• Journal of Korean Academy of Nursing
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• v.8 no.1
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• pp.163-180
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• 1978

Much of a person's energy is spent in the effort of becoming a productive member of to-day's complex society. This activity may cause tension, and chronic unrelieved tension is an influential factor in blood pressure elevation. The problem of this study was to identify manifest needs and self-actualization of patients with essential hypertension, and to analyse and compare their manifest needs and selt-actualization with the selected general characteristics of We, sex, religion, occupation and level of education with a control group of patients with normal blood pressure readings. The purpose was to contribute to the planning of nursing interventions toward reducing the impact of complex psycho-somatic factors on the anxiety of patients with essential hypertension. The instruments used included selected items from the Edwards (1959) Personal Preference Schedule (EPPS) as adapted by Hwang (1965) and from the Personal Orientation Inventory (POI) (Shostrom 1964, 1974) adapted by Kim and Lee (1977) to measure manifest needs and self-actualization. The convenience sample was chosen from 149 persons who presented themselves for general physical examinations at Ewha University Medical Centre and 41 patients diagnosed with essential hypertension at three general hospitals in Seoul during June 1 and August 31, 1977. Forty-nine persons from the Ewha group with blood-pressure readings exceeding 150/90 were added to the experimental group. Data were analysed by the S.P.S.S. computer programme using t-test and tests for statistical significance. Statistically significant findings were as follows: A. Blood Pressure and Manifest Needs. 1. with the exception of Autonomy, patients with hypertension had significantly high scores on all variables Abasement, Achievement, Affiliation, Aggression, Dominance, Emotionality, Exhibitionism and Sex. 2. When mean scores of normal persons were compared by age groups, normal persons had higher scores in the following order on Abasement (50's, 40's, 20's, 30's), Achievement (50's, 30's, 40's, 20's), Affiliation (50's, 40's, 30's, 20's), Dominance (50's, 40's, 40's, 20's) and Exhibitionism (30's, 50's, 40's, 20's). In each case, there was a significant difference between the first and last age group scores. 3. When the mean scores of normal persons were compared by sex, normal men had higher scores than women on Achievement, Affiliation, Aggression, Dominance, Exhibitionism and Sex. Male patients had higher scores than female patients on Achievement, Dominance, Exhibitionism and Sex, but female patients scored higher in Emotionality. 4. Normal persons had higher scores related to religion in the following order on Achievement (Buddhism, no religion, Christianity). Hyper tensive patients had higher scores on. Exhibitionism (no religion, Christianity, Buddhism). 5. Normal persons had higher scores related to occupation in the following order on Achievement and Exhibitionism (unemployed, office workers, teachless, businessmen), Emotionality (office workers, unemployed, businessmen, teacher) and Sex (office workers, unemployed, teachers, businessmen). Hypertensive patients had higher scores on Achievement and Aggression (teachers, businessmen, office worker, unemployed), Dominance and Exhibitionism (businessmen, teacher, of ace workers, unemployed) and Sex (teachers, office worker, businessmen, unemployed). 6. Normal persons had higher scores related to level of edification in the following order on Abasement, Emotionality and Autonomy (secondary school graduation, university). Hypertensive patients had higher scores on Abasement (no education, primary, university, secondary), Achievement (no education, secondary, university, primary) , Dominance (university, no education, secondary, primary), Exhibitionism (university, secondary, no education, primary), and Sex (university, secondary, primary, no education). B. Blood Pressure and Self_Actualization 1, Patients with hypertension had significantly lower scores on all variables. 2. Normal persons had higher scores related to age groups in the following order on Existentiality (20's, 30's, 40's, 50's). Hypertensive patients showed no significantly different scores. 3. Normal women had higher scores than men on Time Competence. Normal men had higher scores on Feeling Reactivity. Male patients had higher scores than women on Self-Actualizing Value and Self-Regard. 4. Normal persons ha 1 higher scores related to religion on spontaneity (Buddhism, no religion, Christianity). Hypertensive patients had higher scores on Time Competence and Nature of Man (Buddhism, Christianity, no religion). 5. Normal persons had higher scores related to occupation in the following order on Existentiality (teachers, office workers, businessmen, unemployed) and Self-Regard (unemployed, office workers, teachers, businessmen). Hypertensive patients showed no significantly different scores. 6. Normal persons had higher scores related to level of education in the following order on Existentiality and Self-Acceptance (university, secondary). Hypertensive patients had higher scores on inner-Director (university, secondary, no education, primary) and Existentiality (university, secondary, primary, no education). Recommendations for nursing interventions with hypertensive patients with emotional problems or low self-actualization were made. 1. The nurse should encourage the patient through her interactions with other members of the medical team to accept counselling and health education. 2. Through her therapeutic interpersonal relationships with the patient, the nurse should help him discover the causes of his emotional tension. 3. Through her health teaching with the family, the nurse should encourage them to participate with the medical team in the patient's therapeutic plan and in providing him with the minimum possible emotional support. 4. Through frequent counselling with the obsessive-thinking and inflexible patient, the nurse should reevaluate the patient's behaviour and her interventions. 5. Seriously ill patients should be given needed reeducation by members of the professional medical team.

