• Journal of the Korean Home Economics Association
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• v.50 no.1
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• pp.103-119
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• 2012

The purpose of this study was to explore the mediating effects of preschooler's effortful control on the relationship between maternal emotional availability and preschooler's social skills and problem behaviors. One hundred-thirty six 5-year-old preschoolers and their mothers participated in this study. Instruments for this study were the Emotional Availability Scale for maternal emotional availability, the Delay task, and the Child Behavior Questionnaire for preschooler's effortful control, and the Social Skill Rating Scale, K-CBCL 1.5-5 and K-TRF for preschooler's social skills and problem behaviors. The resulting data were analyzed using descriptive statistics, partial correlation, and structural equation modeling analysis. As predicted, the preschooler's effortful control mediated the effects of maternal emotional availability on preschooler's social skills and problem behaviors. In conclusion, the preschooler's effortful control mediates the effects of emotion related socialization behavior on the preschooler's socio-emotional adjustment.

• Korean Journal of Human Ecology
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• v.21 no.4
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• pp.665-678
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• 2012

The purposes of this study were to explore the gender differences in children's social competence, emotional regulation and maternal parenting behaviors, and to investigate differences between boys and girls in the interrelationships between these kinds of variables. The participants were 214 children in 4 to 6 grades and their teachers from one elementary school in Seoul. The data were analyzed using descriptive statistics, t-test, Pearson's correlations, and multiple regressions. The results were as follows: There were statistically significant gender differences in the children's social competence, emotional regulation and maternal parenting behaviors. Children's negative emotion explained boys' and girls' peer social skills, frustration tolerance, and task orientation. Children's positive emotion regulation explained boys' and girls' peer social skills, assertive social skills, and task orientation. Boys, who perceived less maternal supervision, displayed less assertive social skills and task orientation.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.29 no.4
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• pp.150-160
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• 2018

Objectives: This study investigated the effect of social skills training (SST) on facial emotion recognition and discrimination in children with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Methods: Twenty-three children aged 7 to 10 years participated in our SST. They included 15 children diagnosed with ADHD and 8 with ASD. The participants' parents completed the Korean version of the Child Behavior Checklist (K-CBCL), the ADHD Rating Scale, and Conner's Scale at baseline and post-treatment. The participants completed the Korean Wechsler Intelligence Scale for Children-IV (K-WISC-IV) and the Advanced Test of Attention at baseline and the Penn Emotion Recognition and Discrimination Task at baseline and post-treatment. Results: No significant changes in facial emotion recognition and discrimination occurred in either group before and after SST. However, when controlling for the processing speed of K-WISC and the social subscale of K-CBCL, the ADHD group showed more improvement in total (p=0.049), female (p=0.039), sad (p=0.002), mild (p=0.015), female extreme (p=0.005), male mild (p=0.038), and Caucasian (p=0.004) facial expressions than did the ASD group. Conclusion: SST improved facial expression recognition for children with ADHD more effectively than it did for children with ASD, in whom additional training to help emotion recognition and discrimination is needed.

• Korean Journal of Child Studies
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• v.24 no.2
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• pp.109-121
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• 2003

The program implemented in this study consisted of 4 parts : positive self perception, understanding and expression of emotion, communication skills, and interpersonal problem solving competence. Implementation took place once a week In 12 60-90 minutes sessions. The subjects were 33 11- to 13-year old children residing in 2 institutions similar to each other. The experimental group consisted of 11 boys and 7 girls and control group of 7 boys and 8 girls, respectively. Implementation was bracketed by pre- and post-tests. After the 12 weeks intervention program, there were significant differences between the experimental and control groups. The experimental group improved in social and communication skills. Both the experimental and control group didn't improve in self-esteem.

• Journal of The Korean Society of Integrative Medicine
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• v.7 no.4
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• pp.203-212
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• 2019

Purpose : The purpose of this study was to determine the correlation between the self-esteem of health science college students and their empathy for others. Methods : A survey was administered to 448 students from the five departments of health science (Occupational Therapy, Physical Therapy, Dental Hygienics, Nursing, and Medical Administration) at a college located in Busan, South Korea, between September 28 and November 2, 2017. To measure their self-esteem and empathy for others, the Self-esteem Scale and the Korean Empathy Quotient (K-EQ) Scale were used. Results : There were statistically significant differences in social skills as a sub-item of empathy skills based on age and department, as well as in emotion as a sub-item of empathy skills based on sex. Self-esteem and all the items of empathy showed meaningful differences based on monthly expenses, while self-esteem and cognition as a sub-item of empathy skills displayed significant differences based on source of monthly income. Noteworthy differences were also found in self-esteem and emotion as a sub-item of empathy skills based on satisfaction with current school life. Self-esteem and empathy skills were shown to have a positive correlation. Conclusion : According to the results of this study, self-esteem and empathy skills had a statistically significant correlation. Further research is needed to investigate how health science college students can improve their understanding of themselves and their empathy for others.

