• Journal of the Korean Society of Food Science and Nutrition
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• v.36 no.6
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• pp.735-744
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• 2007

The purpose of this study was to investigate the sweets preference, food frequency, dietary habits, and nutrition knowledge of middle school students who like sweets. A survey instrument consisted of a self-administered questionnaire, a food frequency questionnaire, and anthropometric measurements. Three hundreds thirty five students aged 13 to 15 years old were divided into two groups, Sweets Liking Group (SLG) and a control group based on the subjects' scores for dietary habits, sweets preference, and food frequency. For dietary habits, the score for meal regularity was significantly lower in the SLG group compared to the control (p<0.001). In addition, the SLG group was more likely to skip breakfast (p<0.001), eat inadequate amount of meals (p<0.001), and consume yellow-green vegetables less frequently (p<0.001) than the control. The subjects' nutrition knowledge was assessed using 20 questions representing five categories, including functions of nutrients, nutrition and health, food pyramid and food groups, healthful snacking and the right dietary attitude. The total scores for nutrition knowledge indicated that the SLG had a poorer nutrition knowledge for all five categories than the control (boys p<0.05, girls p<0.01). For food frequency, the SLG consumed more sweets but less grains, cereals, fishes, beans, vegetables, and milk and milk products than the control (p<0.001). Strong positive correlations appeared between sweets preference, sweets frequency, and sweets-related dietary habits; and all were negatively correlated to nutrition knowledge. Sweets frequency was negatively related to meal regularity, breakfast consumption, meal adequacy, and balanced meals. The findings suggest that nutrition education is necessary to improve the dietary pattern, especially sweets consumption, of Korean young adolescents.

• Journal of the Korean Society of Food Culture
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• v.18 no.4
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• pp.320-332
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• 2003

This study evaluated the effect of the nutrition education about infant feeding on the change of mother's knowledge, attitude and practice of weaning. The subjects consisted of treatment group (n=54) and control group (n=34). The treatment group participated in 6 times nutrition education and 5 times surveys. Nutrition education for weaning of the treatment group improved nutrition knowledge, attitude and practice in infant feeding. Before education, mean scores of control group and treatment group were 7.3 and 7.5 respectively but there was no significant difference. Both group got low score in a statement about weaning period, but they got good score in a statement about weaning method. After education, treatment group got better score(9.1) than control group(8.3) significantly (p<0.05). Treatment group was more desirable than control group specially in a use of Sun-sik, sugar, salt and weaning food mixed with formula after education (p<0.05). Practice of spoon feeding was more frequent in treatment group after education, however, control group used sugar and commercial weaning food more frequently than treatment group(p<0.05). Intake frequency of cow's milk and cookies of infants at age 9-12 month in control group was higher than treatment groups(p<0.01). Thus the nutrition education to mother seems to be effective in achieving desirable dietary behavior of infants.

• Journal of Korean Society of Disaster and Security
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• v.6 no.1
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• pp.65-72
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• 2013

In this study, the early suicide prevention program was applied to the elementary school students and compared the prior & post effect of the program, and verified the status of psychology change like emotional status, or temptation to take a suicide, and presented the possibility as a suicide prevention program. The period of adolescence is the very unstable period in the process of growth being cognitively immature, emotionally impulsive period. It is the period emotionally unstable and unpredictable possible to select the method of suicide as an extreme method to escape the reality, or impulsive problem solving against small conflict or dispute situation. Many stress of the student such as recent nuclear family, expectation of parents to their children, education problem, socio-environmental elements, individual psychological factor lead students to the extreme activity of suicide in recent days. In this study, the scope of stress experienced in the elementary school as well as idea and degree of temptation regarding suicide by the suicide prevention program were identified, and through prevention program such as meditation training, breath training and through experience of anger control, emotion-expression, self overcome and establish positive self-identity and make understanding Self-control, Self-esteem & preciousness of life based on which the effect to suicide prevention was analyzed. The study was made targeting 51 students of 2 classes of 6th grade of elementary school of Goyang-si and processed 30 minutes every morning focused on through experience & activity of the principle & method of brain science. The data was collected for 20 times before starting morning class by using Suicide Probability Scale(herein SPS-A) designed to predict effectively suicide Probability, suicide risk prediction scale, surveyed by 7 areas such as Positive outlook, Within the family closeness, Impulsivity, Interpersonal hostility, Hopelessness, Hopelessness syndrome, suicide accident. Analytical methods and validation was used the Wilcoxon's signed rank test using SPSS Program. Though the process of program in short period, but there was a effective and positive results in the 7 areas in the average comparison. But in the t-test result, there was a different outcome. It indicated changes in the 3 questionnaires (No.7, No.14, No.19) out of 31 SPS-A questionnaires, and there was a no change to the rest item. It also indicated more changes of the students in the class A than class B. And in case of the class A students, psychological changes were verified in the areas of Hopelessness syndrome, suicide accident among 7 areas after the program was processed. Through this study, it could be verified that different results could be derived depending on the Student tendency, program professional(teacher in charge, processing lecturer). The suicide prevention program presented in this article can be a help in learning and suicide prevention with consistent systematization, activation through emotion and impulse control based on emotional stress relief and positive self-identity recovery, stabilization of brain waves, and let the short period program not to be died out but to be continued connecting from childhood to adolescence capable to make surrounding environment for spiritual, physical healthy growth for which this could be an effective program for suicide prevention of the social problem.