• 초등상담연구
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• 제6권1호
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• pp.141-169
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• 2007

One of the most common feelings in everyday life is anger. Anger plays an important role in activating emotional energy and increasing intolerance when confronted with hardships, frustration and improper treatments. And it provides us with controlling interpersonal behavior, organizing internal, physiological, psychological process and various adaptive functions. If anger is not properly expressed, it brings about offensive attitude, leading to not only physical impairment but also anxiety in interpersonal relations and maladaptive to everyday life. For elementary school students, frequent quarrels, abusive words and defiant attitude toward adults are also caused by students' anger. Therefore, students' anger is one of the most difficult problems to be dealt with not only psychologically but also in elementary schools. In this respect, after investigating frequently experienced anger- inducing situations and inventing anger-inducing situation questionnaire, we postulated specific situations changing irrational belief into rational one. Based on these situations, we accounted for how to cope with anger inducing factors and change irrational belief into rational one, introducing several strategies needed to control anger, invented cognitive behavioral anger control program and tried to clarify the relationship between anger inducing experience and anger regulation ability. In order to derive usual anger-inducing situations, we made 180 students with fifth and sixth grade to record the reason why he/she got angry, mood, thought, behavior and result. Through this process, we could derive 47 situations bringing about anger and prepared anger-inducing situation questionnaire. It can be divided into 3 anger inducing situations by using factor analysis into 500 elementary students of fifth and sixth grade. Cognitive behavioral anger control program used in this study consists of 13 sessions. From first to fifth session, it is composed of 10 anger control methods to make students be aware of and control their anger. From sixth through thirteenth session, the relationship between irrational belief and anger inducing is introduced is focused on how irrational belief is changed into rational one. To examine the effects of the program, high anger students and the students lacking anger control are selected. Thirty students through pre-test using anger-inducing questionnaire and anger control ability questionnaire are taught the goals and procedures. Volunteer students and students with parents' consent allocated to experimental group (12 students) and the rest of the students are control group (12 students). Cognitive Behavioral Anger Control Program are applied every 50 minutes twice a week for 7 weeks and 4 weeks before and after this program, anger-inducing situation questionnaire and anger control ability questionnaire are practiced. Data collected in this study analyzed by SPSS and Kwakstat. In the middle of this program, quarterly reports and satisfaction measuratings were evaluated to examine whether there is verbal and non-verbal behavior change and students feel satisfied with the program. The results of this study are as follows: First, Cognitive-behavioral anger control program used in this study effectively reduced anger experience and lasted for 4 weeks. Second, cognitive behavioral anger control program increased students' ability to control anger inducing situations and also effective for 4 weeks. And its effect on verbal and non-verbal behaviour was very impressive Students come to realize that irrational belief is the cause of their anger and actively apply cognitive-behavioral anger control technique to themselves as well. Students became improved in their peer relations and felt confident in everyday life. The overall evaluation of this program can be listed as follows; "very satisfactory (91.67%)", "satisfactory (8.33%)", "very helpful (91.67%)", "helpful (8.33%). In this study we first investigated several anger-inducing situations and invented anger-inducing situation questionnaire and then applied cognitive behavioral anger control program in order to control their. anger and not to experience it. By creating workbooks and manuals this method can easily be used in school education settings.

• 한국학교보건학회지
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• 제16권1호
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• pp.149-160
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• 2003

The purpose of this study was to analyze the effects after having the obesity education with obese elementary school children. The subjects were made up of 31 obese children out of U elementary school in B town as experimental group, and also were selected 34 children out of S elementary school under the same circumstance as control group. They ranged from the third to sixth grades with over 30% body fat ratio. The proceeding of obesity education consisted of three stage; stage for preparation, stage for practice, and stage for finish. The stages mentioned above were put into practice in turn for eleven weeks beginning on Oct. 8, 2001 through Dec. 22, 2001, while two stages only, stage for preparation and finish, were put into practice on the control group. The contents of the education for eleven weeks obesity regulation contained counseling and taking regular exercises once a week by professional gym teacher. In order to evaluate the effects of the education, physical characteristics, body composition, physical fitness, knowledge of obesity, dietry habit and attitude were measured. The obtained data were analyzed using SPSS program, the effects of pre and post obesity education in experimintal group were measured by paired-t test. The conclusions of this study were as follows : 1. Body fat ratio was significantly reduced after obesity education in experimintal group(p=.003). 2. The height with experimental group got taller remarkably(p=.000), but weight showed no signeficance after obesity education(p=.258). 3. Triceps and subscapular skinfold thickness showed remarkable decrese after obesity education(p=.000), percentage body fat and body fat amount got down remarkably after obesity education(p=.000). Percentage lean body mass and lean body mass amount got down remarkably after obesity education(p=.000). 4. Body flexibility, agility and muscle endurance graded up remarkably after obesity education(p=.009, p=.000, p=.000). 5. The grade in obesity knowledge got up remarkably after obesity education(p.000), but dietry habits and its life showed no significance in figures after obesity education(p=.335, p=.112). Through the results shown above, the obesity education caused body fat ratio, physique, body composition to grade up and physical fitness elevated, while dietry habits and its life showed no significance.

