• Korean Journal of Health Education and Promotion
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• v.26 no.5
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• pp.97-113
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• 2009

Objectives: This study was conducted to identify the intervention effects on health efficacy and health knowledge related to health behaviors for improving cardiovascular health in elementary school children. Methods: A repeated measure, pre-post-test design was used to identify the intervention effect on health efficacy and health knowledge among 5th grade school children. Intervention consisted of a curriculum classroom intervention and parent intervention. Health efficacy, health knowledge, and perceived parental monitoring were measured for testing intervention effect. A sample of 219 participants completed a baseline pre-test and two tests during intervention and after intervention from March to July 2004. Results: Mental health efficacy improved significantly from baseline test to the test after intervention (F = 32.88, p < 0.0001). Physical health efficacy also significantly increased during intervention (F = 50.51, p < 0.0001), but did not significantly change after parent intervention. Health knowledge increased significantly from baseline test to the test after education (F =10.23, p < 0.0001), but decreased after parent intervention. Perceived parental monitoring had a significant impact on mental health efficacy and physical health efficacy. Conclusion: The findings support school-based cardiovascular health promotion intervention as effective in improving health efficacy and health knowledge. Parental influence should also be considered to maintain improved health efficacy and health knowledge by thinking process in the intervention for elementary school children.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.27 no.4
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• pp.278-305
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• 2016

Objective: The aim of this systematic literature review is to analyze the psychosocial interventions for children and adolescents after disasters. Methods: We conducted a review of the extant research literature from 1991 to 2015 via a comprehensive search of the MEDLINE, EMBASE, Cochrane CENTRAL, PubMed and PsyclNFO databases. The keywords employed in this research included: 'child', 'adolescent', 'youth', 'disaster', 'posttraumatic', 'psychosocial', 'therapy' and 'intervention'. The researchers followed the PRISMA guidelines. A total of 850 articles were screened for their eligibility and fifty-nine were found to meet the study criteria. The final data analysis was performed based on the disaster type, study design, type of intervention, sample size, age, school grade, number of sessions, setting of intervention delivery, providers, approach and parent involvement. Results: Countries worldwide have experienced various kinds of disasters, including earthquakes, hurricanes, vessel accidents, tornados, tsunamis, volcanic eruptions, war, fire, terrorism, and traffic accidents. The types of psychosocial intervention that were conducted after these disasters included: psychological first aid, psychological debriefing, psychoeducation, trauma focused cognitive behavior therapy, eye movement desensitization reprocessing, prolonged exposure therapy, group play therapy and arts therapy, project interventions, school-based interventions and web-based interventions. Conclusion: The findings of the systematic literature review suggest that an appropriate psychosocial intervention could be utilized as evidence-based mental health treatment for children and adolescents after disasters.

• Journal of The Korean Society of Integrative Medicine
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• v.9 no.2
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• pp.131-140
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• 2021

Purpose : The purpose of this study was to systematically review the studies on the effects of social story intervention on the individuals with autism spectrum disorders(ASD) to provide the basis for evidence-based practice. Methods : In order to find out the studies on the effect of social story intervention on individuals with ASD, studies published from 2011 to December 2020 were searched on Google Academic Search. The keywords used were "autism spectrum disorder AND social story". A total of 16,900 studies were searched, and from these, 12 studies were selected based on the application of the selection and exclusion criteria. The included studies comprised of 10 single subject design studies and 2 randomized controlled trials design studies. The included studies were analyzed in accordance to population, intervention, outcome measures and results. Results : As a result of analysing the subjects of the included studies, we found out that pre-school children and adolescents were the most common groups of individuals diagnozsed with ASD. In addition to ASD, the diagnosis of the subjects included intellectual disability, Asperger, and Prader-willi. We found out that there were more interventions that were mixed with other interventions, than just the pure social story interventions. In particular, video modeling was found to be the most frequent intervention. This was followed by photo-based social stories. For outcome measure, autism social skills profile was found to be the most often used standardized assessment. For a non-standardized assessment, social desired behavior was found to be the most frequently evaluated behavior, followed by personal problem behavior. Of all the dependent variables, the dependent variable reported as "effective" was the most, followed by "some effective". Conclusion : This study is organized to help the individuals with ASD, families, researchers, and therapists understand the effects of social story intervention on the individuals with ASD in an easy fashion. Further, therapists can use this study as the basic data for evidence-based practice.

