• Child Health Nursing Research
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• v.12 no.1
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• pp.122-133
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• 2006

본 연구의 목적은 아동 성폭력 상황 자체와 성폭력 가해자에 대한 간호사의 태도가 상황 판단에 미치는 영향을 규명하는데 초점을 둔다. 503명의 병원 간호사와 526명의 보건교사를 대상으로 vignette 디자인 설문조사를 실시하였다. 아동성폭력 상황 vignettes은 7가지의 특성 (성폭력 행위, 성폭력 빈도, 피해자의 연령, 피해자의 저항, 가해자의 연령, 가해자와 피해자의 교차성별, 가해자와 피해자와의 관계)을 조합하여 구성하였다. 1/4 factorial design의 결과로서 64개의 vignettes 이 도출되었으며 이 중 16개 vignettes을 무작위로 추출하여 그 vignettes에 나타난 각 성폭력 상황들의 심각정도를 표시하도록 하였다. 성폭력 가해자에 대한 문항들은 1) 가해자가 아동 성폭력을 하는 이유 2) 전형적인 성폭력 가해자3) 아동성폭력 가해자의 처벌방법에 관한 간호사의 태도를 묻는 것이었다. 자료분석은 Logistic Regression을 실시하였다. 연구결과에서 간호사들은 아동 성폭력 상황의 심각도를 판단할 때 주로 성폭력 상황에 의해 영향을 받고 아동 성폭력 가해자에 대한 개인적 태도는 거의 영향을 미치지 않는 것으로 나타났으며, 아동 성폭력 상황 특성 중 피해자의 저항, 성폭력 행위, 성폭력 빈도, 가해자의 연령, 가해자와 피해자의 교차성별 순으로 아동 성폭력상황의 심각도에 영향을 미치는 것으로 나타났다. 결론적으로, 간호사들은 아동 성폭력 상황에 직면하여 사례를 판단할 때 아동 성폭력 문제에 대한 개인의 태도에 영향을 받기보다는 사례 그 자체에 근거를 두고 판단하는 경향을 나타낸다. 본 연구 결과는 법적, 전문가적 의미에서 아동성폭력 신고자로서의 의무와 사례중재에 개입된 의료인으로서의 역할 수행에 긍정적인 면을 시사한다.

• Korean Journal of Childcare and Education
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• v.9 no.6
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• pp.51-72
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• 2013

The purpose of this study was to compare the school readiness between children in low-income families and children in non-low-income families. In particular, it examined the influence of family's income levels child's age and gender upon children's school readiness. The subjects were 184 children that were 4~5 years. The collected data were analysed using t-tests, one-way ANOVA, two-way ANOVA, and Scheffe test. The results showed that the school readiness of children from non-low-income families's was higher than children from low-income families. The school readiness was explained significantly by the interaction effect of children's age and gender. However, there was no difference in children's school readiness according to the participation in Dream Start. The findings suggest that the level of income is the key factor in differences of children's school readiness. Finally, the importance of social support of low-income children and development of effective Dream Start programs was discussed.

• Journal of Korean Library and Information Science Society
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• v.43 no.1
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• pp.73-98
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• 2012

This study analyzed the effect and meaning of reading program for alienated children. To accomplish this, this study collected its data through surveys and observations with 1,643 children that participated in the reading program by Library of National Library for Children and Young Adults and through surveys and interviews with librarians, instructors and representatives of agencies that related to the program. The results show that there were improvements in children's reading interests, reading attitude and affect in the program. And children's experiences and interests in libraries were increased after the program. Children evaluated affirmatively the program and children's demand for the program was increased.

• Phonetics and Speech Sciences
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• v.13 no.4
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• pp.75-87
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• 2021

The purpose of this study was to investigate, longitudinally, interruption behavior which children who do stutter (CWS), children who do not stutter (CWNS) and their mothers and relationship with disfluency of children showed during interactions with their mothers. Subjects for this study consisted of 2-5 year old CWS (male 2 and female 4), an age-matched group of CWNS (male 3 and female 3), and their mothers. Frequencies of normal disfluency (ND) and abnormal disfluency (AD) in children group and frequency of interruption and simultalk duration in children and mothers group were measured two times (initial visit and 12 months later) over the course of one year. As a result, no significant difference was observed in frequency of interruption and simultalk duration both between two mother groups and between two child groups at initial visit and 12 months later. However, frequency of interruption increased significantly over the course of one year in CWS group. A significant group difference was found in frequency of interruption of mothers but, no significant difference was observed in simultalk duration of mothers at initial visit. In the CWS·mothers group, no factors were related with disfluency of children at initial visit and 12 months later. These findings suggest that interruption is not just negative behavior, and that reducing interruption should be considered in child·parent interaction therapy for CWS.

• Korean Journal of Childcare and Education
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• v.2 no.1
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• pp.89-109
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• 2006

The purpose of this study is to investigate the level of knowledge that mothers have on child development. To do so, a Knowledge of Child Development Inventory(KCDI) developed by Larsen &Juhasz(1986) was carried on to 156 mothers with an infant range from birth to age 24 months. The findings of the study were twofold: First, 70% of the questions on average were answered correctly by the participants. In other words, mothers generally demonstrated a high level of knowledge on child development. With regard to knowledge of child development, their knowledge on physical development of children was relatively low in comparison with that of cognitive and emotional development. In addition, mothers with a girl were more aware of child development especially in relation to child's emotional development. Also, mothers who delivered a heavier baby at birth possessed a higher level of knowledge concerning child's physical development. Second, other external factors, such as the level of family income and mother's education, played a significant role in affecting the level of knowledge on child development. Unsurprisingly, mothers with a higher income and education level demonstrated a higher level of knowledge on child's cognitive development. The findings of the study implicates that mothers seldom demonstrate a proper level of knowledge on child development. Hence, this study suggests that a practical, functional training services and resources for current and future mothers must be ensued.