• 한국산학기술학회논문지
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• 제17권8호
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• pp.369-378
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• 2016

약시아동의 시력개선을 목적으로 사용하고 있는 가림치료는 부모의 협조 하에 지속적으로 이루어져야 한다. 본 연구는 약시아동 어머니를 대상으로 가림치료 교육 프로그램을 실시하여 약시아동의 시력을 향상시키고 어머니의 양육 스트레스를 감소시키며 부모 효능감을 높이고자 실시한 비동등성 대조군 전후 실험설계이다. 본 연구는 2010년 3월 5일부터 10월 5일까지 G시 소재 일 대학병원 안과 외래에서 통원 치료하는 약시아동 어머니 60명(실험군 29명, 대조군 31명)을 대상으로 하였다. 본 프로그램은 실험군에게 총 24주 동안 가림치료 어머니를 대상으로 실시되었다(면대면 상담, 전화 상담 등). 자료수집에서 시력측정은 유아용 시력표를 이용하였으며, 양육스트레스, 부모효능감은 설문지를 이용하여 측정하였다. 수집된 자료는 SPSS PC+ 20.0을 이용하여 ${\chi}^2-test$, Fisher's exact probability test, t-test 및 Repeated Measure ANOVA로 분석하였다. 가림치료 어머니교육 프로그램에 참여한 실험군은 대조군보다 시력개선 점수가 유의하게 높았고(우측, F=40.64, p<.001, 좌측, F=10.28, p<.001), 양육 스트레스가 낮았고(F=9.85, p=.003), 부모 효능감 정도가 높게 나타났다(F=22.19, p<.001). 이상의 연구 결과 가림치료 어머니교육 프로그램은 약시아동의 시력개선과 어머니의 양육스트레스가 낮아지고, 부모효능감이 높아지는 효과가 있었음을 알 수 있었다.

• 초등상담연구
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• 제4권1호
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• pp.263-284
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• 2005

The purpose of this study was to examine the effect of game-centered empathy training on the prosocial behaviors of elementary schoolers in a bid to suggest how their prosocial behaviors could be boosted. The research questions were posed as below: 1. Does game-based empathy training improve the overall empathy of school children? 2. Does game-based empathy training have a better effect on the cognitive empathy of school children or their emotional empathy? 3. Does game-based empathy training enhance the prosocial behaviors of school children? The subjects in this study were 62 children in their fourth year of D elementary school in Eumseong-gun, north Chungcheong province. They were divided into an experimental group and a control group, and a survey was conducted before and after the experimental group under-went empathy training for about six weeks. The instrument used in this study was David(1980)'s Interpersonal Reactivity Index adopted by Park Sung-hee(1996) to suit school children. Another instrument was Park Sung-hee (1997)'s inventory to assess the prosocial behaviors of children. The collected data were analyzed by SPSS 10.0 for Windows program, and reliability analysis and t-test were employed. The findings of the study were as follows: First, as for the effects of the game-based empathy training on the overall empathy of the elementary school youngsters that included both emotional and cognitive empathy, both groups got lower scores in posttest than in pretest. The experiment produced unexpected results, as the experimental group got significantly lower scores. This fact indicated that the game-based empathy training was ineffective. Second, the game-centered empathy training didn't exercise any influences on their cognitive and emotional empathy. The experiment had a reverse impact on the cognitive and emotional empathy of the experimental group, which implied that the training served as a factor to deteriorate the two types of empathy, and the hypothesis posed in this study was rejected. Therefore, which type of empathy could make a better progress by being exposed to the training couldn't definitely be determined. Third, the game-based empathy training didn't serve to Improve the prosocial behaviors of the elementary schoolers. There was no change in the experimental group, and this fact signified that there's something wrong with the attempt to develop school children's empathy to step up their prosocial behaviors. Based on the above-mentioned findings, the following conclusion was reached: First, the game-centered empathy training had no effects on boosting the overall empathy of the school children. Second, the game-centered empathy training couldn't be said to be effective in improving either cognitive empathy or emotional one. From a viewpoint of relativity, that could be said to affect emotional empathy more than cognitive one. Third, the game-based empathy training wasn't effective in improving prosocial behaviors. Rather, that resulted in interrupting the promotion of prosocial behaviors.

