• The Journal of Korean Society for School & Community Health Education
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• v.5
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• pp.107-122
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• 2004

To correctly plant the value of sex to the juvenile, we cannot overemphasize the importance of the sexual education in schools. Therefore, the study for teachers' consciousness and view of sex is also necessary, because they are subjects of education and role-models of sex of their students. Especially, if teachers are over fifty in age, it is more important, because it is obvious, as they are in positions of managers and directors of education, that their view of sexual value and consciousness are influencing the aim of education and the course of education. Hereby this study was conducted to check their sexual consciousness, attitude, and condition and to prepare for the basic data needed for the development of a sexual education program suitable to them. The methods of the survey of this study are applied by modifying or supplementing those of precedented studies. They are used after analyzing reliance of items according to Cronbach's $\alpha$ figure calculating law, and modifying or supplementing items lower in reliance. The questionnaire survey was conducted among 1,000 randomly selected from teachers working in middle and high schools in Korea from June 14th in 2004 to June 30th. The survey analyzed 632 questionnaires suitable to it. The outcomes of the survey of this study are like the following: First, the objects of the survey consist of 64.6% men and 35.4% women. Among them, 41.1% are under fifty and the rest are over fifty. As for the periods of marriage, 15.5% are unmarried, 16.3% are under ten years, 18.0% are between ten and twenty, and 50.2% are over twenty. Second, with reagard to sex, 25.6% admit the necessity of a heterosexual friend. 32.0% say that they are conservative to sex. 54.1% are taught sexual education. 67.1% attribute sexual education to nursing teachers. Third, among those who answer that they enoughly know the concept of sex, seenig by age, 25.0% are under fifty and 58.1% are over fifty. Seening by the periods of marriage, 9.2% are unmarried, 28.2% are under ten, 49.1% are between ten and twenty, and 59.0% are over twenty. Among those who answer that they enoughly know the concepts of sexual harassment and sexual violence, seenig by age, in the turns by above-mentioned order, each 47.7% and 76.3%. Seening by the periods of marriage, each 9.2%, 28.2%, 49.1%, and 59.0%. Fourth, among those who answer that "teachers also need sexual education and sexual counsel," by age, each92.7% and 91.4%. By the periods of marriage, each 89.8%, 95.2%, 89.4%, and 92.4%. As a matter of course, we can infer the necessity of the sexual education and sexual counsel for teachers. Fifth, among those who answer that they are satisfied with their sexuality, by age, each 41.1% and 61.3%. By the period of marriage, each 4.1%, 63.1%, 64.1%, and 61.5%. As for the sexual desire like spiritual intercourse, physical intercourse containing sexuality, by age, each 71.9% and 93.5%. By the periods of marriage, each 54.0%, 81.5%, 90.3%, and 93.0%. The survey shows that those over fifty and having long marriage are feeling the stronger desire towards sexuality. Through the outcomes of this survey, a few suggestions are possible: First, it is necessary to check of the teachers' view of sexual value and to study deep about the sexual tendency of them in twenties, thirties, and forties. It is to make them teach their students on the firm basis, and also to develop suitable sexual education and counsel program.

• Journal of Preventive Medicine and Public Health
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• v.17 no.1
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• pp.145-172
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• 1984

