• 한국사회복지학
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• 제61권3호
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• pp.205-228
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• 2009

근친성학대는 외부에 드러나지 않고 가족의 비밀로 유지되는 경향이 있다. 그리고 어머니는 근친성학대 드러냄을 결정하는 중요한 사람으로 인식되어 왔으며 때로는 묵인한 사람으로 간주되어 비난을 받았다. 따라서 본 연구의 목적은 자녀의 근친성학대 피해에 대한 어머니의 드러냄 경험의 본질과 의미를 탐구하고 이해하고자 하는 것이다. 이를 위하여 딸이 근친성학대 피해를 경험한 7명의 어머니들에게 심층면접을 진행하였으며 해석학적 현상학적 연구방법으로 분석하였다. 연구 결과, 어머니들의 드러냄 경험의 본질적 주제는 "고통을 관통함으로써 고통을 극복함"으로 나타났다. 하위주제로는 '가슴속의 응어리를 풀어냄', '차가운 외면 속에서 또다시 상처받음', '곪은 상처를 터트리고 치료함'이 도출되었다. 어머니에게 드러냄 경험은 상처를 건드림으로써 치유의 기반을 마련하고 드러냄의 방법과 의미를 찾아나가는 과정으로 경험되었다. 특히 근친성학대의 드러냄 경험은 어머니의 인식과 의지, 타인의 반응과 사회문화적 맥락과의 상호작용을 통해 계속 재구성되는 과정으로 나타났다. 본 연구 결과를 바탕으로 어머니들의 드러냄에 보다 전문적이고 민감하게 대응할 수 있는 사회복지실천방법을 제언하였다.

• 한국보육지원학회지
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• 제6권1호
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• pp.23-45
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• 2010

본 연구는 우리나라 취업모와 보육시설에 다니는 24-48개월 자녀 67쌍을 대상으로 이들의 정서적 가용성 경향을 알아보고 어머니와 아동의 정서적 가용성을 설명하는 취업모와 아동 관련 변인은 무엇인지 조사하였다. 어머니-아동의 정서적 가용성은 Biringen, Robinson과 Emde(1998)가 개발한 정서적 가용성 척도(Emotional Availability Scales: EA, 3rd)를 사용하였고, 어머니의 일/가족 갈등, 어머니의 양육 스트레스, 어머니의 우울수준, 아동기질, 개인적 배경을 측정하였다. 본 연구 결과는 다음과 같다. 취업모와 보육시설에 다니는 24-48개윌 된 자녀의 정서적 가용성은 전체적으로 중간점수 보다 약간 높은 수준으로 나타났다. 취업모 관련변인에 따른 어머니-아동 정서적 가용성의 차이에서는 취업모의 교육 수준, 가정의 경제적 수준이 유의하였으며, 어머니-아동 정서적 가용성과 자녀와의 관계로 인한 양육스트레스 간에는 유의한 부적 상관관계가 나타났다. 아동 관련변인에 따른 어머니-아동 정서적 가용성의 차이에서는 아동이 보육시설에 처음 등원한 시기 변인만 유의한 경향이 나타났다. 취업모와 아동 관련변인 중 가정의 경제적 수준, 자녀관계 양육스트레스, 아동의 보육시설 첫 등원 시기가 어머니의 민감성과 아동의 반응성차원을 20%정도 유의하게 설명하였다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제3권1호
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• pp.84-96
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• 1992

본 연구에서는 주의력결핍 과잉활동 증상으로 진단한 5${\sim}$10세의 남자아동 15명과 그 어머니와의 상호행동을 녹화하여 Mash, Terdal과 Anderson(1973)의 반응유목 행렬표(Response Class Matrix)를 이용하여 평가한 후, 이들의 상호행동 양상과 아동, 어머니의 특성들과의 상관관계를 조사하였다. 이와함께 이들에게 중추신경각성제인 Methylphenidate를 1일 몸무게 기준 0.5mg을 한 달간 투약하여 치료 전파 치료 후 모-자 상호행동 양상을 비교하였다. 그 결과 아동과 어머니의 부정적 상호행동은 서로 상관이 높으며, 양자의 상호행동에 일관되게 상관이 높은 변인은 아동의 인지적, 행동적 증상의 심각성으로 아동의 증상이 심할수록 부정적인 모-자 상호행동이 두드러졌다. 그리고, 한달간의 약물치료 후 과제수행단계에서 아동과 어머니 모두 부정적-공격적 행동이 감소하였다. 이와 같은 결과는 어머니의 부정적 상호행동은 아동의 인지적, 행동적 증상에 따른 반응적인 것임을 시사하고 있다.