• 한국보건간호학회지
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• 제19권1호
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• pp.74-94
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• 2005

The purpose of this study was to compare the effect of education between CAI(Computer Assisted Instruction) and lectures for smoking cessation among male students who attended vocational high schools. Conducted from February 24th to April 26th, 2003, the study design was quasi-experimental with nonequivalent control group pretest-posttest design. The study subjects were 60 male students in K vocational high school in Daegu city, who were present smokers and had more than 7.0 ppm concentration level of carbon monoxide. Thirty students were randomly chosen as the experimental group which applied CAI education method for smoking cessation. The other 30 students served as the control group which received lecture education method of 40 minutes on four consecutive days. CAI education for smoking cessation was composed of ready-made individual learning contents, counseling by using cyber-communication, writing a letter to stop smoking, and writing a written agreement for smoking cessation. Lecture education for smoking cessation was composed of a ready-prepared lecture for the group, writing a letter to stop smoking, and writing a written agreement for smoking cessation. To measure smoking related knowledge, Jeong Ree Roh(1996)'s smoking related knowledge scale$(Cronbach's\;{\alpha}=0.84)$ was modified and used by the researcher. To measure smoking related attitude, Jeong Ree Roh(1996)'s smoking related attitude scale$(Cronbach's\;{\alpha}=0.91)$ was modified and used by the researcher. Smoking related knowledge scale's Cronbach's $\alpha$ was 0.83 in the pilot study and 0.93 in this study. Smoking related attitude scale's Cronbach's a was 0.80 in the pilot study and 0.98 in this study. To determine the smoking amount, the number of cigarettes smoked per day was checked. The concentration level of CO in the exhaled breath was measured (Micro CO Cat. No. MCO2, UK). Data was analyzed by $x^2-test$, t-test, repeated measures ANOVA. simple main effects, and time contrast test with SPSS/Win 11.0 program. The results of this study were as follows: 1. The first hypothesis. that 'Smoking-related knowledge score in the experimental group by using CAI education for smoking cessation will be higher than that in the control group by using lecture education for smoking cessation', was not supported. 2. The second hypothesis, that 'Smoking-related attitude in the experimental group by using CAI education for smoking cessation will be higher than that in the control group by using lecture education for smoking cessation'. was supported(F=6490.79. p=0.000). 3. The third hypothesis. that 'Smoking amount in the experimental group by using CAI education for smoking cessation will be less than that in the control group by using lecture education for smoking cessation'. was supported. 1) The third-1st sub-hypothesis. that 'The number of cigarettes smoked per day in the experimental group by using CAI education for smoking cessation will be less than that in the control group by using lecture education for smoking cessation'. was supported(F=134.19. p=0.000). 2) The third-2nd sub-hypothesis. that 'The concentration level of CO by ppm per one exhaled breath in the experimental group by using CAI education for smoking cessation will be lower than that in the control group by using lecture education for smoking cessation"' was supported(F=268.55. p=0.000). From the above results. CAI education can be an effective intervention to improve smoking-related knowledge and attitude. and to reduce the number of cigarettes smoked per day and the concentration level of CO by ppm per one exhaled breath. Lecture education can be effective to improve smoking-related knowledge. In the future, when CAI education and lecture education for smoking cessation are applied on the school nursing field. the students can gain a comprehensive understanding of smoking cessation, changes in smoking-related knowledge. smoking-related attitude and reducing smoking amount. Furthermore, CAI education for smoking cessation could be developed as an individual self initiative program and could give a guideline to apply CAI education for smoking cessation in other field.

• 대한교통학회지
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• 제30권4호
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• pp.107-118
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• 2012

본 연구는 음주운전 전력(최근 5년간 단속 횟수) 집단별 음주운전과 관련한 심리학적 이론변수의 모형 구축 및 검정과 경로분석 등을 통하여 집단별 특성을 도출하고 상습적 음주운전자에 대한 대책을 제시하고자 하였다. 본 연구의 결과 상습적 음주운전에 대한 예방대책을 요약하면 다음과 같다. 첫째, 음주운전과 관련한 운전자의 심리적 경로는 집단(회수)별로 방어기제와 죄의식, 수치심, 곤혹감 등에 많은 차이를 보여 음주운전 전력별로 대책의 차별화가 필요한 것으로 나타났다. 둘째, 상습적 음주운전자는 자기 합리화의 방어기제가 높은 것으로 나타나 단순 정보제공이나 집체 교육만으로 예방효과를 거두기는 곤란한 것으로 나타나 자동차 시건장치 및 운전면허 제한 제도의 도입, 그리고 집단 상담형태의 교육 및 처방이 이루어져야 할 것으로 분석되었다. 셋째, 상습적 음주운전자는 방어기제 중 특히 투사성이 높아 감수성 훈련과 같은 프로그램을 의무적으로 부과하는 제도적 보완이 필요한 것으로 나타났다.