In order to assess the physical growth pattern of Korean Youth, the authors measured the body height, body weight, chestgirth and sitting height of 40967 persons (24832 males and 16135 females) from primary schools, middle and high schools and colleges of metropolitan (urban) and rural areas, and calculated the mene, standard deviation, standard error and coefficient variance of the body weight chestgirth, sitting height and various pertinent index by body height to demonstrate the standard physical growth and development by body height of sex and age. The following conclusions were obtained. 1. Physical growth and development: Rapid growth of physical growth in terms of body height has been observed among males in the age $7{\sim}15$ and among female $7{\sim}13$. Growth in terms of body height turned out to be slower among students of higher age by both sexes. The age of cross over between to sexes is between 10 to 13 years where upon girls out grows boys. Maximum annual growth were upon girls out grows boys. Maximum annual growth were both of 6.16cm from 8 to 9 years old and 12 to 13 years old for boys and 7.2cm from 8 to 9 and 6.1cm from 9 to 10 for girls. This indicates that girls enter a rapidly growing stage 2 years earlier than boys. Meanwhile, prominent improvement in body height of national students over period of ten year was noticed. 2. The distribution status of body height by age: The distribution status of body height by age were as follows; 7 year of age: boys-30cm range of body height from 104.0cm to 133.9cm, girls-27cm from 104.0cm to 130.9cm 8 year of age: boys-30cm from 116.0 to 145.9cm girls-33cm from 113.0 to 145.9cm 9 year of age: boys-30cm from 116.0 to 145.9cm girls-33cm from 113.0 to 145.9cm 10 year of age: boys-39cm from 116.0 to 154.9cm girls-39cm from 119.0 to 157.9cm 11 year of age: boys-45cm from 119.0 to 163.9cm girls-39cm from 122.0 to 160.9cm 12 year of age: boys-45cm from 125.0 to 169.9cm girls-42cm from 125.0 to 166.9cm 13 year of age: boys-45cm from 128.0 to 172.9cm girls-42cm from 128.0 to 169.9cm 14 year of age: boys-48cm from 131.0 to 178.9cm girls-36cm from 134.0 to 169.9cm 15 year of age: boys-42cm from 137.0 to 181.9cm girls-33cm from 137.0 to 169.9cm 16 year of age: boys-39cm from 146.0 to 184.9cm girls-30cm from 143.0 to 172.9cm 17 year of age: boys-39cm from 146.0 to 184.9cm girls-27cm from 143.0 to 169.9cm 18 year of age: boys-36cm from 152.0 to 187.9cm girls-27cm from 146.0 to 172.9cm 19 year of age: boys-30cm from 155.0 to 184.9cm girls-24cm from 146.0 to 169.9cm 20 year of age: boys-24cm from 158.0 to 181.9cm girls-l8cm from 149.0 to 166.9cm 3. Standard values of body weight, chest-girth and sitting height by body height of age were found all age groups from 7 to 20 years old and listed in tables from3-a to 16-a. 4. Standard values of relative body weight, relative chestgirth and relative sitting height by body height of age were found all age groups from 7 to 20 years old and listed in tables from 3-b to 16-b. 5. Standard values of physical and nutritional indices (Rohrer index, Kaup index, Vervaeck index and Pelidisi index) by body height of age were found all age groups from 7 to 20 years old and listed in tables from 3-c to 16-c.

• Journal of Korean Home Economics Education Association
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• v.20 no.3
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• pp.179-200
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• 2008

This study is aimed at contributing to the future development of Home Economics Education Department by suggesting basic data of TQM(Total Qualify Management) for evaluating TQM of Home Economics Education Departmeut in education colleges. A survey was conducted involving all junior(3rd year) students of Home Economics Education Department in education colleges either by making a visit to 3 different schools or by sending it in the mail to 10 different schools. Responding answer-sheets, 302 copies(88.3%) out of 342 copies in total were returned. Finally, we used 285 copies(83.3%) as data for analysis. The results of this study are as follows: In terms of Professional Qualification of Home Economics Teachers, the students had passion for their Home Economics Education and also had a great pride and mission to be future Home Economics teachers. However, their ability proved to be poor and low in presenting a vision for Home Economics, in conducting extra-curricular activities, and the computer skills. In the case of college students, their satisfaction showed an average point 3.15 on a scale of 5. Those students who entered school voluntarily or those who hoped for re-entrance showed more satisfaction than those who entered school with good academic records or those who do not hope for re-entrance into school. In terms of professors' leadership, Students are perceived to choose 'Transactional Leadership' instead of 'Transformational Leadership'. Students', who have higher satisfaction and hopes for re-entrance, perception level about their professors' leadership style showed higher satisfaction than average. The students empowerment level showed average point 3.52, which is considered relatively high. Students at the college where professors majored in Home Economics Education are employed showed higher empowerment level than students at the college with professors who did not major in Home Economics Education. The result of evaluating general demand for renovating of Home Economics Education Dept. showed that: they perceived the "Teacher Education Course" of Home Economics Education Dept. as in need of cultivating practical skills in secondary school. They also said, "Teaching Method" is in great need of renovation. In the case of teaching method, they preferred laboratory work, and practical training. In earning credits, they emphasized the importance of faithfully completing the "Study of Content". For the Subject Matter Education, they required a training course to be set up in the secondary school. Finally they claimed that the teachers and students need to take the initiative in developing a Curriculum of Home Economics Education Dept. Based on the findings mentioned above, I would like to suggest further research on how to adopt and evaluate TQM in Home Economics Education, and faculty-centered evaluation methods. I also would like to suggest to vitalize quality research through the form of narrative research.