• Women's Health Nursing
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• v.6 no.2
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• pp.269-290
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• 2000

This study was conducted to inquire about the view on childrearing of university women for the purpose of building up the positive parent- child relationship and setting up preliminary parenting education program. The subjects were 137 university women who were freshmen to junior in one women's university in Seoul. Using the self-report questionnaire, data were collected from December in 1998 to March in 1999 and the contents which subjects wrote down were categorized by content analysis method. The results were as followed: 1. The age range of subjects were 20-22 years and main rearer was her mother(71.5%) 2. The view of subjects were revealed by 374 statements and then tied together 34 themes: 'exemplary parent model as a guider'(8.6%), 'determination for oneself' (8.0%), 'expression of love'(6.2%), 'humanity education'(4.8%), 'carrot and stick'(4.5%), 'respect of personality'(4.3%), 'sound living habit'(4.1%), 'conversation'(3.7%), 'regulation of greediness' (3.7%), 'supply of live experience'(3.7%), 'supply of broad and substantial vision'(3.5%), 'free choice'(3.5%), 'broad-mindedness'(3.5%), 'consideration'(3.0%), 'doing together'(3.0%), 'propriety education' (2.4%), 'pursuit of naturalness'(2.4%), 'looking for one's life'(2.4%), 'confidence'(2.1%), 'rearing by oneself'(2.1%), 'encouragement'(2.1%), 'cultivation of right sexual senses'(2.1%), 'desirable home environment'(1.9%), 'doing one's best'(1.9%), 'understanding'(1.6%), 'psychological intimacy'(1.6%), 'treat fair'(1.6%), 'pursuit of physical, psychological health' (1.6%), 'concerning'(1.3%), 'religious life'(1.3%), 'respect of individuality'(1.3%), 'cooperation' (1.1%), 'often-minded family'(0.8%), 'positive attitude'(0.8%). 34 themes were categorized by 12 categories once more: 'mature parenthood'(15.5%), 'acceptance' (11.5%), 'autonomy'(11.5%), 'pursuit of healthy life style'(9.4%), 'eagerness'(9.1%), 'making efforts'(8.8%), 'education'(8.8%), 'emotional bonding' (7.8%), 'respect'(7.2%), 'corporal punishment' (4.5%), 'supporting'(3.2%), 'composition of environment'(2.7%). In conclusion, we could expect that university women had a democratic view on childrearing with love and autonomy for a base. So we need to offer them nursing implementations such as preliminary parenting programs and parenting consulting in order to promote positive and interactional parent-child relationship by strengthening their desirable view on childrearing.

• Journal of Hospice and Palliative Care
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• v.13 no.3
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• pp.161-168
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• 2010

Purpose: This study investigated the Korean social workers’ burn-out factors and personal traits in hospice and palliative care field, and also examined the effect and correlation between their professionality, social support and supervision. Methods: Data (N=46) from 46 social workers working at hospice and palliative care field were collected, and the data were analyzed for the inferential statistics using t-test, ANOVA, correlation and multiple regression with the SPSS 12.0 program. Results: General factors of the burn-out were age and work experience. The effect of the organization environment is greatly dependant on social support and supervision, and the burn-out were protected when workers got an emotional support from their family. For the workers with supervision, the less negative feeling, the better for the burn-out protection. Furthermore, the low burn-out was thought about when professional organization, self regulation, job vocation and autonomy were utilized. Regression analysis needed that the burn-out were protected well when individual autonomy among expertise was guaranteed. As for social support, vertical support was able to protect physical burn-out. Conclusion: The training program for social workers in hospices and palliative care field is essential to reduce and prevent the burn-out. Hospice should be more activated and a training program with up-to-date knowledge and information should be adopted.