• 지역사회간호학회지
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• 제13권2호
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• pp.205-215
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• 2002

Objectives: This study was designed to develop and evaluate a stage matched exercise intervention program to effectively increase exercise behaviors in urban elders. Methods: The study included three phases: preliminary descriptive data collection, program development, and program evaluation. The data for the preliminary descriptive phase were collected between May and June 2001. The study participants were 89 urban elders who responded a questionnaire that included general characteristics, exercise related experiences, stage, and process of change in exercise behaviors. Data were analyzed using descriptive statistics, $x^2$-test, and content analysis. Development of the program was based on the preliminary data. and a literature review, and was guided by the tran theoretical model. It consisted of strategies to facilitate the process of changes used in each stage. Evaluation of the program was achieved from October to December 2001, using a case study method, in which eight urban female elders participated. Interviews were conducted on a weekly basis in the form of either an individual interview, or group discussion. Each elder subject received education in accordance with the program strategies and education materials. In the case that a subject's stage of change moved into another one, the scores for the process of change were re-measured. The data were analyzed using the content analysis technique. Results: The results were as follows: 1. Elders who participated in the preliminary data collection phase were over 75 years of age, and the majority of them were women. They had a higher educational level, and fewer number of illnesses than the subjects in other studies. Their stage of change was divided into pre-contemplation and maintenance. The social liberation scores were the highest across all stages of change. There was no difference between men and women on scores for processes of change in each stage. 2. The stage matched exercise intervention program that was developed in this study consisted of one counseling type program and three distinguished educational booklet materials. 3. The results of the case studies are as follows: 1) The study participants were 8 women between 75 and 87 years of age. At the first interviews, all of them were in the pre-contemplation stage. All of them reached the action stage before the 7th week. The scores for processes of change that were the focus in each stage increased more than the scores for other processes of change. During the early stages of change, experimental processes increased more than behavioral processes. However. this pattern was reversed during later stages of change. 2) Characteristics of the subjects in each stage were identical as presented at the tran theoretical model. The intervention strategies were effective in the transition occurred in any stage. 3) Barriers for exercise included unwillingness to exercise, fatigue, shortness of breath, and pain. Ways to overcome these barriers were 'learning an alternative exercise method that can be done at home', 'self-promising/ exercise-promising', and 'use of cues to exercise'. 4) The factors that affected the application of the program were consideration of age and personal preference in selecting an exercise pattern, individualized intervention, and use of education materials appropriate to elders. Women over 80 years of age preferred muscle strengthening and stretching exercise, because they can be easily done at home. They also preferred individualized interventions, materials that were easy to read, and education contents appropriate for elders. Conclusion: In conclusion, the stage matched exercise intervention program that considered the characteristics of the elders was effective to facilitate exercise behaviors of the elders.

• 호스피스학술지
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• 제2권1호
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• pp.21-40
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• 2002

Cancer is the second leading cause of the death in Korea. Family caregivers of dying patients manifest many psychological and physical symptoms of stress, and they often seek for informational support from health care providers. Unfortunately, however, few systematic studies identify the actual effect of such support on family caregivers. This study, thus, intends to evaluate the effect of informational support for hospice care. One group pretest-posttest design was used, employing the stress-coping model by Cohen and Wills as a conceptual framework. This research was conducted from July 1 to November 15, 1998, initially with 32 subjects sampled from hemato-oncology department of two general hospitals in Seoul, but reduced to 18 at the end due to the untimely death of patients or caregiver's refusal during the course of study. Informational supports were programmed to provide the family caregivers with 8 times of education and counseling as well as 24-hour hot-line for 4 weeks. A booklet that explains the various problems of hospice care was also prepared and distributed to all subjects. Data were collected by using self-report questionnaires and reviewing medical records. The tools used in this study were based on the Weinert's PRQ-II(scale of perceived social support), Spielberger's state anxiety inventory, and CES-D. Also included in the data collection were the general characteristics of family caregivers and patients, and the pain intensity and the performance status of patients. The data were analyzed with descriptive statistics, Wilcoxon sign rank test and paired t-test using SPSSWIN program. The results of the study were as follows: 1.The perceived social support of family caregivers was not significantly increased with informational support for hospice care(t=1.64, one tailed p=.060). 2.The anxiety of family caregivers was significantly reduced following informational support for hospice care(t=3.48, one tailed p=.002). 3.The depression of family caregivers was significantly reduced following informational support for hospice care(t=-2.18, one tailed=.022). 4.The pain intensity of patients with terminal cancer was significantly reduced following informational support for hospice care(t=-2.41, two tailed p=.027). The results suggest that the informational support provided to family caregivers of patients with terminal cancer reduced not only their anxiety and depression but also the pain intensity of patients. Further study is necessary to consolidate the conceptual framework of this study with expanded number of subjects. Nevertheless, it was certain that the informational support program for hospice care was very helpful to both caregivers and patients. Thus, the informational support program is strongly recommended for the hospitals which have no hospice unit yet.

