• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.26 no.2
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• pp.94-103
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• 2015

Objectives : The purpose of this study was to examine the results of the 2013 students' mental health school-community cooperative model. This study investigated teachers' awareness of change in school environment and analyzed the follow-up conditions of students. Methods : The sample consisted of 55 schools which participated in the 2013 students' mental health school-community cooperative model. Two questionnaires were used : one was composed of items about mental health resources, school policy and practice, school climate and community referral, and the other was on management of follow-up conditions for high risk students. Results : First, teachers' awareness regarding school mental health resources, school policy and practice, school climate, and community referral showed positive change. That is, the 2013 students' mental health school-community cooperative model works for improving teachers' interest, awareness and effort regarding mental health. Second, students, who were found by screening test and observation, were managed continually. Most students received follow-up interventions at school, and half of the students were referred to a specialized institution such as a mental health clinic, Wee center, personal counseling center, community welfare center, and so on. Conclusion : This study was a preliminary research, therefore follow-up studies are required in order to accomplish the 2013 students' mental health school-community cooperative model.

• Korean Journal of Health Education and Promotion
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• v.3 no.1
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• pp.91-97
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• 1985

This study was attempted to evaluate the mental health of high school students in rural and urban community. For the above purpose the Minesota Multiphasic Personality Inventory(MMPI) was conducted for the total 868 students including 213 high school bodys and 209 high school girls in rural community, and 228 high school boys and 218 high school girls in urban community. The results are summarized as follows: 1. Scores of lie, hypochondriasis and social introversion scale were statiatically higher in rural high school boys than urban high school boys, but the scores of psychopathic deviate and hypomania scale were on the contrary. 2. Rural high school girls showed statistically higher scores in depression, paranoia, psychasthenia and schizophrenia scale than urban high school girls did. 3. Scores of validity, correction, hysteria and masculinity-femininity scale were not different between rural and urban community in both of high school boys and high school girls.

• Educational Technology International
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• v.19 no.1
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• pp.1-33
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• 2018

The present study aimed to develop a self-reported measurement instrument - the Empathetic School Community Competency Inventory (ESCCI)-to better understand members' empathetic sense to schools as their community in the context of secondary schools in South Korea. Based on a synthesis of the literature on the school community, empathy, and competencies, and a series of preliminary analyses with a panel of expert judges and pilot tests, initial ESCCI items were developed. In total, 435 students and 134 teachers from secondary schools in South Korea provided usable data as measured by the ESCCI. The results of EFA and CFA suggested a five-factor model: culture of respect ( α = .94), empathetic community identity ( α = .93), communication structure (α = .91), emotion immersion (α = .91), and caring process (α =.89) with χ² (980, n = 285) = 3080.169; p-value < .0001, RMSEA = 0.068; 90% CI [.059, .064], p-value < .0001; CFI = .88; SRMR = 0.04; and TLI = .88, leaving 46 items out of initially developed 76 items. The ESCCI model developed based on the findings of the study can be used to assess schools' competency as an empathetic community and design programs to promote empathetic school cultures in secondary schools in South Korea. Implications and limitations of the study are discussed.

• Journal of the Korean Society of Environmental Restoration Technology
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• v.13 no.6
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• pp.63-74
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• 2010

In this study, wetlands and forest vegetation surrounding rail, road of DMZ area and Civilian Control Line were studied as follows: Plant communities hierarchical system of forest vegetation classified according to the results of phytosociological methods of Braun-Blanquet (1964) as; Quercus mongolica community, Quercus mongolica-Quercus variabilis community and Quercus acutissima -Quercus mongolica community. Wetland vegetation major communities; Scirpus wichurae community, Scirpus fluviatilis community, Juncus effusus var. decipiens community, Typha orientalis community, Typha angustata community, Juncus alatus community, Miscanthus sacchariflorus community, Phragmites communis-Miscanthus sacchariflorus community, Hragmites communis community, Phragmites communis-Alnus japonica community, Alnus japonica community, Phragmites japonica community, Salix koreensis community, Prunus padus community, Alnus japonica community, Zizania latifolia community and Amorpha fruticosa community were surveyed. Coastal sand dune vegetation in a DMZ area and the Civilian Control Line was mainly characterized by; Carex pumila, Elymus mollis, Carex kobomugi, Rosa rugosa, Calystegia soldanella, Lathyrus japonica and Aster hispidus, species that are of typically sand dune vegetation.

• Journal of the Korean Institute of Rural Architecture
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• v.13 no.1
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• pp.21-28
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• 2011

The main purpose of this study is to analyze construction of space through the investigation of the cases of school community library through Gangneung-si's life-learning project and the findings from the analysis could be summarized as below. Firstly, most space used for school community library has the size of two classes in school on average and locals use generally space for reference and learning at school community library. Secondly, the construction of space of school community library is categorized into one for book-returning, references, reading, group learning and information, and an audio-visual space is also used for group learning and reading. A space for book-returning has features based on the location of its entrance and a space for reading features stand-up and sitting-on space considering size and usability. And a space for group learning has the feature of space planning that makes it possible for local people to get library programs and seminars and a space for information shows its feature of space planning that uses the wall.

