• Korean Journal of Social Welfare
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• v.55
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• pp.27-54
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• 2003

This study examines the problems of children exposed to family violence. As a result, the children exposed to family violence exhibit various emotional, behavioral and social problems and distorted perceptions and inappropriate reactions toward family violence. Based on these results and existing programs for children exposed family violence, an integrative group program has been devised. The program was applied to two groups of the children and an experimental study was conducted to examine its effectiveness on emotional problems, aggressiveness, social skills and perceptions/reactions toward family violence. As a result, the experimental groups have shown an overall significant improvement in scores on emotional problems, aggressiveness, social skills and perceptions/reactions toward family violence. The study offers the following recommendations for clinical social work practice. First, great efforts to alleviating the problems of children exposed to family violence should be made continually. Second, special attention should be paid to reflect the characteristics of our own culture in clinical social work intervention and to do so, various practical intervention skills suitable to our culture should be developed. Finally, many different intervention models for children exposed family violence should be developed and researches comparing those models should be carried out.

• Korean Journal of Social Welfare
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• v.65 no.3
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• pp.207-238
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• 2013

The purpose of this study was to evaluate the integrated support program for children with ADHD tendencies and their social support system. The program, including individual art therapy, group life skills programs, culture experiences, individual counseling programs and regular network meetings between parents and teachers were carried out to children with ADHD tendencies in order to build environmental support systems. As results, the psychological and emotional behaviors of children with ADHD tendencies have changed. This study, also, was able to verify the possibility of positive changes for the children with ADHD. Based on these results, the practical guidelines for building the support systems of children with ADHD tendencies were suggested.

• Journal of the Korean Home Economics Association
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• v.44 no.10
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• pp.101-108
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• 2006

The purpose of this study is to determine the effect of marital conflict on children's social relationship. The subjects were 1,600 elementary school students in A city of Kyungpook. They were surveyed by questionnaire and the data from 1,436 (89.8%) respondents were analysed. The results of the questionnaires were analyzed by person correlation analysis and multiple regression analysis. The results were as follows As a result of the correlation between marital conflict and social relationship factors, there was a correlation in verbal aggression and violence, which are sub-factors of marital conflict. Between the sub-factors of marital conflict, verbal aggression negatively affected the closeness of sub-factors of parent-child relationship. Between the sub-factors of conflict, verbal aggression and violence negatively affected the peer social skills of children. Between the sub-factors of marital conflict, verbal aggression and violence negatively affected the school interest of the children.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.29 no.1
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• pp.14-25
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• 2018

Objectives: The aim of this study was to evaluate the effect of a school-based social skills training program on peer relationships in children and adolescents and to assess the plan for effective school-based mental health services. Methods: The Child and Adolescent Mental Health Promotion Team of Bugok National Hospital conducted 7-sessioned school-based social skills training for elementary and middle school students (n=90). Changes in peer relationships were evaluated before and after application of the program using a name generator question. Results: The social skills training program increased peer relations, indicating significant changes in social network indices. Conclusion: The social skills training program positively influenced peer relationships. The school-based social skills training program can be expected to have positive effects on school-based mental health services. Future investigation is needed to validate the long term effects of this program.

• Korean Journal of Childcare and Education
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• v.19 no.5
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• pp.81-106
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• 2023

Objective: The purpose of this study was to develop a sociability program for young children (Buddy TOC), consisting of cooperative activities, and to investigate its effects on children's sociability, such as empathy, self-regulation, and interpersonal skills. Methods: The contents of the program were extracted through a literature review and analysis of previous research. The goodness-of-fit of the drafted program was verified by specialists in early childhood education and through a preliminary study. The effects of 'Buddy TOC' were tested based on the selected 5 sessions with regard to children's empathy, self-regulation, and interpersonal skills. Overall, 70 participants (35 in the experimental group and 35 in the comparison group) were 4-year-olds, and 67 participants (33 in the experimental group and 34 in the comparison group) were 5-year-olds. The data were analyzed by conducting ANCOVA based on age. Results: Empathy, self-regulation and interpersonal skill of the 4- and 5-year-old children in the experimental group were higher than those of the comparison group, and there were slight differences according to the subareas. Conclusion/Implications: The field applicability and importance of 'Buddy TOC' as a sociability program, utilizing cooperative activities for the promotion of young children's social skills, were discussed.