• 디지털융복합연구
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• 제18권2호
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• pp.351-360
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• 2020

이 연구는 노인케어종사자를 대상으로 한 노인케어 전문 온라인 교육프로그램을 개발하기 위해 실시하였다. 연구자료는 2019년 11월28일부터 12월 15일까지 K사이버대학교에 재학 중인 노인케어종사자를 대상으로 실시하였다. 자료분석은 카이제곱검정, ANOVA를 사용하였고 사후분석으로는 scheffe method를 사용하였다. 연구결과 노인케어 전문교육 요구도는 요양보호사가 간호조무사보다 유의하게 높았다. 노인케어 온라인 교육요구도 사회복지사가 간호조무사보다 유의하게 높았다. 수행도에서 '노인에 대한 이해와 상담'과 '노인 놀이프로그램 실제'는 사회복지사, 요양보호사, 간호조무사순 이었고, 실습 교육 요구도에서 '치매와 호스피스 및 웰다잉교육'는 사회복지사가 높은 요구도를 보였다. 결론적으로 노인전문케어 필요성 및 노인케어 온라인 교육의 요구도에 따른 각 군별 맞춤형 전문화된 온라인 교육을 위한 콘텐츠 개발이 필요하며 추후 효과를 검증하는 중재 연구가 필요하다고 생각된다.

• 한국식품영양과학회지
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• 제32권2호
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• pp.287-294
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• 2003

본 연구는 임상영양 분야의 전문 웹사이트로서 고지혈증 환자를 위한 식사관리 및 영양평가 프로그램을 개발하기 위하여 수행되었다 프로그램은 고지혈증을 고콜레스테롤혈증과 고중성지방혈증으로 분류하고 이들에 대한 식사관리, 영양상담 및 영양평가 프로그램으로 구성하였다. 프로그램은 표준체중 및 열량 필요량 파일, 열량별 식단 및 일일 식단표 파일, 식사요법 및 영양관리 파일, 식사력 조사 및 평가파일, 식품 및 영양소 데이터베이스 파일, 식품의 지방산 파일, 음식 영양소 함량 및 영양소별 20순위 식품 파일 등을 데이터베이스로 하여 웹 페이지 형식으로 만들어졌다. 사용자는 인터넷 사이트로 들어가 자신의 정보를 입력하면 그 결과로 1일 열량 필요량 및 기타 영양소 필요량이 제시되고 그에 알맞은 식단을 보고 이용할 수 있도록 하였다. 식사관리 프로그램에서는 열량별 식단 자료실을 두어 1200 kcal에서 2500kcal까지 100 kcal 단위로 일주일간의 식단을 볼 수 있게 하였고, 식단계획시 고려사항, 식품의 선택방법, 식품교환표, 고지혈증 식사지침, 식사요법 및 영양관리, 영양소별 20순위식품, 용어설명 및 관련 사이트를 소개하였다 영양상담 프로그램으로는 고지혈증 예방을 위한 식습관 평가와 질환에 바른 식사력조사 및 상담 평가, on-line 영양상담, FAQ 등이 있다. 영양평가프로그램으로는 섭취음식을 입력함으로서 영양소 섭취 상태, 열량 영양소, 지방산, 식사별, 식품군별 영양소 섭취상태, 동ㆍ식물성 식품 영양소 섭취 상태, 기간별 영양소 섭취 변화 등을 평가받을 수 있도록 하였다. 영양소 섭취상태는 환자의 필요량과 비교하여 그래프로 제시되고, 열량영양소, 식사별 영양소, 지방산 섭취 상태는 아침, 점심, 저녁 ,간식으로 구분하여 결과를 볼 수 있고, 동ㆍ식물성 식품 섭취 및 기간별 영양소 변화 등은 각각의 영양소별로 그 섭취 상태를 비교할 수 있도록 하였다.