• Journal of Music and Human Behavior
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• v.10 no.1
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• pp.67-83
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• 2013

Assessment in music therapy is a vital part for both the therapist and client in the process of therapy. Based on what is assessed, objectives are identified to formulate specific action procedures and strategies. The existing assessment tools involve lists of skills and behaviors in developmental domains without the music assessment protocol. In this study, the authors attempted to develop an assessment protocol using rhythm production for assessing skills in cognitive and emotional-behavior domain, namely Music Therapy Assessment for Cognitive and Emotional Behaviors (MACEB). The test items of the MACEB-Rhythm were developed using rhythmic patterns varying in terms of item difficulty, which are based on the various degree of clarity in the grouping/gestalt, saliency in part-whole relationship, and complexity in repetition vs. variability. Also the developed tool purported to examine one's level of emotional behavior trait by analyzing performance of musical parameters such as tempo, pacing, and loudness in the reproduced output. In order to verify the logical sequencing of test items, firstly 61 subjects participated in verifying the item difficulty for the selected 15 pilot items. The test items were revised and re-sequenced based on the gathered scores of item difficulty. In the second procedure, seven experts in the fields of music education, music therapy and music psychology whose research interest lie in music cognition revised the developed rhythm protocol items focusing on learning sequence, cognitive process and feasibility for skills assessment. The study attempted to provide foundations for using rhythm as an assessment protocol prior to its verification of assessment validity and reliability.

• Journal of the Korea Society of Computer and Information
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• v.15 no.6
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• pp.129-138
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• 2010

The purpose of this study was to analyze the difference between Exercise addiction and Affect, and addiction-related potential was investigated. In addition, exercise addiction prevention and positive exercise was to identify. The participants of the study included 312 tennis club member who were more than 20 years old and lived in seoul city. The survey was analyzed by SPSS PC+ for window (version 12.0) which is a statistical analysis program to produce the computational results of this study. Based on the survey, this study could draw such results as follows: First, exercise addiction, gender and age on partial variables were statistically significant differences. A male positive addictions, exercise desire were higher than in female. 50s in the withdrawal symptoms of the variables that showed statistically significant difference participation, and period, frequency, time of exercise addiction showed that in withdrawal symptoms, positive addictions domain in a statistically meaningful differences. Second, social demographic domain in the presence of gender showed significant correlation exercise desire were and exercise participation time in the positive addictions showed significant correlation. Participation frequency and the time involved in retaining all the positive affect and negative affect have found a high correlation. Third, the influence of relation between exercise addiction and affect of tennis participants, exercise desire, positive addiction, showed in a statistically positive affect and negative affect meaningful influence on it.

• Proceedings of the KAIS Fall Conference
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• 2011.05b
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• pp.769-772
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• 2011

본 연구는 조직시민행동의 선행요인으로 조직관리 차원에서 주요하게 고려되고 있는 인사관리 공정성, 경영자 행동특성, 윤리경영 같은 원인(외생, 독립)변수가 매개변수인 경영자 신뢰 및 조직냉소주의를 매개하여, 이들이 결과(내생, 종속)변수인 직무태도 및 행동(조직시민행동, 직무만족, 정서적몰입)과 어떠한 인과관계를 갖고 있는지 이들의 관계를 규명하는데 주력하였다. 이에 본 연구는 포괄적인 모형을 통해 직무태도 및 행동에 영향을 미치는 변수들의 경로를 확인함으로써, 단편적인 분석에서는 알수 없었던, 직무태도 및 행동에 영향을 미치는 원인변수, 매개변수, 결과변수를 분명하게 확정짓는 실증적인 틀을 제공하고 있다. 즉 사회복지행정 분야에서 이제까지 접목하지 않았던 경영자 행동특성, 윤리경영 등 전반적인 사회복지조직관리와 관련된 변수들을 포괄하였으며, 이는 추 후 사회복지조직 혹은 사회복지사를 대상으로 진행되는 연구의 이론적인 기반을 구축하는데 기여한 논문이라는 점에서 연구의 의의가 있다.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.153-165
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• 2023

This study investigates learners' environmental literacy, classifies the results by factors of environmental literacy, and then investigates the differences in the students' environmental behavior practice experiences according to the classification by factor. The study was conducted with 47 6th grade students from D elementary school located in P metropolitan city as the subject of final analysis, and environmental literacy questionnaires and environmental behavior practice experience questionnaires were used as the main data. As a result of the study, the learners were classified into three groups according to the factors of environmental literacy, and they were respectively named as the "High environmental literacy group", "low environmental literacy group", and "Low Function and Affectif group". A Word network was formed using the descriptions of environmental behavior practice experiences for each cluster, and a Degree Centrality Analysis was performed to visualize and then analyze. As a result of the analysis, "High environmental literacy group" was confirmed, 1) recognized the subjects of environmental action practice as individuals and families, 2) described his experience of environmental action practice in relation to all elements of environmental literacy, and had a relatively pessimistic view. "low environmental literacy group", and "Low Function and Affectif group" were confirmed 1) perceive the subject of environmental behavior practice as a relatively social problem, 2) the description of the experience of environmental behavior practice is relatively biased specific factors, and the "Low Function and Affectif group" is particularly focused on the knowledge element. And 3) it was confirmed that they were aware of climate change from a relatively optimistic perspective. Based on this conclusion, suggestions were made from the perspective of environmental education.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.329-354
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• 2015

