• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제6권1호
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• pp.65-73
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• 1995

본 연구에서는 ADHD로 진단된 5세에서 11세 연령 범위의 임상 환아 집단을 대상으로 부모 훈련과 약물(메칠펜)을 병행한 치료와 약물만을 단독으로 사용한 치료 효과를 비교하였다. 8주간의 부모 훈련과 약물 치료를 실시한 결과, ADHD 아동들이 학교나 가정에서 보이는 주의산만함, 충동성, 과잉활동성 등 문제 행동을 감소시키고 부모의 양육 스트레스를 감소시키는데 부모 훈련과 약물 치료를 병행하는 것이 약물치료를 단독으로 사용하는 것보다 매우 효과적인 것으로 나타났다. 약물 치료만을 사용한 경우, 부모가 평정한 아동의 문제 행동 잠수와 양육 스트레스 점수상에서는 거의 변화가 없는 반면, 교사의 평정치와 TOVA 검사의 Reaction Time과 Variability 점수가 비록 통계적으로 유의미하지는 않았으나 약물 치료후에 정상 범위로 감소되는 경향이 있었다. 이러한 결과는 메칠펜이 주의력 결핍 중상의 치료에 효과적일 수 있으나, ADHD 아동이 학교나 가정에서 보이는 문제 행동을 변화시키고 부모나 교사가 ADHD 아동에 대해 가지고 있는 부정적인 인식을 변화시킬 뿐만 아니라 부모들의 자녀양육 스트레스를 감소시키기 위해서는 부모 훈련이 반드시 필요하다는 점을 시사해 주었다.

• 아동학회지
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• 제37권6호
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• pp.83-94
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• 2016

Objective: The purpose of this study was to investigate differences in self-leadership and job involvement based on the education levels, majors, and teaching experiences of multicultural family home-visit instructors and the influence of self-leadership on job involvement. Methods: 668 home-visit instructors participated in the online survey from 140 multicultural family support centers in Seoul, 6 metropolitan cities, 9 provinces, and other cities and counties. Data were analyzed through frequency, percentages, Pearson's correlations, one-way ANOVA, $Scheff{\acute{e}}$ post-hoc test, and stepwise multi-regression using SPSS 21.0. Results: The main findings are as follows. First, instructors who were high school graduates had significantly higher scores in self-leadership than the other groups. There was only a significant difference in self-reward of self-leadership based on their majors. There were no significant differences in job involvement based on the education level and major. The greater their home-visit teaching experiences, the higher their scores in self-leadership and job involvement. Second, the stepwise multiple regression model showed that self-expectation, self-goal setting, constructive thinking, and rehearsal of self-leadership explained 49% of the total variance in job involvement. Conclusion: Even though the high school graduates had significantly higher scores in self-expectation, rehearsal, and constructive thinking of self-leadership than the other groups, over-generalization should be avoided because the sample size was relatively small. Based on the finding that greater home-visit teaching experiences was associated with higher self-leadership and job involvement, it would be necessary to improve working condition to prevent instructors from changing jobs. These findings stress the importance of providing opportunities for home-visit instructors to develop leadership, thus improving job involvement.