• Journal of Genetic Medicine
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• v.6 no.2
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• pp.175-178
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• 2009

The 22q11.2 duplication syndrome is an extremely variable disorder with a phenotype ranging from normal to congenital defects and learning disabilities. Recently, the detection rate of 22q11.2 duplication has been increased by molecular techniques, such as array CGH. In this study, we report a familial case of 22q11.2 duplication detected prenatally. Her first pregnancy was terminated because of 22q11.2 duplication detected incidentally by BAC array CGH. The case was referred due to second pregnancy with same 22q11.2 duplication. We perfomed repeat amniocentesis for karyotype and FISH analysis. Karyotype analysis from amniocytes and parental lymphocytes were normal, while FISH analysis of interphase cells presented a duplication of 22q11.2 in the fetus and phenotypically normal mother. The fetal ultrasound showed grossly normal finding. After genetic counseling about variable phenotype with intrafamilial variability with 50% recurrence rate, the couple decided to continue the pregnancy. The newborn had no apparent congenital abnormalities until 2 weeks after birth. We recommend that family members of patients with a 22q11.2 duplication be tested by the interphase FISH analysis. Also, we point out the importance of genetic counseling and an evaluation of the clinical relevance of diagnostic test results.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.6 no.1
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• pp.100-108
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• 1995

The purpose of the present study was to examine whether Interpersonal Cognitive Problem Solving(ICPS) skill training would enhance interpersonal solving skills and behavioral adjustment of mildly mentally retarded adolescents in the junior and high school. The program used in the present study was shortened and adapted for mildly retarded adolescents from Shure and Spivack(1982) program which was developed to improve the adjustment of children in the intermediate grades 5-6. The subjects were 22 mildly retarded adolescents, and they were assigned to either the experimental(11) or the control group(11). The experimental group were given ICPS training 4 times a week over a period of 8 weeks with a total of 32 sessions in all. The results showed a significant improvement of alternative thinking and consequential thinking in the experimental group compared with the control group. With regard to behavioral ratings by the parents and teachers, there were no significant differences between the groups. The results indicated that the training was effective in increasing the ability to generate alternative solutions and to predict consequences, but the significant improvement of interpersonal cognitive problem solving skills did not lead to noticeable improvement in behavioral adjustment. It was suggested that a longer training period for over-learning, concomitant parent education program, and more behaviorally oriented social skill training combined with the cognitive approach would yield significant training effects, maintenance and transfer.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.8
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• pp.171-180
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• 2017

The purpose of this study is to determine an effective training method to improve sequela, since traumatic brain injury sequela is a major factor in determining the quality of life. Neurofeedback training was conducted for an adolescent who had experienced traumatic brain injury during his childhood and who had difficulty in cognitive learning and emotional aspects. The assessment of an adolescent was conducted using K-WAIS-IV intelligence test and QEEG brain wave analysis. In the neurofeedback training, T3 alpha wave compensation and T4 alpha wave inhibition training were performed 36 times for 30 minutes three times a week. In addition to the neurofeedback training, respiratory meditation was also made available to the adolescent. As a result, the adolescent showed a stable condition as indicated by taking a good sleep, reducing test anxiety, and satisfaction with final exam results. This study revealed the possibility for hidden physical and psychological problems arising due to childhood brain trauma. It has also recently been discovered that a more diverse set of tools can be found. In addition, these childhood traumatic brain injuries can be improved through brain training and meditation. The study finding is meaningful for its suggestion of a fusion method for developing mind and body therapy in terms of brain science.

• Journal of Digital Convergence
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• v.15 no.6
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• pp.145-154
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• 2017

It is aimed to examine the effect of literary therapy program on the improvement of friendship among elementary school students using various media and activities of literature. After the literature therapy program was conducted for elementary students, post-test was conducted. The results of the study are as follows. First, there was no significant difference between the experimental group and the comparative group in the post-test immediately after the end of the program, but in the follow-up test performed 5 weeks after the counseling, the average of the peer relations of the experimental group was significantly higher than that of the comparative group. Second, in the post-test, there was no significant difference between the experimental group and the comparative group in the "intimacy" sub-area of the peer relationship, but in the follow- up test, the "intimacy" sub-region average of the experimental group was significantly higher than the comparative group. Third, the level of 'interest' among the peer relationship sub-domains of the experimental group showed a significant difference in the follow-up test. As a result, literature therapy had no immediate effect on the improvement of friendship among adolescents, but it was effective after a long time.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.5 no.1
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• pp.113-127
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• 2010

