• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.466-479
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• 2020

The purpose of this study was to explore the possibility of jobs for people with developmental disabilities in social farming and to derive job-creation plans. To this end, we analyzed the cases of social farms targeted for people with developmental disabilities among overseas social farming activities. And we visited and observed 5 social farms in Korea and interviewed the person in charge. The content of the study was to grasp the meaning and possibility of social farming as a job for people with developmental disabilities, and to explore ways to create a sustainable job for people with developmental disabilities in social farming. As a result of the study, social farming in Korea is in its infancy, and most of the activities are centered on agricultural experiences focused on healing and care for people with developmental disabilities. In the future, it was concluded that continuous agricultural education and activities are sufficient as suitable agricultural jobs for people with developmental disabilities. Based on these results, this study proposed a job model for people with developmental disabilities in social farming. The job model presented in this study is largely divided into a healing-oriented experience model, a care-oriented protective work model, and a social job model. In addition, a smart farm model and a plant factory model were added to the social job model.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.11-18
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• 2024

The purpose of this study was to investigate the effects of an animal-mediated therapy program on children with developmental disabilities on social skills related to social-emotional development and learning, which are important in modern society. The subjects of the study were children with developmental disabilities at a special school, and the animal-mediated therapy program consisted of 12 sessions. The study was divided into experimental and control groups and conducted pre- and post-test by measurement items. SPSS 25.0 was used to analyze the data. First, children with developmental disabilities in the experimental group who participated in the animal-mediated therapy program showed a significant difference (z=-2.20, p<.05) in the overall social-emotional development compared to the control group, and statistically significant values were found in the subfactors of non-dependence on teachers, interaction with peers, and achievement motivation. Second, the experimental group who received animal-mediated therapy showed a significant effect (z=-2.20, p<.05) in all factors of learning-related social skills. In conclusion, animal-mediated therapy was found to have a positive effect on the social-emotional development and learning-related social skills of children with developmental disabilities. Based on the results of this study, it is recommended that more specific and systematic programs should be developed and applied to enhance the social-emotional development and learning-related social skills of children with developmental disabilities for a healthy life.

• Journal of the Korean Home Economics Association
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• v.37 no.6
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• pp.11-22
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• 1999

This study focused on the relationship of social skills and social support from family and friends to adjustment between children and adolescents. Subjects were enrolled in the fifth, sixth, 1st, & 2nd grades of elementary and junior high schools. The instruments were Teenage Inventory of Social Skills, Perceived Social Support from Family & Friends, Child Depression Inventory, and Antisocial Behavior Scale. Results indicated that there were positive relations between social skills and social support from family and friends. The more social support from family children and adolescents had, the less depression and antisocial behavior they reported. For depression, children and adolescents showed a significant sex difference. In the case of antisocial behavior, only adolescents revealed a significant sex difference. Depression was explained by social support from family most for both children and adolescents. Antisocial behavior was explained by social skills most especially for children. The results discussed in the context of the effects of social skills and social support on emotional and behavioral adjustments.

• Korean Journal of Clinical Laboratory Science
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• v.49 no.2
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• pp.180-186
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• 2017

The purpose of this study was to investigate the influence of college adjustment and social support on career development for college students majoring in health or social welfare. For this purpose, a survey was conducted in the Gyeongsangnam-do area. There was a total of 203 study participants. Data were collected with a set of questionnaires and analyzed by a multiple regression analysis. The results of this study are summarized as follows. First, the mean of main variables are as follow; career development was 3.54, college adjustment was 3.07, social support was 3.59. Second, by using a multiple regression, college adjustment and social support had a positive effect on career development. In other words, higher the college adjustment and higher the social support, the higher the career development. Third, academic adjustment among the sub-areas of college adjustment and friend support among the sub-areas of social support had a significant effect on career development level. Based on these results, implications for research and practice were discussed.

• The Journal of the Korea Contents Association
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• v.18 no.8
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• pp.561-572
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• 2018

This study the awareness and the demands of the parents on the communication level for social participation of the youth with developmental disability were identified and investigated the relation on client's age, detection time of the condition, disability grades, handicapped types, speech therapy period. For the non-parametric test, Man-Whitney U test, and Kruskal-Wallis test were performed and for post-hoc test, Scheffe test was performed. The results of this study was that the significant difference was found in the awareness and the demand of the communication level of the youth with developmental disability according to the age of children, time of discovery, disability grade, type of disability and speech therapy period. In conclusion, the speech therapy for the youth with developmental disability should be made in the dimension of communication for the purpose of social participation. The follow-up research to emphasize the social support and the institutional backup will be required.

• Journal of the Korean Society of Child Welfare
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• no.26
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• pp.113-137
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• 2008

Present study investigated the effects of poverty and poverty-co-factors in childhood. The effect of poverty status was measured by needs-income ratio. It compared its effect on children's socio-emotional development with that of poverty proxy variables such as recipient of public assistance, financial stress, subjective perception about social class, residence in public housing. It also examined the effects of poverty-co-factors after poverty status were controlled. Results show that poverty status has a more consistent negative relationship with socio-emotional development than other proxy variables. However, the relationship between them disappeared after poverty-co-factors were controlled. Findings from the present study suggest that targeted efforts for decreasing poverty-co-factor risks should be made along with financial support.

