• 대한가정학회지
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• 제44권10호
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• pp.121-132
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• 2006

The purpose of this study was to determine the effect of the parent education program based on the MBTI for mothers' on their parenting self-efficacy and family cohesion and family adaptability. The study participants comprised 66 mothers in the experimental group and 79 in the control group. The experimental group, underwent a twelve-week long parent education program, with weekly sessions providing 2 hours of parental education; The control group received no education. Data were analyzed by MANCOVA using scores of the pretest as covariance. Significant differences were found between the experimental and control groups in parenting self-efficacy, health parenting ability and learning guidance ability subscale. However, no differences were found between the two groups in family cohesion and family adaptability.

• 가정과삶의질연구
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• 제31권4호
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• pp.65-82
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• 2013

This study focuses on the roles of family and parents as primary environments for character education of children and adolescents, examines surrounding micro and macro environments in a bioecological model, and explores parent support methods for restoring character education in family. For this study, we had interviews with 54 parents(44 mothers & 10 fathers). Through the interviews we found difficulties of character education in family and analyzed them in children and teenagers, parents, school, and social-cultural dimensions based on the bioecological model. On the basis of the parents' perception for these difficulties, we proposed how to support the roles of family and parents for recovering character education in family. The policy methods were propsed in family, school, and society dimensions. This study is meaningful in that it suggests evidence base for making the parent support policy.

• 대한가정학회지
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• 제37권10호
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• pp.11-26
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• 1999

As the social change has been occured by industrialization and urbanization, making valuable family culture has come to be a social task. The development of family culture education program is required to create future - oriented family culture. This study aims at searching for the direction of family culture education program in Korea development to sere creating desirable family culture. For this study the concepts of family culture and family culture education were defined and the characteristics and problems of Korean family culture were discussed. Based on these discussion, the direction of family culture educational program was proposed. The directions of Korean family culture education program were suggested promotion communitarian consciousness, balancing between traditional and modern value, creating democratization among generations and genders, eqyipping with constructive communication channel, and encouraging autonomy and creativity. To work out these directions, appropriate and educational model should be mobilized to incilude whole family.

• 가정과삶의질연구
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• 제10권2호
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• pp.209-229
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• 1992

The purpose of this study is to develop Family Life Education program for Marital education in Korea. In order to realize the about research purpose, this study is divided into three sections. First, nature conception and contents f Family Life Education, second, patterns and models for Family Life Education Program in USA and Korea, and Third, the future of Family Life Education. Family Life Education (FLE) is an education originated in reaction to changing social conditions, industrialization and urbanization, it deals with the perceived inadequacies of families to cope with these changes, thereby reduction social problems involved with, and improving family life. With and assumption that the studies about FLE have not been so active in Korea, the present thesis examines the FLE in Korea. The necessity of marital education in Korea Is based upon the theories of FLE in the United States of America. Also, it atempts to formulate a tentative plan for the promotion of a FLE program in Korea. The concept of FLE in Korea was manifested in the social educational law and life-span education. specified as 4th among ten presidential regulations. It is defined as " the Life-span developmental education to enhance the quality of human life, to solve family problems, to develop an individual's potentiality and to strengthen the family relations. of the FLE programs, the marital education is considered one of the furcial wubjects becaused it is the core of the family life. With this premise, FLE tries to wupport the healthy mrital relations. subsequently helping to explore the family potentiality and to strengthen family ties. The objects of the FLE program are unmarried, pre-marred , and married persons. For the married persons, the FLE program should be arranged in accordance with their rrital status divided by the family life cycle so that they may prevent possible family problems at each stage of the family life. Also, to prevent the problems occurred in the course of carrying out family functions, the FLE program should be provided with on the basis of a family unit, thereby improving the quality of the family functions. The FLE is to hep persons begin smoothly the adaption process for a successful marital relations. For the FLE to be practised more widely systematically, research on family education--that is basic study, research and production and evaluation or the FLE to be carried out by research institute wholly responsible for it-- should be done first.

• 가정과삶의질연구
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• 제9권1호통권17호
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• pp.45-63
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• 1991

The purpose of this study was to develop Family Welfare Program for strengthening Family Life, especially focused on the Family Life Education. In order to perform the above research purpose, this study was organized three sections. First, conceptualizing strong family second, measurement the degree of strong family third, is about the Family Life Education. I defined that the concept of strong family is functional family that is family members(husbands & wives)perform successfully internal family functions. I measured the strong family by means of family function performance scale which is composed by 54 questionnaires. Through the survey study with the family function performance scale. I recognized the necessity of Family Life Education for strengthening family function. Family Life Education(FLE)is an educational specialty which was originated in reaction to changing social conditions, industrialization, and urbanization. It deals with the perceive inadequacies of families to cope with these changes, thereby reducing social problems involved with, and improving family life. With and assumption that the studies about FLE have not been so active in Korea, the present thesis examines the FLE in Korea : i.e., the defintion, the objectives, the scope, the approximation of family life education, and the necessity of marital education in Korea based upon the published theories of FLE in the United States of America. Also, it attemps to formulate tentative plan for the promotion of a FLE program in Korea. The concept of FLE in Korea was mainfested itn the social educational law and lifespan institutional, governmental attention. It is defined as "the family life education to enhance the quality of human life, to solve family problems, to develop and individual's potentiality, and to strengthen the family interaction." Of the FLE program, the marital education is considered one of the crucial subjects because it is the core of the family life. With this premise, FLE tries to support the healthy marital relations, subsequently helping to explore the family potentiality and to strengthen family ties. Considering the seemingly dual characteristics of the contents of marital educations, and effective expressions of mutual affection. In addition, reciprocal understanding and cooperation of the married couples to overcome the differences of value, personality, hobby, and religion, the educational methods in child rearing kids, and the effective management of home economics should be included. The objects of the FLE program are unmarried, pre-married, and married persons. For the married persons, the FLE program should be arranged in accordance with their marital status classified by the family life cycle so that they amy prevent possible family problems t each stages of the family life. Also, to prevent the problems incurred in the course of carrying out family functions, the FLE program should be provided with on the basis of a family unit, there by improving the quality of the family functions.

