Browse > Article
http://dx.doi.org/10.5765/jkacap.2012.23.3.109

Efficacy of the Mentalization Improvement Program for Adolescent (MIPAdo) for Enhancement of Mental Health in School Children  

Moon, Su-Jin (Department of Psychiatry, Kyung Hee University School of Medicine)
Oh, So-Young (Department of Psychiatry, Kyung Hee University School of Medicine)
Lee, Won-Hye (Department of Psychiatry, Kyung Hee University School of Medicine)
Hong, Min-Ha (Department of Psychiatry, Kyung Hee University School of Medicine)
Min, Jung-Won (Department of Psychiatry, Kyung Hee University School of Medicine)
Kim, Bong-Seog (Department of Psychiatry, Inje University College of Medicine)
Hwang, Jun-Won (Department of Psychiatry, Kangwon National University Hospital, Kangwon National University College of Medicine)
Woo, Iee-Hyok (South Buckinghamshire Child and Adolescent Mental Health Service (CAMHS), Oxford Health Trust)
Bahn, Geon-Ho (Department of Psychiatry, Kyung Hee University School of Medicine)
Publication Information
Journal of the Korean Academy of Child and Adolescent Psychiatry / v.23, no.3, 2012 , pp. 109-116 More about this Journal
Abstract
Objectives : Understanding the emotions, thoughts, feelings and behaviors of others, as well as oneself, is part of the mentalizing function. We developed a new school-based community model for mental health, called the Mentalization Improvement Program for Adolescent-Community Model (MIPAdo-CM), based on the concept of mentalization. Methods : The MIPAdo-CM was composed of 12 sessions and was applied to 403 students in the 2nd grade of a middle school. Every session was conducted after the regular school hours for 6 weeks. After 6 weeks, we compared the endpoint changes of Adolescent Mental Problem Questionnaire-Revised (AMPQ-R), Emotional Empathy Test (EET), Peer Aggression Scale (PAS), Peer Bullying Scale (PBS), School Adjustment Scale (SAS), Test Anxiety Inventory (TAI) and Visual Analogue Scale between the subject and the control group. Results : There was no significant difference between two groups in AMPQ-R, EET, PAS, PBS, SAS, and TAI. On the Visual Analoge Scale, however, students in the trial classes reported more increase in understanding and respect for both others and themselves. Conclusion : The efficacy of MIPAdo-CM was subjective improvement of understanding and respect for both others and themselves, erence between two groups in AMPQ-R, Empathy test, To prove objective usefulness of this program, further studies with more structured design will be needed.
Keywords
Mentalization; School Mental Health; Adolescent; Bullying;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
연도 인용수 순위
1 Ko HY. A study of the analysis among childrens's perception of tea-cher expectation, academic self-concept, test anxiety and academic achievement. Seoul: Sookmyung Univ.;1992.
2 Ko HY. A study of the analysis among childrens's perception of tea-cher expectation, academic self-concept, test anxiety and academic achievement. Seoul: Sookmyung Univ.;1992.
3 Fonagy P, Twemlow SW, Vernberg EM, Nelson JM, Dill EJ, Little TD, et al. A cluster randomized controlled trial of child-focused psychiatric consultation and a school systems-focused intervention to reduce aggression. J Child Psychol Psychiatry 2009;50:607-616.   DOI   ScienceOn
4 Twemlow SW, Fonagy P, Sacco FC, Gies ML, Evans R, Ewbank R. Creating a peaceful school learning environment: a controlled stu-dy of an elementary school intervention to reduce violence. Am J Psychiatry 2001;158:808-810.   DOI   ScienceOn
5 Yalom ID. The Theory and Practice of Group Psychotherapy, 3th ed. New York: Basic Books;1985.
6 Baron-Cohen S, Jolliffe T, Mortimore C, Robertson M. Another ad-vanced test of theory of mind: evidence from very high functioning adults with autism or asperger syndrome. J Child Psychol Psychiatry 1997;38:813-822.   DOI   ScienceOn
7 Ahn DH, Kim SS, Han ES. Social Skills Training for Children with Attention-Deficit Hyperactivity Disorder. 1st ed. Seoul: Hakjisa;2004. p.99-189.