• Journal of the Korean Society of School Health
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• v.17 no.2
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• pp.35-46
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• 2004

Purpose: This study investigated the prevalence of middle school students with ADHD and the level of middle school teacher's knowledge, coping strategies, and educational intervention for ADHD. Methods: There were 185 teachers and 6,381 middle school students at the 6 middle schools in Pusan. The data was collected from December 20, 2003 to January 10, 2004. Results: 195 middle school students had ADHD (3.1%). The male students with ADHD made up 4.4% of the total students and the female students with ADHD totaled 1.3%. The mean score of middle school teacher's knowledge about ADHD was 21.86 of the score total 32. The teachers used a negative coping style less than an active and passive coping style. Of the educational interventions, the environmental intervention in the classroom was used more than the educational intervention activity. 61.1% of the teachers responded that they did not know very much about ADHD. 93.5% of the teachers had no educational experience with ADHD. 94.1% felt that they needed an education program about ADHD and over half of them intended to participate in an ADHD education program. Conclusion: Based on the results of this study, we concluded that the middle school teachers felt that they had insufficient knowledge about ADHD. They wanted the opportunity to increase their knowledge of ADHD. Therefore, it is necessary for educational programs about ADHD for teachers to be developed and made available to them.

• Korean Journal of Health Education and Promotion
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• v.32 no.1
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• pp.1-10
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• 2015

Objectives: This study evaluated the effects and relevant factors of community-based education and advocacy intervention on stroke awareness among the general population. Methods: The study enrolled 505 community-dwelling adults aged 19 years or older who completed a survey before and after a community-based intervention held between May 2014 and December 2014. Trained staff collected data about knowledge of five stroke warning signs, emergency response, golden window of time (${\leq}3h$), and demographics. Results: After the intervention, public awareness of all five stroke warning signs increased significantly from 26.5% to 33.9% (p=0.011). Public awareness of the golden window of time also increased significantly from 70.1% in April 2014 to 75.8% in December 2014 (p=0.040). In a multivariate logistic regression analysis, older age, higher education level, and exposure to stroke-related public service announcements or educational materials were significant predictors of knowledge of all five warning signs for stroke. Conclusions: Comprehensive community-based intervention is effective for improving public awareness of the warning signs of stroke and the golden window of time.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.28 no.4
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• pp.213-219
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• 2017

Objectives: Early intensive interventions are very important for children with autism spectrum disorder. We examined the actual conditions of hospital-based early intensive interventions for autism spectrum disorder in Seoul, in order to help develop and implement an evidence-based early intensive intervention model for use in Korea. Methods: Nine hospital-based institutes running an early intensive intervention program for children with autism spectrum disorder responded to a questionnaire in September 2014. They provided a brief introduction to their program, explained its theoretical bases, and reported the number of children, their age, intervention time, duration and so on. Results: In the majority of the institutions, the intervention was provided for over 20 hours every week, and the theoretical bases included various applied behavioral analysis (ABA) methods and other therapies (language and occupational therapy). The therapist-child ratio ranged from 1:1 to 5:3. Various types of therapists were involved, including behavioral analysts, special education teachers and (or) language pathologists. There was only one clinic where the behavioral analyst was the main therapist. Usually, the intervention was terminated just before the child entered elementary school. The main merit of the hospital-based intervention in our survey was the effectiveness of the multi-disciplinary intervention plan and its other merits were the accuracy of the diagnosis, its ability to be combined with medicine, and so on. Conclusion: The current hospital-based early intensive intervention programs provide interventions for over 20 hours per week and employ multidisciplinary approaches. However, there are very few institutes for children with autism and very few intervention specialists and specialist education courses in the country. We need more educational programs for intervention therapists and have to try to develop policies which encourage the implementation of an evidence-based early intensive intervention program nationwide.

• Journal of Korean Academy of Nursing
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• v.47 no.3
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• pp.345-356
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• 2017

Purpose: The aim of this study was to develop and measure the effect of a movie-based-nursing intervention program designed to enhance motivation for rehabilitation and reduce depression levels in stroke patients. Methods: The study used a quasi-experimental, nonequivalent control group and a pretest-posttest design. The 60 research subjects were assigned to the experimental (n=30) or control group (n=30). The movie-based nursing intervention program was provided for the experimental group during 60-minute sessions held once per week for 10 weeks. The program consisted of patient education to strengthen motivation for rehabilitation and reduce depression, watching movies to identify role models, and group discussion to facilitate therapeutic interaction. Results: After 10 weeks of participation in the movie-based nursing intervention program, the experimental group's rehabilitation motivation score was significantly higher, F=1161.54 (within groups df=49, between groups df=1), p<.001, relative to that observed in the control group. In addition, the experimental group's depression score was significantly lower relative to that observed in the control group, F=258.97 (within groups df=49, between groups df=1), p<.001. Conclusion: The movie-based nursing intervention program could be used for stroke patients experiencing psychological difficulties including reduced motivation for rehabilitation and increased depression during the rehabilitation process.

