• Therapeutic Science for Rehabilitation
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• v.12 no.1
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• pp.37-49
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• 2023

Object : This study aimed to identify the factor structure of Korean-Child Behavior Checklist 1.5-5 Dysregulation Profile (K-CBCL 1.5-5 DP) in infants and toddlers with mental disorders and verify differences in K-CBCL 1.5-5 DP among the diagnosis groups. Methods : The participants were 265 mothers of infants and toddlers with mental disorders who completed K-CBCL 1.5-5 DP. The data was analyzed using AMOS 25.0 and SPSS 25.0. Results : First, the bifactor model was the most suitable for the factor structure of the K-CBCL 1.5-5 DP. Second, there were significant differences among the diagnosis groups, such as communication disorders, pervasive developmental disorders, emotional disorders, and developmental delays. It was confirmed that the pervasive developmental disorder and emotional disorder groups showed significantly higher dysregulation compared with the communication disorder group. Conclusion : This study confirmed that infants and toddlers had dysregulation problems. Using the bifactor model, the multidimensional nature of the K-CBCL 1.5-5 DP was assessed. It was also meaningful that dysregulation could contribute to onset and deepening of symptoms of pervasive developmental disorders and emotional disorders in infancy.

• Korean Journal of Culture and Social Issue
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• v.10 no.spc
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• pp.147-175
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• 2004

In recent years, electronic games, home computers, and the internet have assumed an important place in our lives. This paper presents a review of the researches on the relation of computer game and children's and adolescent's development. Researches on the impact of computer game on perceptual and cognitive development including attention, spatial perception, numerical ability, problem solving are reviewed. The relation of computer game use and emotional, social and personality development and aggressive development, especially General Aggressive Model(GAM) are also explained. On the basis of this reviews, the future directions of research are discussed.

• (The)Korea Educational Review
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• v.23 no.2
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• pp.31-53
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• 2017

Drawing upon Vygotsky's theory, this paper explores the possibilities of imaginative education and those implications in relation to emotions. Imagination is an important element of future competencies as well as creativity. But there is a big dilemma in an educational intervention about imagination. If imagination is naturally occurring and therefore considered a mysterious ability that is specific to a child, education should not intervent as much as possible so that it can be expressed and preserved. It is linked to Piaget's influence, which regards imagination as a mental immaturity of childhood. Vygotsky who is a developmental psychologist argues that mind is generated from the socio-cultural origins in opposition to Piaget's spontaneous generation and emphasizes that it is a core characteristic of human to create something through interaction with the world. Vygotsky consider that 'imagination' which synthesizes empirical material and creates a new image is a key factor in human creativity. He reminded us of the possibilities and importance of imaginative education by revealing that imagination is not limited to childhood but constantly develops through cultural experience. Especially Vygotsky's understanding has important implications for future education in relation to emotion. Imagination plays a role of expressing and dealing with human emotions. Unlike the reason-centered society in the past, future society demands a big role of imagination in education for dealing with emotional knowledge and morality.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.5 no.1
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• pp.3-11
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• 1994

Childhood depression was not officially accepted as a separate diagnosis until 20-25years ago. Although DSM-III R criteria gave us a starting point and are gaining acceptances as a useful tool for diagnosing childhood depression recently, many professionals feel that additional modifications are needed to better reflect the developmental aspects of children. And because children are relatively poor in expressing their moods or feelings due to weak reality sence and/or cognitive and linguistic limitations, the author too carefully suggest that developmental perspectives of children should be considered in diagnosing childhood depression. Little is known about the extent to which childhood depression precedes adult depression and persists into adult life and about the impact of it on the personality formation. Some evidences that childhood depressive symtoms can be quite enduring make it important to make an early diagnosis and treatment.

• Korean Journal of Cognitive Science
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• v.16 no.1
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• pp.29-52
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• 2005

This study was carried out to examine whether children had the naive psychological knowledge that the mental states ate requited to understand the intentional actions, whether their psychological knowledge was organized as a theory, and in what aspects the knowledge changed as children get older. Three- to 11-year-olds were presented with two types of tasks. In action explanation tasks, children were presented with simple descriptions of two characters engaging in specific actions and then asked to explain the characters' action. In action prediction tasks, they were told stories depicting a character's desire and belief and then asked to predict the action of the character. Three-year-olds explained the action in terms of abstract construct such as emotion, intention, and desire, and they predicted the character's action on the basis of her/his desire and explicit belief but not on the basis of inferred false belief and traits. In addition when they were asked to explain one mental state, they explained in terms of other mental states, suggesting the coherence of their knowledge. The present results suggested that even 3-year-olds' psychological knowledge was organized as a theory, in that it was used as a causal device in explaining and predicting human actions, and it had abstractness and coherence. Older children's knowledge was different from 3-year-olds' in that older children explained the action in terms of more complicated mental states such as beliefs and traits. The nature of the developmental change in psychological knowledge was discussed.