• Journal of Korean Home Economics Education Association
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• v.17 no.2
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• pp.197-219
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• 2005

This study attempted, in accordance with the National Educational Curriculum, to develop achievement assessment standards for a course within the field of home economics which has been widely adopted by Korean vocational high schools, namely, the food and nutrition subject. Focus was also placed on strengthening the management of the curriculum for this food and nutrition course, as well as on establishing proper assessment standards by developing model assessment tools which can be used to assess the subject. The results of this study can be summarized as follows : First, based on an analysis of the related literature and materials. the desired notion of the achievement and assessment standards was established, and their significance ascertained the achievement and assessment standards for the food and nutrition course were set and the type of model assessment tool which should be developed, as well as the method in which it should be applied. was established Second. by analyzing the curriculums and the contents of the textbooks used in the food and nutrition subject, the researcher was able to compile the 70 factors which could to be used to develop the achievement and assessments standards, and then classify these into 6 main categories and 32 sub-categories. Based on the characteristics of these factors and learners' academic performance levels the number of factors was expanded to 89 in order to establish the achievement standards. In turn, these achievement standards were used, in accordance with the learners' achievement and teaming activity levels, to develop three different levels of assessment standards. namely, upper, middle, and lower ones. Third. a model assessment tool was developed which could be used by individual school units as a reference in terms of achievement and assessment standards, and that could be modified to meet each school's circumstances. In order to create the model assessment tool a 100-question questionnaire was formulated that contained various types of questions, such as essay, report, theoretical and practical, portfolio, as well as multiple choice-type questions. Lastly, the researcher introduced measures to effectively use the achievement and assessment standards developed for the food and nutrition course, as well as the model assessment tool in school units.

• Archives of design research
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• v.17 no.3
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• pp.221-230
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• 2004

Design textbooks for general education bring our attention to the education of design as a part of whole education. In this vein, this thesis tried to analyze and discuss on the current status of design education contents included in the 7th educational curriculum of the Art & Life. This study had a historical review of the contents of arts education as well as a review of theoretical contents in art education. Also this thesis analyzed five types of Art & Life text books currently used at high schools with weight given to the design and to the status of pictorial coverage in the text books. Finally, the thesis presented problems of design education through a comparative analysis of high school arts education and design education. Through the analysis, inequality of design contents in education was reported. It was clearly attributable to the backgrounds of text book writers. For example, authors with graphic design backgrounds tended to lack product and environment design concepts, while hand craft section of text books all showed a biased contents towards traditional Korean arts. In the analysis of pictorial coverage, similar to the composition of academic contents, coverage was concentrated in the graphic design areas; inequality in quantity of pictures found with a ratio of 1 to 4. In terms of areas of arts, design contents in text books were concentrated only in arts creation chapters among the 3 major areas of arts appreciation, understanding, and creation. Design education is attained in an atmosphere of creativity and the provision of ample teaching material. It is because diverse contents will generate the development of arts. When compared to design education curriculum of U.S. and Japan, these creativity put their focus of design education in the understanding and emotional contacts, so that every application is easily attained. In terms of expression learning, creativity and diversity of material are emphasized. From Kindergarten to middle, and high school periods, apparently the care contents of deign is emphasized. A textbook in the 7th education curriculum is one of the sources for education. In designing text books, learning process should be emphasized following subjects and natures of arts so that creativity can be achieved. Therefore, a systematic approach for design research and educational development for material would be needed in textbook design.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.11 no.1
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• pp.124-143
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• 2000