• Journal of the Korean Society of School Health
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• v.31 no.2
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• pp.88-97
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• 2018

Purpose: The purpose of this study was to investigate the effects of a profanity intervention application on interpersonal relationship ability, aggression, and empathic ability among female middle school students. Method: The subjects of the present study were freshmen students at a girls' middle school in Gyeonggi-do. The profanity intervention application was implemented from November 20th to 27th, 2017. The pre- and post-tests were conducted one week before and two weeks after the intervention, respectively. The study was designed as a randomized controlled study and the collected data were analyzed using SPSS/WIN 23.0 (Chicago, IL). A homogeneity test between the two groups was performed using $x^2$ test, Fisher's exact test, independent t-test, and ANCOVA. Results: The two groups were found to be homogeneous in the pre-test. After the implementation of the profanity intervention application, aggression significantly decreased (F=20.17, p<.001) and interpersonal reactivity (F=5.92, p=.023) and empathy (F=11.10, p=.003) significantly increased in the experimental group compared to the control group. Among the factors related with aggression, verbal aggression, anger, and hostility significantly decreased in the experimental group. Meanwhile, among the factors of interpersonal reactivity, empathic concern and perspective-taking significantly increased and, among the factors of empathy, cognitive empathy significantly increased in the experimental group compared to the control group. Conclusion: Based on the findings of the present study, various intervention programs that can consistently improve the moral and ethical sensitivity of students should be presented starting from elementary school to prevent verbal violence in adolescents.

• Anxiety and mood
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• v.14 no.2
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• pp.88-98
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• 2018

Objective : The purpose of this study was to establish a school-based mental health intervention. The success of which was indexed by its effects on the social anxiety symptoms of the enrolled adolescents. Methods : This program for promoting mental health among adolescents in the community was adopted by three middle schools that volunteered to participate in the project. The program included screening for emotional problems related to social anxiety, depression, suicide, and post-traumatic stress disorder. Case management was provided for groups considered high-risk for depression, suicide, or post-traumatic stress disorder; cognitive-behavior therapy was provided for those at high-risk of developing social anxiety. Additionally, educational programs for the prevention of suicide, a "loving life" module, and mental health promotional campaigns were also included. In total, 1,100 middle school students completed self-report questionnaires. Twenty-five students in the high-risk group for social anxiety participated in a cognitive-behavior therapy program, comprising eight sessions, and conducted by two clinical psychologists. Results : Following the suicide prevention education program, suicide awareness among students increased and coping strategies were improved. In addition, the loving life program was associated with positive self-perceptions by many students. Furthermore, social anxiety symptoms showed a statistically significant difference after the cognitive-behavior therapy program. After the therapy, not only did social anxiety symptoms improve, depressive symptoms and suicidal ideation decreased significantly, while self-esteem and psychological resilience significantly increased. Conclusion : A school-based mental health intervention was successfully implemented in three middle schools and improved the mental health of the participating students. Therefore, this intervention could be widely implemented to promote positive mental health among middle school students.

• Journal of the Korean Society of School Health
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• v.18 no.2
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• pp.73-84
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• 2005

Purpose : This study was designed to apply a "stage of change" exercise intervention program to obese children in elementary school and to examine its effects on their BMI. stage of change. process . and self-efficacy in exercise. Methods : The experimental group included 64 children in the fourth . fifth and sixth grades. from one elementary school. whose BMI was in the H5th percentile or more for their age groups. The control group had 6 1 students from a different one elementary school whose conditions were the same as those of the experimental group. Results: After the stage of change exercise intervention was applied, the BMI of the experimental group decreased by a significant enough degree to conclude that the program was effective in decreasing BMI. After the application of the program. the experimental group experienced a significant increase in their helping relationships. counter-conditioning . reinforcement management and stimulus control compared 10 the control group. After the program. self-efficacy in terms of exercise increased significantly in the experimental group. Conclusion: A stages of change exercise intervention program has been shown to engage individual students and encourage them 10 maintain a higher fitness level that promote s self-efficacy in exercise and therefore moves them towards healthier lifestyles. Moreover. the study proved that a significant reduction of BMI was achieved by the stages of change exercise intervention program.