• The Journal of Korea Robotics Society
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• v.10 no.2
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• pp.61-69
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• 2015

In this paper, we propose and examine the feasibility of the robot-assisted behavioral intervention system so as to strengthen positive response of the children with autism spectrum disorder (ASD) for learning social skills. Based on well-known behavioral treatment protocols, the robot offers therapeutic training elements of eye contact and emotion reading respectively in child-robot interaction, and it subsequently accomplishes pre-allocated meaningful acts by estimating the level of children's reactivity from reliable recognition modules, as a coping strategy. Furthermore, for the purpose of labor saving and attracting children's interest, we implemented the robotic stimulation configuration with semi-autonomous actions capable of inducing intimacy and tension to children in instructional trials. From these configurations, by evaluating the ability of recognizing human activity as well as by showing improved reactivity for social training, we verified that the proposed system has some positive effects on social development, targeted for preschoolers who have a high functioning level.

• Korean Journal of Child Studies
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• v.27 no.3
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• pp.53-66
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• 2006

An experimental group consisting of 15 boys and 13 girls, and a control group of 12 boys and 18 girls comprised the 58 five-year-old kindergarten sample of this study. Teachers measured children's emotional intelligence with the Emotional Intelligence Rating Scale(Kim, 1998); educational activities for the emotions focusing on self-awareness, self-management, self-motivation, empathy, and social skills were carried out with the experimental group. ANCOVA confirmed effectiveness of the educational activities; the experimental group had higher scores than the control group on self-awareness and expression of emotion, emotional regulation, and awareness of others' emotion. Children of the experimental group also showed higher interpersonal abilities in teacher and in peer relationships than the control group.

• Proceedings of the Korea Contents Association Conference
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• 2015.05a
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• pp.397-398
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• 2015

본 연구의 목적은 행동-감정 반영 중심의 공감기술 증진 부모훈련이 자폐스펙트럼 장애 아동의 사회기술과 일상생활 기능에 미치는 효과를 알아보고자 하는 것이다. 연구대상자는 만 3세-7세의 남녀 35명이 참여하였고, 부모훈련은 주 2회씩 총 10회기를 실시하였다. 부모훈련의 내용구성은 사전검사와 전문가를 통한 내용타당도 검증을 실시한 후에 적용하였고, 자료처리는 SPSS 18.0을 이용하였다. 부모교육 프로그램의 전과 후의 효과를 검증하기 위해서 통제집단 사전사후검사설계를 하였다. 효과검정은 ANCOVA를 하였다. 연구결과 부모훈련실시 후, 자페스펙트럼장애아동의 사회기술과 일상생활기능을 증진시키는데 효과가 있었다. 결론적으로 행동-반영중심의 공감기술증진 부모훈련은 자폐스펙트럼장애 아동의 사회기술과 일상생활 기능 증진에 효과가 있었다.

• Horticultural Science & Technology
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• v.28 no.3
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• pp.484-491
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• 2010

This study investigated the effects of the intergenerational horticultural activity program on the improvement of emotion and self-esteem for the elderly and young children. When the pre- and post-treatments of the elderly was compared, both the control and treatment didn't show a significant difference in emotion. In self-esteem of the elderly the control didn't show a significant difference; on the contrary, treatment showed a highly significant difference ($p$<0.01). When a comparison was made on the pre- and post-treatment of young children, the control didn't show a significant difference in emotional intelligence; on the contrary, treatment showed a highly significant difference ($p$<0.001). In self-esteem of young children both the control and the treatment didn't show a significant difference. The results suggest that intergenerational horticultural activity program can improve young children's emotional intelligence and the elderly's self-esteem.

• Science of Emotion and Sensibility
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• v.16 no.3
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• pp.281-292
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• 2013

The purpose of this study was to identify the effect of gesture and facial expression on persona effects. Fifty-six college students were recruited for this study, and non-verbal communication skills were applied to a pedagogical agent with gesture (conversational vs. deictic) and facial expression. The conversational gesture may have relationship with social interaction hypothesis of pedagogical agent while the deictic gesture may have relationship with attentional guidance hypothesis. The facial expression can be assumed to facilitate the social interaction between the pedagogical agent and learners. Interestingly, the conversational gesture group showed a tendency of outperforming the deictic gesture group. It may imply that the social interaction theory has a strong impact on cognitive support as well as social interaction for learners. There was a significant interaction effect on the engagement when both of facial expression and conversational gesture were applied. This result has two implications. First, facial expression can facilitate the persona effect for engagement.