The purpose of this qualitative study was to develop a social skills training program for improving early school-age children's social behaviors and to investigate its effectiveness by observing their experiences on the program with a qualitative method. Data were collected from 7 children using observer's descriptive notes and reflective notes, compliment notes by assistant leader, program leader's weekly journals, children's weekly journals, and video recordings. Four theme categories and 11 sub-lower categories emerged. Theme categories were (1) relationship building, (2) changes in emotional expressions, (3) changes in prosociality, and (4) changes in social skills. This study observed early school-age children's positive changes in social behaviors and emotional expressions through the social skills program.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.203-212
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• 2022

The purpose of this study is to investigate the nature of the experience of Emotion Focused Psychology Coaching, and what kind of changes happened for the participants through the experience. For this, in-depth interviews were conducted with four participants who had experienced five sessions of Emotion Focused Psychology Coaching. The interviews were analyzed using the phenomenological analysis method of Colaizzi. Emotion Focused Psychology Coaching is a new coaching psychology model that combines Greenberg's Emotion-Focused Therapy (EFT) and the ICF Core Competencies. The findings show that prior to the experience of Emotion Focused Psychology Coaching, the participants had avoided or suppressed their emotions, which in turn prevented them from exploring effective interpersonal relationships or alternatives in their actions. On the other hand, after they experienced Emotion Focused Psychology Coaching, their perception of emotions, emotion regulation, emotional expression, empathy for the other, etc. were developed in adaptive ways and the participants could present effective alternatives.

• Korean Journal of Child Studies
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• v.27 no.3
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• pp.285-300
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• 2006

Social skills and behavior problems of 90 4- and 5-year-old children were analyzed by children's negative emotionality(sadness, anger, and fear). The instrument for measurement of social skills(cooperation, self-control, assertion, and responsibility) was the Preschool Level of the Korean Version of the Social Skills Rating System(Suh, Mee-Ock, 2004). Measures of behavior problems included internalizing(anxiety, immaturity, withdrawal, physical symptoms) and externalizing(hyperactivity, aggression) problems. Results showed that girls were higher in negative emotionality(sadness) than boys, and 5-year-olds were higher in social skills than 4-year-olds. Children with lower levels of negative emotionality were higher in social skills and lower in behavior problems than children with higher levels of negative emotionality.

• Journal of the Korea Convergence Society
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• v.8 no.7
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• pp.323-330
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• 2017

Emotion in early childhood has been observed to make an important effect on behavioral development. The teacher has coached to develop good behavior based on considering emotional response rather than rational response. This study was to determine significance of emotional coaching for behavior development according emotion recognized by non-verbal measurement system developed specially in this study. The participants were 44 people and were asked to study in four experimental situation. The experiment was designed to four situation such as class without coaching, behavioral coaching, emotion coaching, and emotion coaching based on emotional recognition system. The dependent variables were subjective evaluation, behavioral amplitude, and HRC (Heart Rhythm Coherence) of heart response. The results showed the highest positive evaluation, behavioral amplitude, and HRC at emotion coaching based on emotional recognition system. In post-doc analysis, the subjective evaluation showed no difference between emotion coaching and system based emotion coaching. However, the behavioral amplitude and HRC showed a significant response between two coaching situation. In conclusion, quantitative data such as behavioral amplitude and HRC was expected to solve the ambiguity of subjective evaluation. The emotion coaching of teacher using emotional recognition system was can be to improve positive emotion and psychological stability for children.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.12
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• pp.8210-8221
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• 2015

The goal of this study is to examine the effects of a leader's behavioral integrity on subordinates' intention to leave with the mediating roles of their cognitive and affective trust in their leader. After collecting data from 357 employees in a variety of organizations, we tested hypotheses with structural equation modeling(SEM). This study shows that there are statistically significant relationships among a leader's behavioral integrity, subordinates' cognitive/affective trust and intention to leave. A leader's behavioral integrity with the fully mediating roles of subordinates' cognitive and affective trust affects on their intention to leave negatively. Limitations in this study and suggestions for the future study are discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.509-519
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• 2018

The purpose of this study is to investigate the effect of parents' socioeconomic status, communication between parents and adolescents, and adolescents self-esteem on adolescents emotional autonomy and behavioral autonomy. The data were collected from 367 middle and high school students. The significant results were as follows. First, emotional autonomy was influenced by dysfunctional communication between the father and adolescent and open communication between the mother and adolescent after controlling for the socioeconomic status of the parents in step 2. Second, behavioral autonomy was affected by the socioeconomic status of the parents in step 1, and dysfunctional communication between the mother and adolescent and self-esteem were the meaningful predictors of behavioral autonomy after controlling for the socioeconomic status of the parents in step 2. Finally, the meanings and limitations of this research and implications for counseling strategies were discussed.