• 가정과삶의질연구
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• 제34권5호
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• pp.83-98
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• 2016

The purpose of this study was to investigate the relationship among toddler's symbolic play level, mother's responsiveness and verbal interaction. The subjects were 56 pairs of 24-29 months old toddlers and their mothers. The toddler's symbolic play level was classified using categories by Gowen(1995). The mother's verbal interaction was coded during a 10-minute-free play session with her toddler using Caldera, Huston, and O'Brien's(1989) categories. PICCOLO(The Parenting Interactions with Child Checklist of Observations Linked to Outcomes) by Roggman, Cook, Innocenti, Jump, Norman, & Christiansen(2009) was used to investigate the mother's responsiveness. While the mothers played with their toddlers during a 10-minute-free play session, their interaction were videotaped. The data were analyzed by means, t-test, and correlations. The results of the study were as follows: First, the mean levels of the toddler's symbolic play were in level 3, 'the pretending others'. Also girls spent more symbolic play time with mothers than boys. Second, mothers' responsiveness was generally high in free play with their toddlers. Mothers frequently used 'questions' 'comments' and 'fantasy statements'. Mothers with girls used more 'questions' than mothers with boys. Third, there was a significant relationship among toddler's symbolic play level, mother's responsiveness and verbal interaction. Maternal responsiveness and 'fantasy statements' were positively related with the mean level, and the frequency of play. The 'questions' and 'answers' were also related with symbolic play level and frequency. But 'praise' was negatively related with symbolic play frequency. In conclusion, this study suggested that toddler's symbolic play level was related with mother's responsiveness and verbal interaction during free play.

• 한국생활과학회지
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• 제22권5호
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• pp.447-459
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• 2013

This study aimed to investigate the influence of mother's responsive/restrictive parenting and peer attachment on academic stress in school-aged boys and girls. The participants were 493 5th, 6th graders from five elementary schools in Daegu and Gyeongbuk province. The collected data were analyzed through a t-test, multiple regression, hierarchial regression using SPSS Win 19.0. The results are as follows. (1) Level of academic stress of school-aged girls was higher than boys. (2) Responsive parenting of mothers was the most powerful explanation in academic stress of school-aged boys. However restrictive parenting of mothers was the most powerful explanation in academic stress of school-aged girls. (3) In boys, responsive parenting of mothers influenced their academic stress but peer attachment didn't influence the boys academic stress. In girls, responsive parenting of mothers and peer attachment influenced their academic stress, and interaction effects of responsive parenting of mothers and peer attachment on academic stress was observed. (4) Both boys and girls, restrictive parenting of mothers and peer attachment had influences on academic stress. And interaction effects of responsive parenting of mothers and peer attachment on academic stress was not observed.

• 아동학회지
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• 제34권1호
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• pp.103-121
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• 2013

The purpose of this study was to explore Korean mothers' beliefs regarding their toddlers' temperament, including what they believe constitutes desirable and undesirable behavior, and their resulting reactions. Data were collected int the process of interviewing 50 Korean mothers of toddlers (whose average age was 34.1 Months, and of which 54% were boys). Results revealed that mothers considered 'High-Sociality', 'Positive Affect' and 'High-Effortful Control' as desirable temperaments, whereas 'Negative Affect', 'Under-Effortful Control' and 'Low Sociality' were considered to be undesirable temperaments for toddlers. Mothers cited the importance of child 'Sociality' and 'Development', 'Easiness of Parenting' and 'Child Happiness' as the reasons for their beliefs. While, they considered 'Negative Affect', 'Under-Effortful Control' and 'Low Sociality' to be undesirable temperaments, citing 'Sociality', 'Difficulty of Parenting', 'Development' and 'Child Safety' as the reasons. Finally, mothers were more likely to give verbal encouragement or physical encouragement such as hugging, in responding to desirable behavior on the part of their child, whereas they were more likely to give firm inhibition, reasoning or inconsistent reaction to their child's undesirable behavior. Many of the mothers' beliefs varied depending on the child's gender. Results were discussed in relation to cultural perspectives.