• Journal of Music and Human Behavior
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• v.11 no.1
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• pp.63-82
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• 2014

This qualitative study investigated how a music therapy program was experienced by juvenile offenders of school violence who were under a conditional suspension of indictment. Six adolescents participated in 12 consecutive weeks of group music therapy sessions, and were interviewed individually based on open-ended questions addressing key constructs of self-determination theory, which are autonomy, competence and relatedness. Using this framework, data was deductively analyzed using a modified grounded theory. The analysis also investigated how such impact of music therapy transferred or expanded to their everyday life. The analysis revealed that the properties of autonomy included making choices of songs and instruments, deciding how to play, and expressing opinions about music. Competence was associated with developing skills on musical instruments, creating own music, concentrating on their own project, and demonstrating their abilities. Relatedness were related to collaborating, exchanging opinions, and playing a part in musical projects. In addition, it was found that they also experienced shifts in consciousness and behavior, expanded self-awareness, and mutual exchange and group support. Lastly, it was revealed that the positive emotional and behavioral changes they experienced in music also appeared in their school life.

• Korean Journal of Childcare and Education
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• v.7 no.1
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• pp.1-22
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• 2011

The purpose of this study was a comparative of the differences, relationships and impacts between the self-concept and career development for elementary schoolers by gender. The subjects of this study were 259(133 boys and 126 girls) elementary schoolers. The instrument used in this study was Jung Jong Jin's(1996) self-concept Inventory and Ahn Chang gyu & Ahn Hyeon eui's(2006) Holland career development Inventory. The collected data were analyzed with a SPSS 12.0 program. The major findings of the study were as follows: (1) the mean score of boy(M=54.857, SD=7.593) was higher than girl(M=52.302, SD=8.908) in 'emotional-self'. (2) (1) the mean score of girl(M=42.200, SD=5.918) was higher than boy(M=37.372, SD=7.600) in 'gender-related prejudice about occupation'. (2) the mean score of boy(M=36.544, SD=5.544) was higher than girl(M=35.008, SD=5.118) in 'autonomy' (3) the revealed that self-concept was highly correlated with boy's(r=.175~.761) and girl's(r=.199~.667) career development. (4) (1) the 'academic-self' had an impact of the boy's(5.6%~56.3%) and girl's(8.4%~48.7%) career development. (2) the 'social-self' had an impact of the boy's(2.6%~5.9%) and girl's(2.7%~4.3%) career development. (3) the 'emotional-self' had an impact of the boy's(1.9%~37.0%) and girl's(11.2%) career development. (4) the 'physical-self' no had an impact of the boy's and girl's career development. The findings of the study illustrated that the self-concept for elementary schoolers had an impact career development.

• The Journal of the Korea Contents Association
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• v.11 no.1
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• pp.193-201
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• 2011

In this study, we consider the evolved interactivity at the Artificial Life Art beyond 'open interactivity' as 'closed relationship' between viewer/participant and artwork by immersive and interactive features of digital media art. In order to consider this evolved interactivity, we survey the theory of artificial life of which result of many studies like biology and computational science. And then we analysed characteristics related artistic context of artificial life at the autonomy and emergent behavior of artificial life. Especially, we research the artworks of interaction with ecologies and of living in outside(not in- silico) among the artworks of officially adopting an artificial life arts in 'VIDA : Art and Artificial Life International Awards'. And we are going to understand the relationship of emotional subjects between viewer/participant and artwork, and a step further to understand the diverse relationship of symbiosis and co-evolution of the technology and human.

• Science of Emotion and Sensibility
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• v.13 no.1
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• pp.225-234
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• 2010

To investigate the role of positive emotion in education, we have reviewed the previous studies on positive emotion, learning and motivation. In the present study, we examined the definition of positive emotion, and influences of positive emotion on cognition, creativity, social relationship, psychological resource such as life satisfaction, and interactive relationship among positive emotion, motivation and learning. To investigate the role of positive emotion on motivation and learning more scientifically, we examined the recent results of neuroscience. In other words, we have reviewed diverse research on positive emotion, learning and motivation based on brain-based learning. We also examined the research of autonomy-supportive environment as the specific example of improving positive emotion. As one of the most effective methods for emotional education, we discussed brain-based learning, the new research field. As the future prospects, we discussed the implications, possibilities and limitations of brain-based learning.