• The Journal of the Korea Contents Association
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• v.17 no.1
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• pp.594-610
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• 2017

The purpose of this study was to investigate the effect of caregiving burden of a developmentally disabled child on marital conflict and to examine the moderating effects of social support and social activities. For the purpose, a total of 124 mothers of developmentally disabled children who were enrolled at specialized school in Incheon were surveyed from May 15, 2011 to May 31, 2011 by using self-reported questionnaires. Our analysis on the data suggested as follows: first of all, the burden from caregiving a developmentally disabled child was a significant predictor of marital conflict. In addition, informal social support and participation in social activities moderated the relationship between the caregiving burden and marital conflict. Based on the findings, we provide measures to resolve the family problems of those with a disabled child.

• 한국벤처창업학회:학술대회논문집
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• 2023.11a
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• pp.151-156
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• 2023

대부분의 발달장애를 돌보는 어머니의 양육경험 속에는 스트레스로 인한 부정적 정서 및 우울증을 포함하지만, 어떤 어머니들은 장애자녀로 인해 가족 및 사회적 친화력을 높이고 긍정적인 정서경험을 통해 자신 및 가족의 삶의 질을 향상시켜 나간다. 본 연구는 발달장애를 돌보는 중년기 어머니들의 양육경험과 우울증의 상관관계에 있어 어머니의 자기자비와 중년기의 신체 및 심리적 특성에 대한 자기이해가 어떠한 영향을 미치는가에 대해 탐색하고자 한다. 연구수행에 필요한 자료 수집을 서울, 경기를 포함한 전국에 사는 발달장애 중년기 어머니 700명을 대상으로 하며, 자료는 SPSS PC+ Ver 28을 활용하여 빈도분석과 주요 변수에 대한 기술통계를 실시하고, 변인 간 상관관계, 회귀분석을 실행한다. 본 연구의 의의는 발달장애인 자녀를 돌보는 어머니의 양육 스트레스를 줄이고 건강한 가족회복을 위해 어머니의 자존감을 향상시킬 수 있는 자기자비의 역할과 중년기에 대한 자기이해를 강화하도록 도울 수 있는 장애인 가족지원 정책 및 사회 서비스 개발에 기여하고자 한다.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.711-722
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• 2021

The purpose of this study is to explore the effects of employment for people with developmental disabilities on their social activities. As a research method, cross-analysis, correlation analysis, and logistic regression analysis were performed using questionnaire data on employment status and social activity for 391 persons with developmental disabilities. As a result of the analysis, first, employment for people with developmental disabilities was found to be significant in social activities. In other words, 79.7% of those with developmental disabilities who were employed participated in social activities, and 39.3% of those who were not employed. Second, employment for people with developmental disabilities, whose personal characteristics were carefully verified as a control variable, had a significant effect on social activities and increased by 5.2 times. According to the results of the study, it can be seen that active employment support for people with developmental disabilities and policy efforts for employment are required for participation in social activities of people with developmental disabilities. Finally it was suggested to supported employment, expand standard workplaces for the disabled, introduce a job coach system, and establish a network with related organizations.

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.53-62
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• 1986

본 연구의 목적은 한국 중 고등학교 학생들의 지적 발달의 특성을 조사 분석함으로써 교과서 및 교육과정의 개발에 필요한 기초자료를 얻으려는 것이다. 지역, 학년, 연령, 성 및 가정의 사회 경제적 지위에 따른 인지 발달 특성을 조사하였다. 연구의 대상은 전국을 대도시, 중 소도시, 농촌으로 유층화한 유층군집 표집방법에 의해 표집한 중학교 1학년부터 고등학교 2학년까지의 남 녀 학생이었다. 표집학생 수는 중학교가 18개교 54학급 3,164명이었고, 고등학교가 18개교 36학급 1,981명이었다. 가정의 사회 경제적 지위는 가정의 경제적 형편, 부의 직업, 부의 학력, 가정의 수입 정도를 고려하여 4계층으로 구분하였다. 사용된 도구는 지적 영역의 조사에 Piaget의 인지발달이론에 따른 논리발달 검사를 이용했다. 분석된 결과를 요약하면 다음과 같다. 첫째, 명제논리, 확률논리, 조합논리, 변인조작개념은 연령과 학년이 높아질수록, 대도시로 갈수록, 사회 경제적 지위가 높을수록 더욱 발달하는 경향이다. 둘째, 개념의 발달경향에 있어서 이원추리와 조합논리개념의 발달이 확률논리와 명제논리 개념의 발달보다 빠른 경향이다. 셋째, 한국의 중등학생 중에서 12세의 64.6%, 13세의 58.1%, 14세의 43.8%, 15세의 30.1%, 16세의 22.6%가 구체적 조작 후기에 도달해 있다. 넷째, 중등학생의 학년별 인지발달경향을 보면 중1의 69.8%, 중2의 51.1%, 중3의 47.4%, 고1의 21.6%, 고2의 21.7%가 구체적 후기의 발달수준이다.