group was 83.23%, borderline group was 9.32%, clinical group was 7.45% among 322 children. The emotional behavioral problem score of subjects showed attention problem .62(5.61), aggressive behavior .52(9.87), anxiety and depression .50(7.89), withdrawn .49(3.46), social problem .43(3.50), somatic complaints .35(3.17), thought problem .32(2.27), delinquent behavior .31(3.11) and total behavioral problem scores were .44(44.55). Also, total behavioral problem scores was not significantly difference by sex and grade, but the scores of girls students was higher compared with boys. Conclusion : This finding will be significant in that it can provide basic data for school mental health services, which can provide early intervention program for the students who belong to borderline and clinical groups.

• Journal of Digital Convergence
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• v.14 no.2
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• pp.197-208
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• 2016

In this paper, data mining regression analysis and decision tree analysis techniques were used to analyze factors affecting the life satisfaction of middle school students. For this purpose, we analyzed Korean Children and Youth Panel Survey(KCYPS) data. As results, the common influencing factors to the life satisfaction were derived from regression analysis. Those factors are self-esteem, depression, total grade satisfaction, regional community awareness, career identity, annual delinquency damage experience, siblings' factors, trust, behavioral control, and concentration. Based on the result described by decision tree analysis, the factors that indicate a significant impact on the life satisfaction of middle school students were self-esteem, depression, career identity and attention factor.

• Korean Journal of Social Welfare
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• v.38
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• pp.68-99
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• 1999

In this study, the effectiveness of integrated group program for battered women in the shelters carried out and the program's effectiveness concentrating on the depression is evaluated. The integrated group program was developed based on the National Family Violence Survey and other studies about battered women's characteristics. The major outcomes of the study are following. First, depression score of the test group(N=10) in comparison with the comparison group(N=18) decrease with statistical significance. Second, among the sub-symptoms of depression, the symptoms of affective, cognitive, and behavioral depression significantly decrease. These findings show that an integrated program is needed to improve battered women's mental health; it includes not only a mental health intervention but many other services such as family violence education, communication training, social support networking, economic independence improvement and child rearing.

• Human Ecology Research
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• v.60 no.1
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• pp.53-68
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• 2022

Using a person-centered approach, the current study investigated latent profiles for the emotional and behavioral problems of students in sixth-grade in elementary school and second grade of middle school. The aim was to explore latent transition patterns and verify the factors affecting the transitions. The participants were 1,937 adolescents who responded to the 3^rd year (6^th grade of elementary school; Time 1), 4^th year (1^st grade of middle school), and 5^th year (2^nd grade of middle school; Time 2) of the Korean Children Youth Panel Study. Latent profile and latent transition analyses were performed. The results were as follows: first, the latent profile of emotional and behavioral problems changed from Time 1 to Time 2. The latent groups at Time 1 were classified into low, moderate, high, and externalizing-dominant, whereas at Time 2, five groups were identified: low, moderate, high, externalizing-dominant, and withdrawal-dominant. Second, transition analyses revealed that although 22.3-57.0% of latent groups remained unchanged, there were significant changes over time between groups, as a new group ('withdrawal-dominant') emerged in Time 2. Third, different factors influenced the latent profile transition of emotional and behavioral problems depending on the transition pattern. Higher levels of self-esteem, better relationships with peers and teachers, and lower levels of parental inconsistency meant emotional and behavioral problems had not worsened at Time 2. The results suggest that early interventions are needed during the transition from childhood to early adolescence.

• Korean Journal of Social Welfare
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• v.37
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• pp.195-216
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• 1999

Adolescents whose families receive public assistance are primary interest in the article because they experience disproportionate shares of the burden of poverty and psychosocial stress and are at substantially high risk. To explain the psychosocial stresses of high-risk adolescents in poverty, this study analyzed the inter-relations and interactions of major variables: 1) stress related life condition, 2)individual & environmental resources, 3) emotional, behavioral, and academic adjustment. Data came from the survey of 351 students living in the families receiving public assistance. The major findings were as follows. High-risk adolescents in poverty suffered from chronic stresses related life conditions, including family environmental stress, financial & medical stress and stigmatic stress. As the effects of stress increased, depression/anxiety and delinquency of poor youth increased. The psychosocial adjustment of poor youth at risk was most effected by the stress resulted from family environment. Though they were suffered from stresses related poor environment, adolescents in poverty adjusted well, if they had individual and environmental resources including self-esteem democratic parenting and supportive school climate. In conclusion, this study confirmed that emotional, behavioral, and academic adjustment of adolescents in poverty was affected by various stresses from life conditions and individual and environmental resources. In order to improve adjustment of poor youth at risk, life conditions have to be improved and psychosocial resources to be increased. These findings have provided practical implications for social workers helping high-risk adolescents in poverty.