The purpose of this study is to develop and to verify an effect of a group counselling program for children who are in need of improving social skills and relationships. In order to meet this goal, the study procedure was employed as follows: First, the literature review of studies on childrens in social welfare institutions was implemented. Second, to analyze need of staffs in facilities and to specify the present condition of children, 100 staffs were participated in basic investigation. The result of investigation revealed that social skill development programs should be held in form of total 11~12 sessions once or twice in a week, with 50~60 minutes per session. Third, based on the literature review and current situation investigation results, a program for improving social skills and competencies of children was developed. To verify the program, two groups composed of elementary children who are fourth grade to sixth grade were organized. The groups were a experimental group which was provided with a group counselling program and a control group with no program. The program was composed of twelve sessions throughout six weeks, and the subjects took social skill test after taking the program to verify educational effects. T-test were implemented to analyze difference of the test results of two groups statistically. As a result of a research, following major two findings were specified: (1) experimental group showed significant difference in the score of self-assertion, cooperation, and self-control, which indicates that the program was effective for social skill improvement: (2) according to the test result, the self-assertion, cooperation, and self-control skills were clearly improved. In conclusion, the program turned out to be an effective and a positive educational device to enhance social skills of the children. The program developing model were suggested to improve social skills of children in the state of family devision based on the study findings. The follow-up future studies should elaborate program models for various-aged children and for children with various learning styles. Furthermore, qualitative study method should be employed which can specify social attitude change of children.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.354-372
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• 2020

This study analyzed how North Korean defectors recognized and overcame conflict in the South Korean job culture during the course of entering and settling into South Korea, and the association between their old career and adaptation within their new careers. The study selected 13 employed participants who entered South Korea more than five years ago and experienced working. Interviews were conducted over the course of five years. The topics were analyzed after performing interviews 60 to 120 minutes long by recording and transcribing the recordings and using semi-structured questionnaires for the 13 people. The results reflected the job environment in North Korea, their career background, factors for a successful new life, their constant efforts for employment, the difficult adaption to South Korean life, pursuing job stability, accepting South Korean culture, and career compromises. The results of this study are as follows. First, they undergo difficulty in the course of selecting jobs due to the converted environment from passivity to autonomy. Second, they cannot use their previous job history and they complained about prejudice and the lack of job information. Third, major problems included their lack of adaptability, stress, and loss of economic power. The study suggests that these North Korean defectors undergo an integrated course of cultural learning. Fourth, they were hardly able to adapt. Fifth, they tried to overcome conflicts of job culture according to their personal characteristics.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.522-528
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• 2020

The purpose of this study is to improve the reemployment rate of unemployed job seekers aged 50 to 59 by supporting the foundation of our society and enhancing their value of life. We analyzed the impact of resilience, a psychological factor, on job seeking of unemployed people in their fifties. Subjects were visited and provided employment services in the Employment Welfare Plus Center in the Seoul Metropolitan Area. We devised a questionnaire consisting of three variables of general characteristics, resilience, and job search. Also, the resilience variables comprised sub-variables of control, positiveness, and sociality, and the job search variables involved sub-variables of job preparation, attitude, and willness. Study results the resilience of unemployed persons aged 50 to 59 is above average, and sub-variables of positiveness are highest compared to other sub-variables. Second, there is no significant gender difference in resilience for job search activities. Third, resilience and its sub-variables, such as control and affirmation, affect job-seeking activities. Therefore, this study suggests strengthening the resilience of job seekers in their fifties as well as providing psychological counseling and job training for job-seeking activities.

• Journal of Korean society of Dental Hygiene
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• v.9 no.2
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• pp.57-71
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• 2009

This study aims to investigate the stress factors of students in Dental Hygiene Department who will soon take the national examination, corresponding countermeasures and relationship of internal and external personality. On the basis of the results from investigation, this study will identify the methods to effectively cope with stress and to take the national examination with more positive thinking for the students and faculty members in Dental Hygiene Department, who have to pass the difficult test, the national examination. The structured questionnaires were given to junior students in Dental Hygiene Department in three colleges, to identify the stress factors, methods to deal with stress and A/B personality types. For the stress factor by field, the M college showed significantly higher stress about curriculum and assignment than the C college. In the stress factor analysis by item, the lack of information on national examination in the test area, all items in learning environment, a quantity of assignment that doesn't help the preparation of national examination in the assignment area, and lack of information on employment in job area demonstrated the significant difference(p<0.05). For the methods of subjects to deal with stress, several subcategories of long-term and short-term adaptation had significance. In case of the methods to deal with stress by personality type, B type in the short-term adaptation method in M college and A type in the long-term adaptation method in C college were significantly higher(p<0.05). As for the correlation between the population sociological features and stress factors by personality type, health status had the high correlation with test in the test area. In other areas, the travel hours to school showed the significant correlation. The higher the records were, the longer the travel hours were and the better the health status was, the higher the long-term adaptation method scores were. Moreover, the personality of A type showed the higher scores in the long-term adaptation method than that of B type. The health status and personality type showed the significant correlation(p<0.05). In conclusion, it is required to prevent any situations b identify the personality type and stress reasons of the students in Dental Hygiene Department who will take the national examination soon. The additional requirement is the continuing interest and counseling of faculty members to help students to cope with stress with positive attitude.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.927-949
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• 2015