• The Korean Journal of Community Living Science
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• v.24 no.1
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• pp.71-84
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• 2013

In this study we examine the relationship between the social participation in the early adolescents and school adjustment as well as the mediating effects of a sense of community. Findings provide ways of intervention that can increase a youth's school life. Based on samples of 2,351 first grade middle school students from the data in the 'Korea Youth Panel Survey' administered by the National Youth Policy Institute, we analysed the correlation among the variables. The results are as follows. First, the social participation of youths showed a major influence on school adjustment, and was identified as: the more the students participate in social activities, the better the students get adjusted to school. Second, the social participation has a significant effect on sense of community. In other words, the more the students participate in social activities, the more the students get a sense of community. Third, a sense of community mediated the process of social participation on school adjustment. These findings indicate that in order to increase a youth's school adjustment, a promotion of social participation and an effort to increase a sense of community are required. The implications of these findings suggest that by intervening social welfare and policy, can improve the integrity of a youth's school life.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.22 no.4
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• pp.115-131
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• 2011

The purpose of this study is to provide self-evaluation indicators that each school could judge on its basic conditions for the school library opening to local community. School library opening to local community is one of the significantly operational strategies to contribute to the development of the learning community. But the school library has insufficient resources and support system for their local services. According to the survey teacher librarians who have the experience for their school library opening to local community have considered of deploying teacher librarian as the most important factor. And they asserted emphatically that school library would secure personnel expenses and obtain facilities and resources to provide the stable and systematic service. Also among the school library's educational activities, reading education is considered the most suitable program for the community.

• Journal of Agricultural Extension & Community Development
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• v.23 no.2
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• pp.157-167
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• 2016

Nowadays a sense of community based on our community further weakens due to globalization, industrialization, the development of transportation and communication, etc and the community as cultural and psychological units is focused on. In other words, the concept that emphasizes the aspect of 'we' sharing the unique value and goal of community is used. In this current situation, school as an important community organization has been in the spotlight. In particular, college compared with other communities has a special influence on the community. Therefore it is regarded as an important community organization and its importance as part of our efforts to decrease the college students wastage rates continues to grow. The study about school as an important community organization has been conducted actively. However the people in most studies are elementary, middle, and high school students, so there are limitations to what these study findings apply to college. Therefore, this study conducted factor analysis of college sense of community for local college students, categorized it, analyzed the factors having influence on each factor and then looked for suggestions of ways to strengthen college sense of community. According to study, sense of community is categorized into three factors such as 'sense of belonging', 'sense of solidarity', and 'sense of emotional closeness'. After analyzing the factors influencing types of sense of community, factors relevant to them are grades, intimate friends, subjective well-being, community volunteer work, college service satisfaction, and so on.

• The Journal of the Convergence on Culture Technology
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• v.4 no.4
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• pp.241-247
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• 2018

This study investigated sense of community influencing satisfaction with center teacher and service use evaluation and mediating effects of school adjustment involving sense of community, satisfaction with center teacher and service use evaluation among adolescents in community child center. Secondary data analysis from the 2nd Panel Survey on Service Satisfaction with Community Child Center was performed using data of 438 the first grade middle school aged student in 2017. Correlation coefficient and step-wise Regression using SPSS 18 program 18.0. and Sobel test showed that the higher of satisfaction with center teacher and center service use evaluation influenced the more enhanced sense of community, and school adjustment had partial mediating effect among them. Therefore, to promote low income adolescents' sense of community, this study suggested the need to persist the sustainable relationship between satisfaction with center teacher and adolescents and to improve quality of service and to develop and apply the community action program connecting community child care center and school system.

• Journal of Family Resource Management and Policy Review
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• v.25 no.3
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• pp.31-45
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• 2021

Despite efforts to expand public care services as social demands increase, the problem of the after-school self-care of elementary school students who were in the situation of care cliff remains. Thus, this study focused on community-based childcare to solve the issue of school-age childcare in Korea. The purpose of this study was to explore the experience of community-based childcare of participants who had school-aged children who lived in Seoul and GyeongGi province (Korea). Focus group interviews were conducted with ten married working mothers among clients of a community-based childcare provider that has been operating for more than five years. Based on the findings of this study, it is clear that community-based childcare is a useful welfare resource. In addition, the results of this study can be used as data for developing policies and programs for school-age childcare or the after-school self-care of elementary school students. Furthermore, it may broaden the horizons of research related to community-based childcare.