• Journal of the korean academy of Pediatric Dentistry
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• v.43 no.3
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• pp.334-339
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• 2016

Child abuse often interferes with the normal and healthy development of a child, bringing about various complications and problematic behaviors. Furthermore, such physical, mental abuse or neglect, and sexual abuse on a developing child may have serious effects even until after adolescence. The types of injuries caused by physical abuse vary, but some types of injuries are common. A great number of them can be detected during a routine dental examination because many of these injuries are present in the facial and dental region. Accordingly, in the case of abused children, it is important to find the signs of abuse through regular dental checkups, as many suffer injuries to the face, head and neck area including the oral and perioral area. As a pediatric dentist, it is the legal and social obligation to contribute to preventing and assisting the struggle against child abuse. The authors contemplate ways for all pediatric dental related personnel to find some clinical signs and symptoms of child abuse to help early detection, and to manage the situation properly.

• Korean Journal of Social Welfare
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• v.35
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• pp.205-229
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• 1998

Although experts have called for increased collaboration between families and school systems, the actual programs for such efforts were not introduced. Thus, this study attemps to develop school-based parent education program for home-school collabration. PEP was developed through the circular process, which consist of planning, design, enactment, and evaluation. The group process of PEP was analyzed qualitatively and the effectiveness of outcomes was examined by nonparametric statistical analysis. Two factors contributed to success of PEP were as follows: 1) Increased homogenities, such as children's developmental stage, same school enrollment, and sense of community belongingness. 2) Consistency and continuity between PEP and Mental Health Prevention Program for students. Through the PEP based on these factors, parents' strong commitment was established and tangible results such as increased knowlege and fluent coping skills regarding children's problematic behaviors were found. Implications for home-school collaboration were explored, as are recommendations for how PEP can be prepared to link between families and schools.

• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.967-984
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• 2010

This study purposed to examine the effects of the Feuerstein's cognitive mediated learning for gifted children on attention control and attention shift. For the study, 40 gifted students were chosen from the 3rd graders in elementary schools and divided into test and control groups using K-WISC-III and Torrance Tests of Creative Thinking. The mediated learning program that is targeted to improve the executive functions of gifted children has used the tools of Organization of Dots, Analytic Perception and Comparisons among Feuerstein's Instrumental Enrichment(FIE). According to the results of this study, a significant improvement has been observed in selective attention, self-control, sustained attention, and attention shift through cognitive mediated learning. Therefore, it has been proven that the cognitive mediated learning is effective in reducing gifted children's problematic behaviors that are caused by a lack of attention control and attention shift and improving their cognitive functions and potentials.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.8
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• pp.199-208
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• 2019

The escape theory is the theory of problem behavior such as suicide. The purpose of this study is to investigate the causes of gaming disorder, which has been attracting attention as a typical youth problem, through escape theory. Suicide theory is a process in which the problem triggered by the negative external environment flows into internal attribution and self-criticism, and this leads to a process leading to problematic behavior with disgust self-awareness. This process was applied to the environment, psychology, and behavior of adolescents. As a result, the lack of affection and consistency of the parents resulted in negative external environment, which affected the self-esteem of children by creating a negative external environment. And low self-esteem caused negative emotions, lowered self control, and confirmed to induce game addiction. The results of this analysis show that game addiction has a structure similar to obsessive behaviors such as binge eating and shopping addiction explained through the escape theory model and it is necessary to concentrate more on the environmental psychological factors for game addiction research.

• Korean Journal of Veterinary Research
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• v.62 no.3
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• pp.21.1-21.10
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• 2022

With the increasing population of companion dogs, the social cost derived from their behavioral problems is increasing. Therefore, it is important to understand the environment to provide experience for dogs via interactions with their owners to prevent and solve these problems. The parenting behavior of dog owners as an environmental factor has a profound impact on the behavior development of dogs, as does the parenting behavior on children. Therefore, this study aimed to develop a scale to assess the dog owner's parenting behavior. Exploratory factor analysis involving 300 participants resulted in a scale with four subscales, Positive Education, Involvement of Socialization, Intimacy, and Stable Responses, and 19 items. Confirmatory factor analysis was then performed to verify its reliability and validity. The result of parenting behaviors assessed by this scale was significantly different between a group with dogs with problematic behavior (n = 141) and those without (n = 159). Overall, a dog owner's parenting behavior involves affection and control aspects, but the role required specifically in the control aspect is distinguished from the parenting behavior with children. The findings in the present study will provide dog owners with effective education that will help prevent dogs from developing behavioral problems.

• The Korean Journal of Pain
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• v.35 no.4
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• pp.361-382
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• 2022

The third opium war may have already started, not only due to illicit opioid trafficking from the Golden Crescent and Golden Triangle on the international front but also through indiscriminate opioid prescription and opioid diversion at home. Opioid use disorder (OUD), among unintentional injuries, has become one of the top 4 causes of death in the United States (U.S.). An OUD is defined as a problematic pattern of opioid use resulting in clinically significant impairment or distress, consisting of 2 or more of 11 problems within 1 year, as described by the Diagnostic and Statistical Manual for Mental Disorders, Fifth Edition. Observation of aberrant behaviors of OUD is also helpful for overworked clinicians. For the prevention of OUD, the Opioid Risk Tool and the Current Opioid Misuse Measure are appropriate screening tests before and during opioid administration, respectively. Treatment of OUD consists of 3 opioid-based U.S. Food and Drug Administration-approved medications, including methadone, buprenorphine, and naltrexone, and non-opioid-based symptomatic medications for reducing opioid withdrawal syndromes, such as α₂ agonists, β-blockers, antidiarrheals, antiemetics, non-steroidal anti-inflammatory drugs, and benzodiazepines. There are at least 6 recommendable guidelines and essential terms related to OUD. Opioid stewardship programs are now critical to promoting appropriate use of opioid medications, improving patient outcomes, and reducing misuse of opioids, influenced by the successful implementation of antimicrobial stewardship programs. Despite the lack of previous motivation, now is the critical time for trying to reduce the risk of OUD.