The purpose of this study was to find out the difference between importance and performance regarding perception of core competence of gifted education teachers through importance-performance analysis (IPA). One hundred fourteen elementary gifted education teachers including math and science participated in the study. The collected survey data was analyzed with IPA matrix. As the result, firstly, there was significant difference between importance and performance regarding perception of core competence of gifted education teachers. Secondly, core competencies of 'understanding knowledge', 'research and instruction', 'passion and motivation', and 'ethics' are high in both perceptions of importance and performance. However, both 'communication and practices' and 'professional curriculum development' are low. Thirdly, there was a difference in core competence of gifted education teachers between math and science at the competence of 'passion and motivation'. Math gifted education teachers perceived 'passion and motivation' high in both importance and performance while science gifted education teachers perceived its importance low and performance high. In addition, math gifted education teachers showed lower performance compared to its importance in the sub-categories; 'knowledge of gifted development', 'gifted child assessment', 'information gathering and its literacy', and 'creative answers to various questions'. However, science gifted education teachers showed lower performance compared to its importance in sub-categories; 'higher-order thinking skills in its subject', 'teaching methodology for self-directed learning', 'problem behavior of the gifted', and 'counseling the gifted'.

• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.215-236
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• 2005

The Purpose of this study is that self-growth program searches effect self-concept and peer-relationship with elementary school student, and advance following assumption to achieve this purpose and achieved study. First, self-concept point of experiment group students who execute self-growth program will be improved is meaning than self-concept point of control group students. Second, peer-relationship point of experiment group students who execute self-growth program will be improved is meaning than peer-relationship point of control group students. Third, effect that self-growth program gets to self-concept may be meaning difference according to sex. Fourth, difference that impact that self-growth program gets in peer- relationship is meaning according to sex may join. Chose fifth-year student 2 class 68 people (experiment group n=34, control group n=34) in I primary school locating to Jeonrabuk-do Iksan-si to verify above construction for study target. Disposal about experiment group executed over 10th for 60-80 minute 2 times in a week because investigator uses reconstructing self-growth program with virtue research paper such as learning program for own growth of Lee-Hyeong-Deuk (1998). In order to verify the effect after experiment, 1 collected materials for estimation by providing the subject children with questionaires about self-concept and peer-relationship before and after the experiment, and then analyzed the average differences in number of marks between the experiment group and the control group before and after the experiment through and by using One-Way ANOVA, and SPSS 11.0 program. The following is the result what I obtained from the above study. First, there was significant difference is between average difference before and after of experiment group and control group which execute self-growth program in self-concept elevation ($F_{(1,66)} =28.734$, p <.001). From the sub-variable, there was significant difference in academic self ($F_{(1,66)}=6.423$, p<.05), Social Self ($F_{(1,66)}=48.331$, p<.001), Physical Self ($F_{(1,66)}=11.074$, p <.01), sentimental self ($F_{(1,66)}=9.402$, p <.01) Second, there was significant difference is average difference before and after of experiment group and control group which execute self-growth program in peer-relationship promotion ($F_{(1,66)}=24.109$, p <.001). From the sub-variable there W3S Significant difference in trust ($F_{(1,66)}=14.507$, p<.001), respect ($F_{(1,66)}=15.271$, p <.001). Third, there was expose that significant difference does not exist in average self-concept before and after by sex of experiment group which executes self-growth program, and was not shown significant difference in sub-vairable. Fourth, there was expose that significant difference of whole peer- relationship and in respect of sub-variable in average peer-relationship before-after by sex of experiment group which execute self-growth program, but significant difference did not appear in trust. Could get conclusion that self-growth program is effect in elementary school student self-concept elevation and peer-relationship promotion according to these study finding, and confirmed possibility that self-growth program may contribute to change emotional special quality of children positively in education spot.