• Journal of Convergence for Information Technology
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• v.11 no.9
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• pp.145-156
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• 2021

This study is aimed to improve the youth theft prevention program with rationality and practicality, based on the needs of practitioners who conduct these programs in fields. The survey questionnaire was prepared based on previous researches, and the survey was conducted on 72 probation officers and education instructors nationwide running a youth theft prevention program. As a result, practitioners reported the lack of self-control and high impulsivity as the main characteristics of the theft delinquent adolescents. And they recognized peer alignment and family problems as the causes of theft. As for the contents of the program, they reported that recidivism prevention skills such as understanding psychological problems, peer relationships, raising a sense of law compliance, anger, impulse control, dealing with negative emotions, and finding alternative behaviors, as well as moral development, are necessary. These results indicate that multi-dimensional interventions such as individuals, families, and peers are needed to prevent recidivism of juvenile theft. Implications of these results, future research directions, and limitations and significance of the study were discussed.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.12 no.2
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• pp.192-217
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• 2001

Object：This study was carried out to classify adolescents in runaway shelters by evaluating their psychopathology. And the ultimate purpose is to offer basic data for preventing adolescents‘ runaway and for diversifying runaway shelters suitable for the problem of individual adolescent. Method：128 adolescents who stay in the runaway shelters were asked to complete self-report qeustionnaires including basic sociodemographic data, Child Behavior Check List(CBCL), Minnesota Multiphasic Personality Inventory(MMPI), and Symptom Check List-90-Revised(SCL-90-R). Korean Wechsler Adult Intelligence Scale(K-WAIS)[or Korean Educational Developmental Institute-Wechsler Intelligence Scale for Children(KEDI-WISC)] and Bender-Gestalt test(BGT) were also done by clinical psychologists. Results：The most common age of the subjects were 15-year-old, and they dropped out their schools in the middle school most commonly. Mostly they were from middle class family and their parents' educational level were high school graduates. The first runaway episode was most common in the middleschool period, and their runaways were repeated. The most common frequency of runaways were more than 10 times. About 10% of them abused drugs and about 80% of them abused alcohol. One third of them had experiences of illegal problems and 10% of them engaged in sexual activity for money. 95 adolescents(83%) in CBCL, 42 adolescents(36%) in SCL-90-R, and 70 adolescents(69.3%) in MMPI showed clinical significance. In intelligence test, 22 adolescents(22%) were mentally retarded. In BGT, 35 adolescents(39.4%) manifested brain dysfunction signs. Conclusion：Runaway adolescents in the shelters have variable and severe psychopathology. Their psychopathology is classified as follows；The behavior disorder group, the mood disorder group with anxiety/depression, the somatic disorder group with somatic symptoms, and the psychosis group with possibility of severe psychopathology. Therefore it is very important to evaluate psychiatric problems of runaway adolescents, and specific therapeutic interventions according to their problems are required.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.12 no.1
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• pp.125-137
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• 2001

We investigated the self-concept, subjective depression, and state-trait anxiety of the school boys with learning disabilities(abbr. LD, n=86) and compared them with normal boys(n=52) using Piers-Harris Self-Concept Inventory, Child Depression Inventory(abbr. CDI), and State-Trait Anxiety Inventory(abbr. STAI). With regard to Piers-Harris Self-Concept Inventory total scores, there was no significant difference between two groups, but normal boys showed higher scores in intellectual and school status, physical appearance, and happiness-satisfaction subscales than patients with LD. The male patients with LD showed significantly higher ratings in CDI total scores, and CDI subscales - ineffectiveness, anhedonia, negative self-esteem than normal children. The patients with LD reported significantly higher state anxiety, but not trait anxiety. Correlation analyses revealed that self-concept decreased over time, and depression-anxiety increased across grades in the patients with LD, but not in normal children. Especially, negative mood, anhedonia, negative self-esteem subscales of CDI, and state-trait anxiety showed significant positive correlation with grades. In both groups, CDI scores were inversely correlated with Piers-Harris Self-Concept and positively with State-Trait anxiety. In conclusion, self-concept problems which were related with school achievement and self-esteem were more abundant in the patients with LD than normal children, self-image problem, depression and anxiety increased across grades. According to regression analysis, age, behavior subscale, intellectual-school status, anxiety, popularity, happiness-satisfaction, CDI-ineffectiveness, interpersonal problem, negative self-esteem, and state anxiety could explain the self-concept in the patients with LD, not in normal children. So, the self-concept of the patients with LD were found to be related to the school achievement and stress when comparing with peers. In conclusion, elementary school boys with LD showed lower self-concept, higher depression and anxiety, and these differences increased across grades. Since the patients with LD have concomitant depression and anxiety disorders, it is important that comorbidity with emotional problems should be explored and managed properly.