• The Journal of the Korea Contents Association
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• v.19 no.3
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• pp.624-634
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• 2019

This study was conducted in order to figure out sexual experience among in Korean adolescents and its affecting factors. For the research method, it was a secondary analysis using raw data from the 13th(2017) Youth Risk Behavior Web-based Survey Data and the data from 62,276 adolescents were used for the analysis in this study. For the data analysis, frequency analysis, ${\chi}^2$-test, and logistic regression analysis were conducted by using SPSS 23.0 program, As a result of the research, the factors on sexual experience in male students included grade, school record, living type, economic state, depression, perceived stress, suicidal ideation, drinking, smoking, drug, and experience of sex education(p<.001) while those in female students included grade, living type, father's education, economic state, depression, suicidal ideation, drinking, smoking, drug, and experience of sex education(p<.001). Therefore, it is necessary to approach for helping from clinical settings, communities, and school healthcare through effective education and programs for preventing sexual problems, which reflect the factors associated with sex experience among adolescents in future.

• Journal of Digital Convergence
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• v.10 no.6
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• pp.349-359
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• 2012

There is growing recognition that individuals with mental retardation are particularly vulnerable to sexual abuse due to multiple factors including life-long dependence on adults for care, trained compliance, social isolation, lack of education about sexuality and sexual abuse, and a societal view that devalues people with disabilities. Teaching about sexual abuse only may raise an individual's anxiety without promoting a healthy sexual identity. For many individuals with mental retardation, the provision of formal sexual health education and sexual abuse prevention training has been shown to be protective against exploitation as well as increase appropriate sexual behavior. To maximize the reach of formal sexual health education and abuse prevention promotion effort, this article suggest exploiting the internet and digital contents as delivery vehicles that have uniquely suitable communication characteristics and outstanding ability to reach large numbers of persons with mental retardation. We review the sexual health education programs, utilizing the internet and digital contents, for individuals with mental retardation. We also suggest the revised version of the Information-Motivation-Behavioral Skills (IMB) model of health behaviour change (Fisher & Fisher, 1992), and give a brief discussion of how useful this model is for constructing a life-long sex education program for persons with mental retardation.

• Journal of Industrial Convergence
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• v.18 no.3
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• pp.73-82
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• 2020

The purpose of this study was to explore sexual behaviors among adolescents in multicultural families in Korea. The data were obtained from the 15th Korea Youth Risk Behavior Survey 2019. Complex-sample descriptive statistics and the chi-square test were used for data analysis in SPSS 25. Among adolescents in multicultural families, 8.2% reported having sexual experience. Condoms were the most commonly used contraceptive method, and most adolescents received sex education at school. Their likelihood of sexual experience differed according to grade, academic achievement, economic status, residential area, perceived stress, and drinking and smoking experience (p<.001). The results of this study suggest that sex education should be conducted with appropriate consideration of the important factors associated with adolescents in multicultural families.

• Korean Journal of Comparative Education
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• v.27 no.4
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• pp.127-154
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• 2017

EIU has evolved diversely depending on the national environment and culture on the basis of the philosophy of individual human rights and world peace articulated in the "1974 Recommendation on EIU". However, the global environment surrounding EIU has been changed socially, economically, culturally and ecologically in the 21st century, and therefore it is necessary to raise the following questions: Is the concept of EIU initiated for international understanding and cooperation for world peace in the 20th century still valid in the 21st century? Which direction should we take in order for EIU to be efficient in the globalized world? To answer these questions, this study reviewed and analyzed the historical development and current trends of the EIU in the regions of Europe, North America, Asia Pacific area, and Africa. For the empirical study, thirty-four experts in EIU selected from the four regions were interviewed by the researchers. Based on the interviews and the related literature review, it was found that the diverse terms of EIU were used in the four regions and the focus on EIU was different depending on the geographical, historical and social environment of each region. But, despite of the diversity in terminology in EIU, human rights, peace, equity and social justice which are emphasized by UNESCO, were universally taught in EIU. The EIU in these regions is currently dealt with in school education, social education and lifelong education, and particularly global citizenship allowing multiple identities is importantly treated together with citizenship education. Another important aspect of EIU that was commonly found in these four regions was that global citizenship education for solving global problems was coexistent with the reinforcement of nationalism for the economic competency of each nation in a globalized world. The issue of global inequality was particularly dealt with in EIU, and the teaching of voluntary civic involvement and responsibility were particularly emphasized in EIU. Based on these research findings, the study proposes "glocalism", connecting global issues with local issues for solving global problems, as a new approach to the EIU of the 21st century.