• 아동학회지
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• 제36권2호
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• pp.17-37
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• 2015

The study examined the pathways from maternal reactions to children's negative emotions to children's peer relations through children's empathy and emotional regulation. The participants in this study comprised 463 elementary school 4th-6th graders. They completed questionnaires on maternal reactions to children's negative emotions, levels of children's empathy, maladaptive emotion regulation types and skill levels of children's peer relations. Data were analyzed by means of structural equation modeling. It was found that in the case of maternal emotion coaching reactions, when done indirectly, as well as directly, had an influence on their levels of peer relations. On the other hand, in the case of over-sensitive maternal reactions, when done indirectly, but not directly, had an influence on their levels of peer relations. Therefore, these results indicate that children's empathy mediated the effects of maternal emotion coaching and over-sensitive reactions on peer relations. It also found that there are distinct pathways from maternal reaction types to children's negative emotions to peer relations through empathy and maladaptive emotion regulation types.

• 아동학회지
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• 제33권2호
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• pp.223-242
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• 2012

The main purpose of this study is to examine the relationship between the variables of infant temperament, maternal emotional availability, infant emotional responsiveness and involvement. A total of 60 infants and their mothers participated in this study. Mother-infant dyads were observed and mothers then completed questionnaires. Data was analyzed by means of descriptive statistics, t-tests, Pearson's correlations and hierarchical regressions. In terms of infant emotional responsiveness, maternal sensitivity and non-hostility, these were revealed to have had an effect on infant emotional responsiveness. Moreover, infants who have mothers who had the ability to read their infants' emotional signals accurately, responded in appropriate ways and interacted with affection, showed a higher level of responsiveness. In terms of infant emotional involvement, maternal structuring had an effect on infant emotional involvement. That is, infants who have mothers willing to support their infants through appropriate guidance and facilitate their interaction were more emotionally involved during the play sessions. In conclusion, maternal sensitivity, non-hostility and structuring were all related to infant emotional responsiveness and involvement, however, the degree of the effects of these variables differed.

• 아동학회지
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• 제35권4호
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• pp.61-78
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• 2014

The study examined the pathways from maternal reactions to children's negative emotions to children's emotion intelligence through children's resilience by gender. The participants in this study comprised 413 elementary school 4th-6th graders (of which 214 were boys, and 199 were girls). They completed questionnaires on maternal reactions to children's negative emotions, children's resilience and levels of children's emotional intelligence. Data were analyzed by means of T-test and structural equation modeling. In the case of the male group, it was found that maternal emotion coaching, when done indirectly, but not directly, had an influence on their levels of emotional intelligence. On the other hand, in the case of the female group, it was found that emotion coaching, when done indirectly, as well as directly, had an influence on their levels of emotional intelligence. Therefore, these results indicate that children's resilience mediated the effects of maternal emotion coaching on emotional intelligence. It also found that there are distinct pathways from maternal reactions to children's negative emotions to emotion intelligence through resilience by gender.

• 대한가정학회지
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• 제48권8호
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• pp.1-12
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• 2010

The purpose of this study was to explore and examine the relationship between mother-child emotional availability and preschoolers' story stem narrative response. Eighty two 4-year-old preschoolers and their mothers participated in this study. This study used the following translated evaluation tools: Emotional Availability Scales(EA, 3rd edition) designed by Biringen and colleagues(1998) to examine the quality of the emotional relationship between mother and her child, and the MacArthur Story Stem Battery(MSSB) developed by Bretherton and colleagues with the MacArthur Narrative Group(1990) to measure preschoolers' narrative responses. The following statistical analyses were preformed descriptive, cluster analysis, and One-way ANOVA. The findings were as follows: First, 4 clusters of the narrative responses of 4-year-old preschoolers were prosocial story tellers, avoidant/dysregulated story tellers, constrained story tellers, and anxious story tellers. Second, the preschoolers in the prosocial cluster showed a high level of mother-child emotional availability and the preschoolers in the avoidant/dysregulated cluster showed a low level of mother-child emotional availability.