Objectives：The primary purpose of this study is to understand the psychopathology of the victims of school violence in terms of early psychosis. By doing this, the early detection of psychosis among the victims is possible, and early detection may lead to early intervention. Methods：Two-thousand and nine-hundred seventy two students from 16 middle schools in Seoul were asked to fill out questionnaire comprised of popularity and intellectual and school status of Piers-Harris Children's Self Concept Inventory, Symptom Check List-90-Revised, and Ostracism Scale. The subjects whose scores upon Ostracism Scale were higher than average by two standard deviation were labeled as ‘Repelled and Isolated group', and subjects whose scores on popularity were significantly lower than average and whose scores on psychoticism of SCL-90-R were higher than average were defined as 'tentative early psychosis group'. Odds ratios were calculated from the numbers of subjects with and without high psychoticism scores and high ostracism scores. On the subjects of 'tentative early psychotic group', we examined every clinical characteristic and conducted correlation analysis and regression analysis in order to find out the risk factors and to construct theoretical model that explains the psychoticism scores. Results：The results were as follows：1) Total 157(5.3%) subjects were rated significantly higher on ostracism scale, and among them, 47 subjects(29.9%) were rated significantly higher than average on psychoticism scale, while only 50 subjects among 2,135 students who were rated within normal range showed significantly higher score on psychoticism scale. Odds ratio for psychotic group of isolated group were 17.82 and it was statistically significant. 2) Forty-seven subjects(31 boys, 16 girls) who were rated as they were unpopular and rejected from peers had significantly higher psychoticism scores. They were not significantly different from simply high psychoticism subjects in anxiety, social anhedonia scale, magical thinking, obsessivecompulsive symptoms, phobic anxiety, psychoticism, somatization, but showed higher ostracism scores and paranoid tendencies. Among school violence victims, who rated themselves unpopular and showed higher psychoticism scores, the psychoticism scores were mainly explained by anxiety, depression, hostility, interpersonal sensitivity, obsessive-compulsive symptoms, paranoid tendency, somatization scales($r^2=0.93$). Conclusion：Thus, it can be concluded that the subjects with higher ostracism score have the substantially high risk for psychosis development. By these results, we propose that school violence victims with anxiety, depression, hostility, interpersonal sensitivity, obsessive-compulsive symptoms, paranoid tendency, somatization should be tested individually considering school adjustment, attentional deficit, concept formation problems.

• 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 Korean Home Economics Education Association
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• v.29 no.4
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• pp.31-47
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• 2017

The purpose of this study was to evaluate the effectiveness of parenting education program for adolescents. Parenting education program for adolescents was developed and implemented at three secondary schools in Seoul, Chungcheong province, and Gwangju metropolitan city with focus on the following topics respectively 'parent-child communication', 'understanding fatherhood', and 'preparation for parenting based on self-understanding'. Data were collected from self-reported inventory and 97 data copies for pre- and post tests were used for analyses. Data were analyzed for frequency, percentage, paired t-test and One way ANOVA using SPSS/PC 21.0 program. The results from mean comparison of pre- and post tests were as follows. First, perception of necessity for parenting education and needs for including parenting program into regular secondary school curriculum increased statistically, which means that parenting program must be implemented regularly to meet the demands of adolescents for parenting program. Second, the main reason for not having children was 'burden for rearing children', which means that enough child-care skill and information need to be included. Third, the mean difference between pre- and post tests regarding perception of performing parents' roles was statistically significant, which means that the participants' perception of performing parents' roles became positive. Fourth, the 32 high school students participating in parenting education of 'understanding fatherhood' did not have significant difference in gender role. The 29 middle school students participating in parenting education of 'parent-child communication' had significant difference in perception of communication. The 36 high school students participating in parenting education of 'preparation for parenting based on self-understanding' had significant difference in self-esteem. This results identified the effectiveness of parenting education for adolescents. Therefore, Home Economics subject must be selected to give the opportunity of parenting education to high school students.

• Research in Community and Public Health Nursing
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• v.8 no.2
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• pp.347-367
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• 1997

