• Journal of the Korean Society of School Health
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• v.23 no.2
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• pp.237-245
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• 2010

Purpose: The purpose of this thesis was to examine the effects of social skills training program onto the children with tendency of attention-deficit hyperactivity disorder. Methods: This study used nonequivalent control group pre/post-test quasi-experimental research design. The subjects were 18 children with tendency of attention- deficit hyperactivity in D City. The subjects were divided into two groups, an experimental group of 8 children and a control group of 10. The program consisted of 20 sessions of 60 minutes per session, 5 days a weeks, for 4 weeks. The research tools included Conner's Teacher Rating Scales (CTRS) and Social Skills Rating System (SSRS). The collected data were analyzed using $x^2$ test, Mann-Whitney test on the SPSS 17.0 program. Results: a) the scores for cooperation, self-assertiveness, self-control and empathy increased significantly in the experimental group, compared to the control group. b) the scores for social skills increased significantly in the experimental group, compared to the control group. Conclusion: It appears that the social skills training program is a useful nursing intervention to improve the social skills for children with tendency of attention-deficit hyperactivity.

• Korean Journal of Childcare and Education
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• v.19 no.1
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• pp.69-92
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• 2023

Objective: This study was to develop a creative problem-solving(CPS) program conducive to the improvement of young children's creativity, creative problem-solving competence, social and communication skills. The program was based on the picture books, focusing on young children's cooperative activities. Methods: In order to verify the effectiveness of the program, 99 five-year-old children were induced to participate in it. In order to verify the effectiveness of the program, data were analyzed in advance and post hoc test was conducted using the SPSS 22.0 program. Results: This program had positive effects on children's creativity, creative problem-solving competence, social and communication skills. Conclusion/Implications: The purpose of the program was to solve the problems we face in our daily life creatively through cooperative activities. The creative problem-solving(CPS) program for the young children focused on cooperative activities using the picture books was very effective in improving young children's creativity, creative problem-solving competence, social and communication skills.

• Korean Journal of Child Studies
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• v.32 no.1
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• pp.125-140
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• 2011

This study examined the effects of social skills training combined with social stories and movement activities designed to change the social behaviors of children with ADHD. Six first-grade children with ADHD participated in the training program, which was composed of 15 sessions over 2 months. Our results indicated that：(1) Children's problematic behaviors were reduced after the training. Anxiety was reduced by a statistically significant level. Depression, delinquency, and hyperactivity were also reduced, but these did not reach a statistically significant level. (2) Children's social skills were improved after the training. Self-assertion and self-control were increased by a statistically significant level. Cooperation was also improved, but it did not reach a statistically significant level. (3) Children's social behaviors became more prosocial after participation in the training program. Children were also found to be able to express positive feeling more often, recognize social rules, and explain their ideas regarding friendship.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.263-278
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• 2005

The purpose of this study was to develop a social skills training program for rejected young children and to investigate the effects of the program. The developed program used several kinds of interaction methods such as instruction, modeling, rehearsal, feedback, and positive reinforcement. The contents of the program are consisted of role-play, art, language activities, and games. The experimental group with a sample of 9 four-year-old children was those children rejected by peers. There were the other 9 children assigned to the control group. The experimental group received the social skills training program for 50-60 minutes per day twice a week during 12 sessions, and the control group received no treatment. And 9 popular children also joined the program from ninth to eleventh sessions. As compared to the control group, children in the experimental group showed a significant increase in peer acceptance and social skills after they participated in the program.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.173-188
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• 2005

To examine relationships between learning-related social skills(LRSS) and literacy development a sample of 167 children aged 5-6 years were selected from 3 preschools in Seoul. Instruments for measuring LRSS were the cooperation, assertion, and self-control scales of the Social Skills Rating System (Gresham & Elliott, 1990) and the mastery behaviors scales of the Child Behavior Rating Scale (Bronson, et al. 1990). Literacy development was measured by the Concepts about Print(Woon, 1999), the Learning Readiness Scale(Korean Educational Development Institution 1998), and the Writing Development Scale(Lee, 1997). Teachers rated children's LRSS. Data were analyzed by mean, standard deviation, t-test, bivariate correlation, and regression analysis. LRSS correlated with children's literacy development. Mastery behaviors were the best predictor of literacy development.

• 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.

• Korean Journal of Human Ecology
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• v.16 no.3
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• pp.535-545
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• 2007

The present study examined variables relevant to children's learning-related social skills to determine predictive contributions of such variables as parenting behaviors and parenting competence. Subjects were 130 four and five years old children and their parents. Data were analyzed with mean, standard deviation, t-test, bivariate correlation, multiple regression, and step-wise multiple regression. Results indicated that passionate participation parenting and parenting competence were significantly correlated with children's learning-related social skills, and passionate participation parenting was the most critical predictors of children's learning-related social skills.

• Korean Journal of Child Studies
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• v.23 no.2
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• pp.107-120
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• 2002

This study compared the social skills and affective perspective taking of institutionalized and home-reared children. The subjects were 59 institutionalized and 60 home-reared children in Seoul. Results showed that institutionalized children were lower in cooperation, self-assertion and self-control than home-reared children. Institutionalized children were lower in delight, sadness, fear, and anger than home-reared children. As skills in self-control increased, the level of affective perspective taking about fear increased.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.20 no.2
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• pp.82-89
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• 2009

Objectives: Children with attention-deficit hyperactivity disorder(ADHD) often have difficulties in social behavior. The aim of this study was to evaluate the effectiveness of a short-term training program for improving social skills, self-perception and attention deficits. Methods: The subjects were nine children diagnosed with ADHD with(or without) other mental disorders using the Diagnostic Interview Schedule for Children(DISC-ADHD) module. Children were given eight sessions of a social skills training program. Parents of children simultaneously participated in their own training which was designed to support their children's generalization of skills. Assessments included child, parent and teacher ratings of social skills, self-perception and attention deficit at baseline and post-treatment. Results: Social skills training led to significant improvements in child-reported measures of self-esteem, in teacher reported measures of social skills, and in parent-reported measures of attention deficit. Conclusion: This study suggests that short-term social skills training programs for children with ADHD may improve their social skills, self-perception and attention deficits.

• Journal of the Korean Home Economics Association
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• v.44 no.12
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• pp.43-52
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• 2006

The purpose of this study was to investigate the relationships between mother's management behaviors of their children's peer interaction, their beliefs about social skills, recollections of childhood peer relationships, and interpersonal competence. Subjects consisted of 258 mothers of 4- to 5-year-old children. The sample of mothers completed a series of questionnaires assessing their beliefs of social skills, their peer experiences, and the involvement activities of their children's peer relationships. The results indicated that the beliefs about social skills, recollections of childhood peer relationships, and interpersonal competence were associated with the mother's management behaviors. Maternal memories of childhood peer relationships were the best predictor of mother's management behaviors of their children's peer interaction.