• Human Ecology Research
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• v.58 no.2
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• pp.163-176
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• 2020

Longitudinal studies have shown mixed findings on the association between body image dissatisfaction and self-esteem among adolescents. This study examined the longitudinal, reciprocal influences between body image dissatisfaction and self-esteem among Korean pre- and early adolescents by using nationally representative longitudinal panel data from the Korean Youth Panel Study (KYPS). Analyses based on 2,230 participants indicated that girls' body image dissatisfaction was significantly higher than boys'. The trajectory of body image dissatisfaction increased sharply during pre- and early adolescence, but stabilized afterwards for both boys and girls. Self-esteem deteriorated rapidly initially, but began to recover as adolescent girls and boys matured. Structural equation modeling showed that reciprocal influences between body image dissatisfaction and self-esteem were detected for boys. Body image dissatisfaction among girls predicted self-esteem during the entire period, while the opposite direction from self-esteem to body image dissatisfaction emerged two years later. The present study found that, during pre- and early adolescence, body image dissatisfaction and self-esteem develop in a circular fashion by forming a vicious cycle. Implications for the development of intervention and prevention programs are discussed in consideration of age and gender.

• Journal of the Korean Home Economics Association
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• v.39 no.5
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• pp.107-121
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• 2001

The purpose of this study was to develop a sexuality education program for early adolescents. The overall goals of the program were to not only increase knowledge and skirts, but also to improve the awareness of healthy sex in order to promote premarital abstinence, parent-teen communication and parental awareness of the importance of parental roles and responsibilities in prevention of sexual problems of the early adolescent. The program consisted of six sessions: puberty changes during adolescence, the meaning of sexuality, sexual drives in dating relationships, understanding of the risks associated with early sexual involvement and support for postponing sexual activities, managing and avoiding sexually risky situations, the importance of communications with parents about issues related to sexuality. The program evaluation had three steps: pre-test, immediate post-test and two month follow-up post test. The results showed that the program had a significantly positive effect on the improvement of adolescent's knowledge about sex, and attitudes and behaviors toward sex, particularly in the immediate post-test. At the two month follow-up assessment, the effect of the program still remained strong, though there was a sight and partial reduction which was not statistically significant. Most of the program participants expressed a high level of satisfaction with the program. Parental involvement appeared to be effective as well. Recommendations for further study include: to re-evaluate the curriculum for various other participants. In addition, further study which would compare post-test results of these participants with a comparison group of peers who did not receive the program would be valuable. The author believes that the program can be used in implementing specific subjects (sessions) in new settings, as well as implementing the entire package of the program.

• Child Health Nursing Research
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• v.20 no.3
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• pp.133-141
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• 2014

Purpose: This study was done to identify the effects of the Positive Peer Relationship Training Program on self-esteem, bullying, and depression. Methods: The research design was a quasi-experimental research with a nonequivalent control group non-synchronized pre-posttest. The recruited participants were forty-four 6th graders at an elementary school in G city. The research was carried out from September 10 to November 19, 2012. To test the effects of the Positive Peer Relationship Training Program, the participants were divided into two groups, an experimental group (23) and a control group (21). The Positive Peer Relationship Training Program was provided to the experiment group for 45 minutes/session twice a week, for 4 weeks. Data were analyzed using Fisher's exact probability test, $x^2$-test and t-test with the SPSS/WIN 18.0 program. Results: After attending the Positive Peer Relationship Training Program, no significant differences were found in self-esteem scores but significant differences were found in bullying and depression scores between the experimental group and the control group (t=1.27, p=.212, t=-2.10, p=.042; t=-2.37, p=.023). Conclusion: The results indicate that the Positive Peer Relationship Training Program is an effective nursing intervention for decreasing bullying and depression among Children in Early Adolescence.

• Journal of Korean Academy of Nursing
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• v.29 no.1
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• pp.150-160
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• 1999

Background and purpose : Drug abuse is one of the most serious problems among the Korean adolescents today and has been associated with delinquent behavior in adolescents. The number of adolescents who abuse drugs is increasing yearly. Solutions to the problem, however, have not been well developed. The purpose of this study was to determine the effectiveness of a drug use prevention program which was developed by researchers. The program was a modified DARE(Drug Abuse Resistance Education) program for Korean adolescents. Methods: This study used an experimental, one-group pretest-posttest design with a convenience sample of 122 middle school students who were at one middle school located in Seoul. Data were collected using a self-administered questionnaire where ‘knowledge and attitude about drug use’, ‘social skill’, and ‘self-esteem’ were measured. The program had 12 sessions to improve knowledge and attitudes towards drugs, decision making skills, social resistance skills, management of stress and self-esteem of students. Teaching strategies for each session were varied lectures, group discussion. role-playing, question-and-answer sessions and audiovisual materials. Paired t-test was used to analyze the differences between the pre- and post-test scores on knowledge of and attitudes towards drug use, social skills, and self-esteem. Results : There were significant differences in knowledge and attitudes about drug use between pretest and post-test (p＜.05), but no significant differences in social skill and self-esteem(p＞.05). Conclusion: Our results showed that the drug use prevention program was not effective in promoting social-skill and self-esteem of Korean adolescents. These findings might be due to the respondents being in the period of early adolescence (puberty) and not being good at group discussion. So, further study is needed to develop a drug use prevention program appropriate to students 9 and 10 years old, and to encourge small group discussion.