8 The foundation for preventing youth violence (FPYV). Available from URL:http://www.jikim.net/
9 Seoul metropolitan office of education. Available from URL:http://www.sen.go.kr/web/services/bbs/
10 Samsung Social Mental Health Institute. c1996-2009. Available from URL:http://smhi.samsunghospital.com/
11 Deci EL, Koestner R, Ryan RM. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychol Bull 1999;125:627-668.   DOI
12 Jung SA, Ahn DH, Chung SY, Jeong YG, Kim YY. Development of screening test for adolescent mental health and problem behavior. J Korean Neuropsychiatr Assoc 2008;47:168-176.   과학기술학회마을
13 Ahn DH, Chung SA, Che JI, Chung SY, Chung YG, Kim KS, et al. Development of Screening Test and Auxiliary Textbook for Adolescent Mental Health. Seoul: Management Center for Health Promotion;2007.
14 Bhang SY, Yoo HI, Kim JH, Kim BS, Bahn GH, Ahn DH, et al. Revision of Adolescent Mental Health and Problem Behavior Screening Questionnaire: development of Adolescent Mental Health and Problem Behavior Screening Questionnaire-II. J Korean Acad Child Adolesc Psychiatry 2011;22:271-286.   과학기술학회마을   DOI   ScienceOn
15 Mehrabian A, Epstein N. A measure of emotional empathy. J Pers 1972;40:525-543.   DOI
16 Hawkins JD, Kosterman R, Catalano RF, Hill KG, Abbott RD. Effects of social development intervention in childhood 15 years later. Arch Pediatr Adolesc Med 2008;162:1133-1141.   DOI   ScienceOn
17 Slee PT, Lawson MJ, Russell A, Askell-Williams H, Dix KL, Owens L, et al. KidsMatter Primary Evaluation Final Report. Centre for An-alysis of Educational Futures. Adelaide: Flinders University of South Australia;2009.
18 Din ASE. Prevention and intervention in school setting. In: Remschmidt H, Belfer ML, Goodyer I, editors. Facilitating Pathways: Care, Treatment and Prevention in Child and Adolescent Mental Health. Germany: Springer;2004. p.326-334.
19 Twemlow SW, Fonagy P, Sacco FC. A developmental approach to mentalizing communities: I. A model for social change. Bull Menninger Clin 2005;69:265-281.   DOI   ScienceOn
20 Twemlow SW, Fonagy P, Sacco FC. A developmental approach to mentalizing communities: II. The Peaceful Schools experiment. Bull Menninger Clin 2005;69:282-304.   DOI   ScienceOn
21 Fonagy P, Target M. Early intervention and the development of self-regulation. Psychoanalytic Inquiry 2002;22:307-335.   DOI
22 Fonagy P, Bateman A. Mentalization-based treatment for borderline personality disorder. London: Oxford University Press;2006.
23 Premack D, Woodruff G. Does the chimpanzee have a theory of mind? Behav Brain Sci 1978;1:243-259.
24 Decety J, Jackson PL. The functional architecture of human empathy. Behav Cogn Neurosci Rev 2004;3:71-100.   DOI   ScienceOn
25 Frith U, Frith CD. Development and neurophysiology of mentalizing. In: Frith CD, Wolpert D, editors. The Neuroscience of Social Interaction: Decoding, Imitating, and Influencing the Actions of Others. Oxford, UK: Oxford University Press;2003. p.45-76.
26 Lee KM, Kim MS. A validation study on the School Adjustment Scale for middle school students. Korean J School Psychol 2008; 5:27-40.   DOI
27 Kim S. A comparison of empathy for Korean and Canadian university students: a preliminary study. Korean J Dev Psychol 1993;6:58-94
28 Kim S. Parental acceptance and the development of adolescents' empathy. Korean J Youth Stud 1998;5:21-51.
29 Park BK. Children's personality traits, parent-child relationship, marital conflict, and peer victimization. Seoul: Ewha Womans Univ.; 2002.
30 The foundation for preventing youth violence. 2009 National Survey Report on School Violence in Korea. Seoul: The foundation for preventing youth violence;2010.
31 Ahn DH, Kim HJ, Hyun MN, Kim YY, Lee HS, Nam DH, et al. 2008 report for 'Mental health screening in school'. Seoul: Korean Educational Development Institute (CR2008-70-02);2008.
32 World Health Organization. Investing in Mental Health. Geneva: World Health Organization;2003.