The purpose of this study was to investigate drug abuse and to find related factors among high school students. The subjects for this study were 973 students from 10 high schools in Taegu city. The data were collected from September 30, 1996 to October 30, 1996. The questionnaire developed by Kim Soyoaja (1991) surveyed adolescent drug use and questions on smoking and drinking were readjusted and added by the researcher based on review. The data was analyzed using frequency, percentage, $X^2-test$, t -test, Pearson Correlation Coefficient with the SPSS /PC+. The results of this study were summarized as follows: 1. The proportion of students who drank alcohol 1-2 times or more per year was 52.4% and smoked Cigarette 1 -2 times or more per year was 20.8%. The 7 different drugs(Analgetics 5.7%. sleeping pills and sedatives 4.2%, antihistamines 1.1%. stimulants 7.7%, hallucinogens 0.8%, inhalants 3.3%, and narcotics 0.6%) were also evaluated. 2. There was a significant relationship between drinking and type of school($X^2$=62.97, p<.0l), grades($X^2$=33.86, P<.001), school life($X^2$= 19.04, p<.001), and delinquent friends($X^2$= 64.72, P<.001). 3. There was a significant relationship between smoking and type of school($X^2$=153.65, p<.001), grades ($X^2$=67.53, p<.001), their respect for teachers ($X^2$=33.80, p<.001) school life($X^2$ =50.87, p<.001), and delinquent friends($X^2$ =85.28, p<.001). 4. There was a significant relationship between the 7 different kinds of drug abuse and type of school ($X^2$=14.65, p<.01), grades($X^2$=12.89, p<.01), their respect for teachers ($X^2$=8.46, p<.05), and delinquent friends($X^2$=22.42, p<.001). 5. There was a significant relationship between a parent's habitual drug abuse and the 7 different kinds of drug abuse($X^2$=7.78, p<.01), as well as a parent's attitude toward drugs and the 7 different kinds of drug abuse($X^2$=6.33, p<.05). 6. There was a significant difference between drinking(t=-12.53, p<.001), smoking(t=-15.98, p<.001), the 7 different kinds of drug abuse(t=-5.77, p<.001), and the respondant's delinquent experience. 7. There was a correlation between drinking and smoking(r=.4166, p<.001), drinking and the 7 different kinds of drug abuse(r=.2200, p<.001), smoking and the 7 different kinds of drug abuse(r=.1428, p<.05). There was a correlation between drinking and smoking(r=.5977, p<.001), drinking and the 7 different kinds of drug abuse(r=.2849, p<. 001), smoking and the 7 different kinds of drug abuse(r=.1711, p<.05) among male students. There was a correlation between drinking and smoking(r=.4219, p<.001), drinking and the 7 different kinds of drug abuse(r=.2611, p<.001), smoking and the 7 different kinds of drug abuse(r=.1764, p<.001) among female students. 8. There was a correlation between drinking and family stability(r=.0709, p<.05) drinkry and parent -child relationships (r=.1321, p<.01), drinking and mother's rearing attitude(r=.0704, P<.05), smoking and parent -child relationships(r=.0813, P<.05). There was a correlation between drinking and family stability(r=.14S7, p<.01), drinkng and parent-child relationships(r=.2147, p<.001), smoking and family stability(r=.1544, p<.01), smoking and parent. -child relationships (r=. 2018, P<.01) among male students. There was a correlation between drinking and family stability(r=.1l21, p<.05), drinking and mother's rearing attitude (r=.0988, P<.05), smoking and parent -child relationships (r=. 0940, P<.05) among female students. 9. There was a significant difference between the 7 different kinds of drug abuse and family stability (t=2.23, p<.05), parent-child relationships (t=4. 34, p<.001), satisfaction with family (t=4.02, p<.001), father's rearing attitude(t=3.04, p<.01), mother's rearing attitude(t=2.87, p<.01). The distribution channel of drugs including alcohol beverages and cigarettes should be evaluated and restructured to discourage student's temptation and to limit accessibility. The step by step preventive teaching on alcohol drinking and cigarette smoking is needed from middle school to help prevent further drug abuse.

• Journal of Korean Home Economics Education Association
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• v.16 no.3
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• pp.81-98
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• 2004

This study is to conduct the basic study for the achievement and assessment standards for the subject of 'Human Development' and 'Food and Nutrition', which are the curricula of Vocational Home Economics High Schools. These two subjects were newly adopted in the Vocational study Section of the 2005 College Entrance Examinations. In other words, this study is to provide the basic data for implementing the quality education based on the proper assessment of the curricula. For this purpose. this study analyzed the character & objective of 'Human Development' and 'Food and Nutrition'. Secondly. through the theoretical review for the concept & necessity of absolute evaluation standards. this study ensures the concept of achievement and assessment standards. and also designs the developing measures (including procedures). The achievement standards were developed by the following 5 step procedures. (1) Analyzing the objectives & contents of curricula. (2) Designating the development field of achievement standards (3) Developing the achievement standards. (4) The assessment of achievement standards. (5) Confirming the achievement standards. The assessment standards were developed by the following 5 step procedures. (1) Analyzing the achievement standards, (2) Designating the assessment field (3) Developing the assessment standards (4) Evaluating the assessment standards (5) Confirming the assessment standards Thirdly, this study suggested the exemplary achievement standards and assessment standards for the subject of Human Development, Food and Nutrition. Future study needs some critical review for the method of developing achievement and assessment standards for the subject of Human Development, Food and Nutrition. For example. the properness of 'Contents Element' which was designated as the developing field in the achievement standards, the discussion on validity of Contents Element abstract. the base of evaluating classification in terms of low, middle and high level, and other things should be considered through critical discussion. Especially the follow-up study should include the development of various evaluating methods to enable the clear communication for the achievement and assessment standards based on abstract concept and theory, thereby it could enable the actual interpretation and practical use.