• 가정과삶의질연구
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• 제29권6호
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• pp.185-199
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• 2011

The aim of this study was to grasp the context of family life education under the Joseon Dynasty. As a first step to attain this goal, we used Yi Duk-Hong's Bubuyubyeoldo as our main material and examined the meaning of 'bubuyubyeol'(夫婦有別) in family life education as it was defined during the Joseon Dynasty. As a result, we found that 'bubuyubyeol' implied the strict avoidance of the opposite sex in the relationship between a couple and others as well as within the marital relationship. We also determined that in the family life education, 'bubuyubyeol' was closely related to 'bujayuchin'(父子有親), a concept that refers to the ethical relationship between parents and children. This concept also, formed the basis of social relationships. These results imply that contemporary family life education will be more effective and efficient 1) when it presupposes a common basic concept pertaining to the contents of object-specific education as well as overall family life education, and 2) when direct education programs are executed in harmony with indirect education.

• International Journal of Human Ecology
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• 제7권2호
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• pp.97-110
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• 2006

A conceptual framework, based on a curriculum model of family life education content, and on a schema for analyzing explicit use of theory, was developed to discern the substantive themes of programs and the role of theories in publications on programs for families in the Korean family studies literature. Seventy two journal articles published between 1990 and 2002 were analyzed. The results revealed that the Korean family life education programs dealt with the breadth of topics, but most particularly internal family dynamics and interpersonal relationships, and utilized theoretical concepts as input and output in a different level: explicit, implicit, or no use of theories. Implications for future research and practice in Korean family life education are discussed, including gaps in the substantive foci of programs, and aligning programs more closely with theory.

• 가족자원경영과 정책
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• 제13권1호
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• pp.83-98
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• 2009

The purpose of this study is to develop the education program for a healthy family support center. This will be a representative program which will differ from the education programs of other welfare centers. This study suggests 11 themes based on the elements of a healthy family. These programs aim to prevent and solve family problems. The 11 themes are as follows: family values, family relations 1 and 2 (couple/parent-children), parent coaching 1 and 2, family culture, resource management, multi-cultural families, working families, family volunteerism, and family consulting. This study focuses on creating a frame for this program which is integrated, systematic, and flexible. It also develops both family diagnosis sheets and educational content about various aspects of family life. Thus, this can be a core program which allows networking with other programs.

• 가정과삶의질연구
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• 제8권2호
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• pp.49-68
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• 1990

Family Life Education(FLE) is an educational specialty which was originated in reaction to changing social conditions, industrialization, and urbanization It deals with the perceived inadequacies of families to cope with these changes, thereby reducing social problems involved with and improving family life. With an assumption that the studies about FLE have not been so active in Korea, the present thesis examines the FLE in Korea; i.e. the definition, the objectives, the scope, the approximation of family life education, and the necessity of marital education in Korea based upon the published theories of FLE in th United Stated of America. Also it attempts to formulate a tentative plan for the promotion of a FLE program in Korea. The concept of FLE in Korea was manifested in the social educational law and life-span education, specified as the 4th among ten presidential regulations; and it has drawn an institutional, governmental attention It is defined as " the life-span developmental education to enhance the quality of human life, to solve family problem, to develop an individual's potentiality, and to strengthen the family correlations." of the FLE programs, the marital education is considered one of the crucial subjects because it is the core of the family life. With this premise, FLE tries to support the healthy marital relations, , subsequently helping to explore the family potentiality and to strengthen family ties, Considering the seemingly dual characteristics of the Korean family types, the contents of marital education program should be consisted of the following; marital communication, role cooperation, and effective expressions of mutual affection, In addition, reciprocal understanding and cooperation of the married couples to overcome the differences of value, personality, hobby, and religion, the educational methods in raising kids, and the effective management of home economics should be included. The objects of the FLE program are unmarried, pre-married, and married persons. Fro the married persons, the FLE program should be arranged in accordance with their marital status divided by the family life cycle so that they may prevent possible family problems at each stage of the family life. Also, to prevent the problems incurred in the curse of carrying out family functions, the FLE program should be provided with on the basis of a family unit, thereby improving the quality of the family functions.

• 아동학회지
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• 제37권3호
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• pp.95-110
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• 2016

Objective: The purpose of this study was to develop and examine the psychometric properties of the Client Satisfaction Questionnaire on multicultural family support services. Methods: The Client Satisfaction Questionnaire was designed to address key elements of the client's satisfaction with the services (i.e., family education, gender equality education, human right education, and social integration education) provided for multicultural families. The nationwide data were collected from 5,335 clients who participated in family education, 4,582 clients who participated in gender equality education, 4,777 clients who participated in human right education, and 5,547 clients who participated in social integration education at the multicultural family support center. Results: In general, the psychometric properties of the Client Satisfaction Questionnaire were satisfactory. Specifically, social validity was supported by 13 professors and local multicultural service center professionals and construct validity was tested and confirmed using a series of exploratory and confirmatory factor analyses. The split-half reliability and internal consistency of the questionnaire were also highly acceptable. Conclusion: The sound psychometric properties of the Client Satisfaction Questionnaire indicates that the it can be a useful tool for evaluating client satisfaction with the services provided by multicultural family support centers.