• The Journal of the Korea institute of electronic communication sciences
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• v.11 no.8
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• pp.807-816
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• 2016

The purpose of this study was to investigate the effects of game play activities on EEG, social skills and self-control in the children with intellectual disabilities. Subjects with intellectual disabilties were divided by control group(n=3) and the experimental group(n=3). In a period of 6 weeks, they took game play activities for 50 minutes 2 times a week. As a result, in EEG(${\alpha}$-wave, ${\beta}$-wave), social skills and self-control before and after intervention, there were significant difference in experimental group(p<.05). And in ${\alpha}$-wave, social skills and self-control, there were significant difference in between group(p<.05). But, in ${\beta}$-wave there was no significant difference in between group(p>.05). These findings indicate that game play activities on the children with intellectual disabilities could improve EEG, social skills and self-control. Accordingly, game play activities are judged to be used for the children with intellectual disabilities to prevent problem and to intervention.

• Advances in nano research
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• v.14 no.1
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• pp.93-101
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• 2023

This research aims to explore the influence of early entrepreneurial education on cognitive and non-cognitive abilities of male sixth-grade primary school pupils using a randomized pretest-posttest control group design. A total of 45 students were randomly allocated to experimental, active-control, and control groups using a multi-stage random selection procedure. The experimental group was taught entrepreneurship using the Bizworld entrepreneurship education package. The active control group did not get entrepreneurship education but was instructed on a non-entrepreneurship-related issue (hygiene). The Control group received no instruction. The findings revealed that early entrepreneurial education skills impacted noncognitive abilities (such as risk-taking propensity, creativity, self-efficacy, persistence, and need for achievement). Early entrepreneurship education seems to be an effective technique for developing children's non-cognitive abilities in the late years of primary school. As a result, entrepreneurship education may be taught in primary schools, emphasizing the development of non-cognitive abilities, which will affect children's individual, educational, social, and vocational futures and can have long-term advantages for students, families, and society.

• Journal of Gifted/Talented Education
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• v.7 no.2
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• pp.69-92
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• 1997

The purpose of the study was to evaluate the effects of the enrichment program for the gifted on gifted childrens development of the logical thinking and science process skills. The enrichment program consists of 200 enrichment courses in language arts, mathematics, sciences, social sciences and thinking for children at the age of 30 months to Grade 8. Enrichment programs are characterized as process-oriented, student-choice available, activities-oriented, open-ended, and interdisciplined. Subjects were 123 gifted children from Grade 1 to 3 at the Korean Academy of Gifted Education (KAGE), whose IQ scores were above 130 at their entry point to KAGE. Children were divided into two groups depending the duration of the program participation. Older Group participated in the program for longer than 13 months, while Newer Group did for shorter than 12 months. Mean of IQs of the two groups were not significantly different. They were tested on Logical Thinking Test and Integrated Process Skills Test revised by KEDI into Korean version in 1991. Descriptive statistics were calculated and group differences were analyzed with t-test, and scheffe test. The main finding were as follows: There were not significant differences between gender. Children in higher grades showed higher level of development. Older groups showed significantly higher level of logical thinking level of development. Older group showed significantly higher level of logical thinking and process skills than the Newer group inspite of the similar IQ levels to each other. The longer the gifted child participate in the enrichment program, the higher the development of childrens thinking skills.

• Journal of The Korean Society of Integrative Medicine
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• v.8 no.4
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• pp.265-275
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• 2020

Purpose : In this study, we would like to apply oral sensory play therapy program to children with cerebral palsy who have sensitive oral senses to find out the effect on oral sensory ability, oral function, performance ability and sociality. Methods : The subjects of this study were 20 children diagnosed with cerebral palsy, and 10 experimental groups and 10 control groups. Oral sensory play therapy programs, including oral sensory programs, were conducted in the experimental group, while only oral sensory programs were conducted in the control group. Oral Sensory Treatment Level was used to identify the sensory profile and the overall oral function of the oral function was used, and the performance and satisfaction of Canadian occupational performance measure (COPM) were examined to find out the performance of the work, and social skills were examined for social skills (SMS). Results : The level of oral sensory treatment, overall oral function, work performance and sociality all increased significantly in the experimental group, but the oral sense and oral function in the control group were significantly increased, but not significantly in the case of work performance and sociality. Conclusion : Through this study, we confirmed that oral sensory play therapy program is an effective arbitration method for oral sensation, oral function, work performance and social enhancement of children with cerebral palsy. Based on the results of this study, the study of arbitration protocols for children with cerebral palsy with oral sensory problems will have to be more active.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.307-324
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• 1999

The present study examined the effect of prosocial discussion on adaptation to school life, relationships with others, and ability to control emotions as represented in unit block activities. Prosocial discussion centered on pictures describing simple conflict situations. In post-discussion observations, the experimental group exhibited more positive change in social skills compared with the control group. Suggestions were made for incorporation of discussion of simple conflict situations into instructional programs.