• Journal of Families and Better Life
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• v.22 no.5
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• pp.331-344
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• 2004

Korean society recently realized the needs for a system that may effectively prevent and/or resolve different family problems caused by the rapidly changing modem society. In order to carry out this objectives. The Healthy Family Act has been legislated and is to be enforced from the 1st of January, 2005. Legislating the law is a means to establish an administrative and institutional structure that may bring in the total welfare system centered around family, so as to promote healthy families in our society. This is also a land marking event that has shifted the paradigm from the welfare system focusing on individual protection to the total welfare system based upon family units. Hence, this study is to examine the specific concepts of 'healthy family,' which is the goal of The Healthy Family Act, and thus to propose the objectives of the law by analysing the institutional system of it. The Healthy Family Act, which consists of major 37 items of 5 chapters with supplementary provisions, aims at the five ideals as follows. The first is to promote the healthy family which is the basis of individual welfare and well-to-do society. The second is to emphasize the importance of family and to provide total service system for family unit. The third is to establish the family value which supports gender-equality and democracy. The fourth is to reinforce the governmental support for independence and cooperation of family. And the fifth is to promote the in-advance and precautionary support for family problems. The law also includes administrative methods for Strong Families Center, different projects and programs for promoting healthy families, roles of Healthy Family Specialist and means to cultivating them, and the policies to specifically carry out the ideas of the law. It is now important to recognize that the development of nation is based on the healthy families and to put much effort in carrying out the ideas and goals of The Healthy Family Act.

• Korean Journal of Social Welfare
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• v.59 no.3
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• pp.253-280
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• 2007

This study explores the discoures of family and family policy in the legislative process of Strong Family Act. Critical discourse analysis was used. The results are follows. The Strong Family Act made family issue as a political agenda in spite of much critics. The characteristics of the family discourse in "strong family camp": 1) The emphasis on the moral principle in family 2) denial of deinstitutionalization of family 3) regarding the family problem as a moral and individual problem 4) regarding the state as managing and controling the family. The characteristics of the family discourse in "critical camp": 1) strong family discourse is related to "the family" ideology 2) regarding the family problem as a social, structural problem 3) regarding the state as subsiding, supplementing families. The characteristics of the family policy discourse in "strong family camp": 1) casual efficiency as justifying logics 2) family policy as means to recover family values 3) deunifying the family policy. On the one hand, the characteristics of the family policy discourse in "critical camp": 1) social consensus and academic discussion as justifying logics 2) regarding the family policy as a means of gender equality and strategical point of welfare state expansion. The discourse of family and family policy, especially 'Strong Family Discourse" resulted in conjugation of nationalism and neoliberalism.

• Journal of Families and Better Life
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• v.22 no.5
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• pp.303-318
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• 2004

This study was conducted to develop and propose a model for an organizational system and management strategies for Healthy Families Centers. As baseline research, the organization of comparable institutions such as the Social Welfare Center, Women's Development Center, Elderly Welfare Center, Child Welfare Center, and Childcare Information Center was analyzed. Based on the results of baseline research and the draft version of Healthy Families Act, this study proposed a management model for Healthy Families Centers. This proposed model suggests the city, county, and district level centers to be organized with three divisions: 1. family counseling team, 2. family education team, and 3. family life team. Concrete assignments for the teams are also proposed. Finally, a networking system for more effective management of the healthy families centers was also proposed.

• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.73-88
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• 2023

Since the enactment of the School Meal Support Act in 2009, South Korean dietary education has been evolving, placing health, environment, and consideration as its core values. The 3rd Basic Plan for Dietary Education (2020-2024) aims to achieve a sustainable dietary lifestyle that civic agriculture for collective consumption, healthy citizens, and an inclusive society. However, the digital civilization of the Fourth Industrial Revolution is significantly impacting dietary education in schools. Therefore, this study examines sustainable dietary education content in South Korean school meals, diagnoses the phenomena of dietary education facing digital transformation in education due to the Fourth Industrial Revolution, and explores directions for inclusive dietary education through concrete structures and content systems for inclusive dietary education that foster sustainable dietary capabilities. To achieve inclusive dietary education, a structure and system that allow cognitive, normative, and practical learning to be combined in an inclusive way is required. Furthermore, to practice sustainable dietary education, alternative approaches that emphasize the development of learners' core competencies are necessary in the direction of inclusive dietary education that fosters inclusivity.

• Journal of Hospice and Palliative Care
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• v.9 no.2
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• pp.77-85
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• 2006

Purpose: The purpose of this study is to develop the basic curriculum for the nurses who work at hospice and palliative care settings. Methods: Seven curricula of hospice and palliative care for the nurses in Korea and other countries were reviewed, and Education Need for hospice and palliative care was surveyed from 162 nurses by mailing the questionnaires to hospice palliative care settings. Results: 1. The curricula of hospice and palliative care for the nurses in Korea and other countries in common include 'understanding of hospice and palliative care', 'understanding of lift and death', 'pain and symptom management for person with terminal disease', 'on-the-spot study and practical training', 'management of hospice and palliative ward', 'hospice and palliative care at home', 'physical assessment', 'therapeutic communication skills', 'children's hospice', 'administration and management of hospice and palliative care', 'interdisciplinary team of hospice and palliative care', 'ethics and laws in hospice and palliative care', 'psychological, social and spiritual care', 'care of the dying', 'bereavement care', etc. 2. The scores above 3.3 were marked for 34 items in education Need Survey. The highest scores were given in the order for the items 'understanding of death and dying', 'attitude and response to death and dying', 'understanding and assessment of pain' etc. respondents marked that they have been trained for 'pain and symptom management', 'ethics and laws in hospice and palliative care', 'building the system for cooperation and publicity activities in hospice' etc. 3. The basic curriculum of hospice and palliative care for the nurses requires 78 studying hours for 17 subjects, comprising 48 hours of theory education and 30 hours of practical training. The education methods are lectures, discussions, and case studies. Conclusion: The efforts of developed basic curriculum should be evaluated after educating nurses. It is necessary to develop the standard curriculum and regularly update it based on the result of education Need Survey for actively working nurses in hospice and palliative care settings.