• Korean Journal of Social Welfare
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• v.66 no.1
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• pp.191-219
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• 2014

The major purpose of this study was to explore care giving experiences of mothers, who have their children with borderline intellectual functioning disorder. The core analytical strategy was to find out the essential meaning of caring their children. For this purpose, eight mothers were participated in depth interview, which conducted during October, 2011 through July 2012. The face-to-face interview repeated two or three times based on phenomenological perspective. The interview suggested two major findings: changing mother's view from raising retarded children to caregiving a child with growing-up substantially slow speed; the essence of nurturing experiences for mothers, whose children have borderline intellectual functioning, was to watching with attention rather than advocating ownership. This result can be also found in Barshow's concept of 'watching' rather than 'possession', which is suggested by Tennyson. However, the essential meaning of this concept was associated with 'watching with care', which was originated form Goethe's notion of 'existence'. Mother's of children with borderline intellectual functioning have reached a point of view: when creating a parent-child relationship, it was essential that the child was not 'my child', but was 'a child' per se. This type of parent-child relationship was a result of giving up a desire that the child raised within mother's boundary. It was also a result of psychological warfare and conflict in mother's mind. To internalized this view, it is recommended that the mothers implement the following three perspectives: first, the mothers put down overly-pushed motive toward their children; second, they enhance their level of understanding toward their child; third, it is necessary that the mothers build a new sense of existence through matching their level of concern with their children.

• Journal of Digital Contents Society
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• v.19 no.6
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• pp.1051-1060
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• 2018

This study aims to propose instituting the serious games of language-based cognitive enhancement for the BIF children. The program consists of 4 cognitive areas (perception, attention, working memory, knowledge inference) in 4 language dimensions (phoneme, word, sentence, discourse). 16 games of 4 areas/2 dimensions with 3 difficulty levels were implemented in a mobile station and pilot-tested to children including BIFs. The results from the pilot tests supported for the validity and effectiveness of our games: Children's game performance correlated with their IQ scores (overall and sub-areas) revealing significant differences between the groups. The stroop scores in pre-and-post training hinted the increase of children's cognitive control.