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.448-465
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• 2020

This study analyzed the effect of self-determination of the intellectually disabled on the quality of life, focusing on the effect of controlling family functions, with the intellectually disabled as the subject of the study. In order to achieve this goal, it was designated as an intellectual disabled person at the early age of 18 to 25 who were diagnosed with intellectual disabilities, and it was selected as a disabled person living in the community, and it selected major welfare institutions that were most frequently used by people with intellectual disabilities in the early age of 20 years, considering the difficulties of conducting the survey. The research results are as follows. First, "self-determination, psychological capacity, and self-realization" of the intellectually disabled were found to affect the quality of life (physical well-being, physical well-being, social well-being, productive activities and development, psychological and emotional well-being). Second, differences in "self-determination (self-reliance, psychological capacity, self-realization)" did not occur in accordance with the "population statistical. Third, differences occurred in the "quality of life (physical well-being, physical well-being, social well-being, productive activities and development, psychological and emotional well-being" of the intellectually disabled. Fourth, the relationship between "self-determination" and "quality of life" of the intellectually disabled resulted in the adjustment effect of family functions. This study is meaningful in that it demonstrated the service practice that should be provided to people with early adult intellectual disabilities in the field of practice by verifying the relationship between self-determination, family function and quality of life viewed from the perspective of the parties.

• Journal of Digital Convergence
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• v.15 no.8
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• pp.25-32
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• 2017

This study analyzes diverse research studies on psychomotricity as convergence of psychological and physical exercises and aims to identify challenges and provide solutions for more extensive future research. The study collected 50 papers published in Korea from 2013 to March 2017 through paper search systems and analyzed the distribution of the works by types and research subjects, and types of research design, types of dependent variables and the number of interventions involved. By research design, it was found that most number of papers were based on single-subject research, followed by quantitative research. Motor development appeared the most as a dependent variable, followed by sociality and emotional behavior. Most number of studies involved 21-30 times of interventions. The changes in the research results were analyzed in the order of sociality, motor development, and behavior change. Future psychomotricity studies need to expand study subjects and diversify research methods and variables, with active follow-up studies contributing to social service by providing comprehensive solutions.

• Journal of Christian Education in Korea
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• v.64
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• pp.145-171
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• 2020

Christian communities have long sought to find what type of moral judgment is appropriate and what the Christian behavior is, by taking the church's ethical norms and behavior patterns as objects of reflection. In the same context, Christian education also tried to base the psychological rationalism of J. Piaget and L. Kohlberg, but the reason-centered structural development theory was not the answer. In fact, the structural development theory, which emphasized autonomy while excluding emotions from the moral judgment process, over-emphasizing cognition or reason, eventually led to moral relativism, unlike what was intended. In addition, it was criticized for not being able to adequately elucidate the gap between human moral reasoning and behavior, and for attempting to interpret morality excessively within the context of social culture. Recently, these limitations of structural developmental theory have been reinterpreted by neuroethics, especially moral psychology theories, which claim that moral judgment ability is physically wired in the brain and relies heavily on networks between cortical and limbic system. The purpose of this paper is to review some of the newly emerged research themes of neuroethics, and then to discuss two main theories that explain morality in the perspective of neuroethics and the implications that Christian education should pay attention to.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.9
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• pp.4285-4295
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• 2013

The purpose of this study was to investigate the effect of participation motivation on exercise emotion and psychological well-being of marathon participants. The subjects of this study consisted of 241 marathon participants. The result of this study were as follows. First, the subscales of participation motivation, enjoyment, achievement and excitement positively influenced to fun, vigor, pride, achievement, catharsis. And skill development positively influenced to vigor, pride, achievement, catharsis. And external display positively influenced to vigor but, affiliation negatively influenced to vigor, achievement, and catharsis. And amotivation negatively influenced to fun, vigor, pride, catharsis. Second, the subscales of participation motivation, skill development and enjoyment positively influenced to feeling of flow, feeling of competence, feeling of self-realization, hedonic enjoyment. achievement and excitement positively influenced to feeling of flow and hedonic enjoyment, external display positively influenced to feeling to flow. And amotivation negatively influenced to feeling of self-realization and hedonic enjoyment. Third, the subscales of exercise emotion, pride positively influenced to feeling of flow, feeling of competence, feeling of self-realization, hedonic enjoyment. And vigor positively influenced to feeling of flow and hedonic enjoyment. And fun positively influenced to feeling of competence and feeling of self-realization. And achievement positively influenced to hedonic enjoyment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.307-315
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• 2016

With advances in health care, the cancer survival rate has significantly increased. Even though cancer treatment has finished, cancer survivors may continuously suffer from physical and psychosocial problems. In order to investigate the problems cancer survivors have experienced, a comprehensive rehabilitation program must be developed. This study sought to determine the content and structure of rehabilitation programs for cancer survivors, analyze the effectiveness of such programs, and develop a basis for future comprehensive rehabilitation program development. Through this review, thirteen programs were selected and classified according to exercise, psychosocial, and integrated or comprehensive aspects. Exercise programs improve physical function, fatigue, and hormone-related cancer effects. Psychosocial programs improve quality of life, mood changes such as depression, anxiety, and post traumatic factors. Comprehensive programs improve both physical and psychosocial aspects.