• Korean Journal of Community Nutrition
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• v.28 no.6
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• pp.495-508
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• 2023

Objectives: This study aimed to develop a campus-based intervention program to enhance food literacy (FL) among university students. Methods: In the initial phase, we conducted a literature review of FL intervention studies and held in-depth interviews with university students to identify facilitators and barriers to improving and practicing FL. Expert counseling sessions were conducted with nutrition education, marketing, and service design professionals. The results of this phase led to the creation of an initial curriculum draft. In the second phase, a follow-up survey was conducted with young adults to assess the acceptability of the developed curriculum. After the follow-up survey, additional meetings were conducted with the aforementioned experts, and the curriculum was further refined based on their input. Results: An 11-week FL intervention program was devised using constructs from the Social Cognitive Theory. The weekly curriculum consisted of 90-min theory-based and 90-min hands-on experience sessions. Three primary aspects of FL were covered: nutrition and food safety, cultural and relational dimensions, and socio-ecological aspects. Program highlights included cooking sessions for crafting traditional Korean desserts, lectures on animal welfare, insights into zero-waste practices, and communal eating experiences. Based on the study team's previous research, the program also addressed mindful eating, helping participants understand the relationship with their eating habits, and providing strategies to manage negative emotions without resorting to food. Yoga sessions and local farm visits were incorporated into the curriculum to promote holistic well-being. Conclusions: This study elucidated the comprehensive process of creating a campus-based curriculum to enhance FL among university students, a group particularly susceptible to problematic eating behaviors and low FL levels. The developed program can serve as a blueprint for adaptation to other campuses seeking to bolster students' FL.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.187-192
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• 2023

A problem user in a library refers to a person who harasses others or causes a disturbance through inappropriate behavior in the library. Users' continued problematic behavior reduces the work productivity of librarians and at the same time causes inconvenience to other users. This may cause a decline in the free use of public libraries. In Korea, a user response manual has been developed to guide librarians to respond wisely to user problem behavior. However, it is true that most of the content provides guidance on how to communicate with problem users, and there is a lack of countermeasures to stipulate and regulate follow-up measures against them. The goal of this study is to further systematize response and organize them into written regulations. To this end, this study to examine regulations and legal battles surrounding problem users in oversea public libraries and to examine what can be applied in Korea in the future.

• Korean Journal of School Psychology
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• v.17 no.1
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• pp.17-38
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• 2020

This study examined the factor structure of the Child Behavior Checklist Dysregulation Profile(CBCL-DP) for school-aged children in Korea identified differences in the level of maladjustment and problematic behaviors between the clinical group which had characteristics of CBCL-DP and the control group which did not. Confirmative factor analysis was performed on three alternative models from the literature to determine which was the most appropriate factor structure for the CBCL-DP. The result showed that the bi-factor model fit the sample data better than both the one and second-factor models. To confirm that the bi-factor model was the most appropriate factor structure, regression paths with relevant variables examined. The showed that CBCL-DP with the bi-factor model was associated with executive function difficulty as reported by parents and with school adjustment and all sub-factors of strength and difficulty as reported by teachers. The results also showed that this model had a different relationship with anxiety/depression, aggressive behavior, and attention problems than the other models. The clinical group was shown to have more executive function difficulty, worse adjustment of school life and to be less likely to engage in desired behaviors than the control group. These results indicate the CBCL-DP is more related to negative outcomes than any other factor, and that the bi-factor model was found to best fit the sample data, consistent with other studies. The early discovery of CBCL-DP can be used to provide interventions for high-risk children who exhibit emotional and behavioral problems, making its detection a significant diagnostic tool. The implications of these result, the limitations of this study, and areas for future research are discussed in this paper.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.3
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• pp.409-434
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• 2015

The purpose of this study was to investigate the influences of teaching mathematics for social justice on students'interest towards mathematics and perceptions of mathematical values. Eighteen 6th grade students, at B elementary school in Seocho-gu, Seoul, who wished to involved in the study participated in the 10 hour lessons. During the lessons for social justice, the researchers analyzed the students' reactions in the lessons according to the three categories: Perceiving given problematic situations of social conflicts, searching for problem-solving methods based on mathematical analysis, and changing social behaviors to solve life issues through mathematics. They also examined changes of students' interest towards mathematics and perceptions of mathematical values through the activities and reactions using the preliminary questionnaires, observations of lessons, and students' activity sheets. The research results showed that the students perceived mathematics as a tool for social justice in mathematics lessons, tried to find problem-solving methods based on mathematical analysis, and expressed their active social behaviors by cultivating the will of practice to solve life issues through mathematics. Based on those findings, the study reached the following conclusions. First, the students recognize many of the social problems in their societies as social justice regardless of their economic levels. Second, learning activities need to design in a way that students can accept the social problems as realistic situations in teaching mathematics for social justice. Third, students look at the world from a mathematical perspective, have interest in mathematics, and recognize the values of mathematics in teaching mathematics for social justice.