• The Journal of the Korea Contents Association
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• v.12 no.2
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• pp.232-242
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• 2012

The purpose of this study was to analyze the multiple regression between the psychological well-being, Empathy ability Scale and Job Efficiency at relationship among on Teacher's job satisfaction among elementary, middle, high the whole country. It aims to find a method that can improve teacher's job satisfaction. The subjects for this study were 308 teacher's composed of 196 out of elementary school teachers, 62 out of middle school teachers and 50 out of high school nation wide. The result and discussion are as follows:First, if we take a look teacher's psychological well-being, Empathy ability Scale and Job Efficiency autonomy and school administration, compensation system, personal growth and school administration, compensation system, working environment, purpose of life and school administration, positive interpersonal relationships, self acceptance among subordinate variables of psychological well-being, empathy ability scale, job efficiency of teachers at are all relevant to of subordinate variables except compensation system. Second, as a result of the multiple regression analysis, the significant variables which affect teacher's job satisfaction are ranked in the order of human relationships, self acceptance, emotional factors. whole all variables are not significant.

• Korean Journal of Human Ecology
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• v.5 no.1
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• pp.1-13
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• 2002

The purpose of this study was to verify the effectiveness of the parent education program through play to improve the relationships between mothers and children. The subject of this study consisted of 30 mothers with 4-7 aged child attending S-day-care center located in Ik-San. In order to examine the effectiveness of the parent education program through play, two groups were divided into 15 participants each. The experimental group participated in the parent education program for total 8 sessions(2 sessions per week over the 4 weeks) while the control group didn't. The instrument were 'Maternal Affection & Control Resources Scale developed by Cho, Bok Hee(1991) and 'Teacher-Child relationship Scale' by Pinata & Steinberg. Teacher-Child relationship Scale was modified to be appropriate for use with this program. Parental acceptance level was measured by modified Parental Acceptance Scale (P.P.A.S.) by porter(1954). The data were analyzed by SPSSWIN program. The statistical methods for data analysis were frequency, t-test. paired t-test. The main results of this study were as follows : First, the mothers who participated in the parent education program through play showed improvement in affectionate attitudes than before. Second, the mothers who participated in the parent education program through play have been improved in familiarity and have been decreased in conflict of relationships of mother-child than those who did not participated in. Third, the mothers who participated in parent education program through play improve the recognition on respect to children's emotion, emotional expression right, uniqueness of children's temperament and needs to children's independency and autonomy.

• Journal of Physiology & Pathology in Korean Medicine
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• v.26 no.5
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• pp.753-759
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• 2012

The purpose of this study was to examine Enneagram personality types and job satisfaction of Korean medicine clinic staff, thereby providing basic materials for job training programs and human resource management programs for Korean medicine clinic staff with a lot of face-to-face relationship. The researcher visited 50 Korean medicine clinics randomly selected from 255 clinics in Changwon and explained the purpose of this study and the content of questionnaire. Questionnaires on Enneagram personality types and job satisfaction were distributed to and collected from those who consented to participate. Data analysis was done using SPSS WIN IBM 20.0 program. The results are as follows. General characteristics of the subjects were as follows. Female respondents comprised 97.6% of the total. The rate of those whose age was between 20 and 25, between 26 and 30, between 31 and 35, between 36 and 40, between 41 and 45, and 46 years old or older was 22.6%, 21.4%, 13.1%, 21.4%, 17.9%, and 3.6%, respectively. The rate of those who were unmarried was 46.4%. As for educational levels, those who graduated from high school or received lower level education, those who graduated from two-year college, and those who graduated from university accounted for 46.4%, 39.3%, and 14.3%, respectively. Regarding the distribution of the center of energy, 64.3% was in the instinctive center, 20.3% in the thinking center, and 15.5% in the emotional center. As for the personality type of Enneagram, 25.0% belonged to type 8, 22.6% to type 9, 15.5% to type 1, 9.5% to type 5, 8.3% to types 4 and 6, 6% to type 2, and 2.4% to types 3 and 7. Job satisfaction according to the center of energy and personality types was not statistically significantly different. Interpersonal relationship, autonomy, and overall job satisfaction according to the developmental stage of Enneagram were significantly different.