• The Journal of Korean Academy of Sensory Integration
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• v.18 no.1
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• pp.56-72
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• 2020

Objective : The purpose is to analyze the effects of parent training interventions in reducing the symptoms of Attention Deficit Hyperactivity Disorder (ADHD) and to provide a basis for the effects. Methods : We collected literature published in international academic journals from 2009 to 2019 through ProQuest and Scopus databases. The search key terms were (ADHD OR Attention Deficit Hyperactivity Disorder) AND (Parent OR Mother OR Father) AND (Training OR Program OR Therapy OR Intervention) AND (Randomized OR Randomised OR Randomly). The PEDro scale was used to evaluate the quality of the studies, and a meta-analysis was conducted through Comprehensive Meta-Analysis 3.0. Results : Of 628 studies that we reviewed, 20 were eligible for inclusion. of parental training interventions for children with ADHD appeared close to a medium effect size while parent-child interventions (0.639) appeared to have a medium to large effect size. Oppositional defiant behavior and conduct disorder (0.737) in children and children's emotions (0.679) appeared close to a large effect size. ADHD symptoms hyperactivity and impulsivity (0.590) and child behavior (0.521) appeared to be over a medium effect size. We chose a random-effects model since heterogeneity tests showed significant results. Conclusion : We were able to confirm the effects of parent training interventions on the symptoms of children with ADHD. This will be used as evidence to provide a clinical basis for occupational therapists. More research related to parental training interventions should be carried out to ensure better reporting in the future.

• Industry Promotion Research
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• v.1 no.2
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• pp.71-78
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• 2016

This study analyzed the the effect of group art therapy on sociality of children in institutional care focus on anger and empathy. The study divided children into two groups, experimental group was treated group art therapy for twice a week(60 minutes, total 25) and control group was treated none. The study results showed that group art therapy had positive impact on improving sociality, anger conrol and emphatic ability of children in institutional care. Also, there had been positive change in their work in the aspect of form and content by HTP, KSD, DAS test. This study found that group art therapy helped improving institutionalized children's socility with anger control and empathic ability, so it is suggested that group art therapy studies for institutionalized children are of help to improve their sociality.

• Journal of Music and Human Behavior
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• v.19 no.1
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• pp.1-20
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• 2022

The purpose of this study was to evaluate how accurately children with autism spectrum disorder (ASD; n = 9) recognized four basic emotions (i.e., happiness, sadness, anger, and fear) following musical or visual cues. Their performance was compared to that of typically developing children (TD; n = 14). All of the participants were between the ages of 7 and 13 years. Four musical cues and four visual cues for each emotion were presented to evaluate the participants' ability to recognize the four basic emotions. The results indicated that there were significant differences between the two groups between the musical and visual cues. In particular, the ASD group demonstrated significantly less accurate recognition of the four emotions compared to the TD group. However, the emotion recognition of both groups was more accurate following the musical cues compared to the visual cues. Finally, for both groups, their greatest recognition accuracy was for happiness following the musical cues. In terms of the visual cues, the ASD group exhibited the greatest recognition accuracy for anger. This initial study support that musical cues can facilitate emotion recognition in children with ASD. Further research is needed to improve our understanding of the mechanisms involved in emotion recognition and the role of sensory cues play in emotion recognition for children with ASD.

• Korean Journal of Childcare and Education
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• v.8 no.3
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• pp.53-67
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• 2012

This study was to focus on the effect on parenting stress of children's developmental characteristics, emotionality and mother's self-efficacy, thus to set the structure equation model. Analysis data was collected from 2078 newborns to be involved Korea Children's Panel 1st year. The valuables were all measured by mothers. The main results of this study were as follows. First, children's developmental characteristics and emotionality had an effect on parenting stress directly. A lower level of children's developmental characteristics and a higher level of children's emotionality indicated a higher maternal parenting stress level. Second, mother's self-efficacy also had an effect on parenting stress level. A lower level of maternal self-efficacy demonstrated a higher level of maternal parenting stress level. Third, children's developmental characteristics and emotionality had an effect on parenting stress indirectly through mother's self-efficacy. Mother's self-efficacy which was affected by children's developmental characteristics and emotionality aggravated mother's parenting stress. The implication of these findings are also discussed.

• Journal of Music and Human Behavior
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• v.1 no.1
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• pp.33-46
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• 2004

Mentally disable children feel as failure because they have difficulty in restricted and undifferentiated communications with others. It also makes the counter-partner feel frustrated. Therefore, in the aspects of language acquirement and communication activities, it is essential to let the disable children learn and communicate voluntarily. Music provides the unthreatening and interesting stimulus as non-language communication vehicle. Musical experiences for mentally disable children's are multi-stimulating experiences that make a positive influence in speech and language development and development of variety of talents. There are many communication intervention and method to treat the mentally disable children. One of the most effective treatments for mentally disable children to acquire communication techniques by expressing the language more naturally and joyfully is the musical therapy. This study analyzes children's communication technique referring to response action and attempt action through video tape observation. Also, this study measured the receptive and expressive language by PRES(Preschool Receptive-Expressive Language Scale) as a test tool in order to examine the pre-post language ability for respective children as pre-post period of therapy activity. First result of this study showed that music therapy with song was effective for mentally disable children in enhancing the communication techniques centered with communication response and in attempt action by increasing the communication action incidence. Secondly, pre-post comparison test with PRES showed that the music therapy with song was effective on improvement the receptive and expressive language ability of 4 children.