• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.7 no.1
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• pp.92-109
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• 1996

The objectives of the present study were to provide comprehensive assessment of the impact of epilepsy on the psychological well-being of children with epilepsy and to identify the neurological factors associated with the psychopathology. The participant patients were recruited from the population of children and adolescent aged 7 to 16 attending the OPD of department of pediatric neurology in Seoul National University Hospital in Korea. We exclude mental retardation, pervasive developmental disorder and brain organic pathology. As control group, formal students were chosen and their sex, age, achievement, socioeconomic status were matched to patients. The first author interviewed the children and their family members and obtained the developmental history and family information. We used the following 10 scales for assessing psychological and behavioral problems in patients and their family member. The scales were standardized and their validity and reliability were confirmed before. Parent rating scales : Yale children's inventory, Disruptive behavior disorder scale, Parent's attitude to epilepsy questionnaire, Family environment scale, Symptom check-list-90 revision, Children behavior check-list. Children's self rating scales : Children's depression inventory, Spielberger's state-trait anxiety anxiety, Piers-Harris self-concept inventory and Self-administered Dependency questionnaire for Mother. The result showed the risk factors associated depression were early onset, complex partial seizure, lateralized temporal focal abnormality on EEG, Drug polypharmacy, high seizure frequency and sick factors associated anxiety were old age of patient, lateralized temporal focal abnormality EEG, Drug polypharmacy, high seizure frequency. Also the result of this present study indicated that risk factors associated oppositional defiant disorder, conduct disorder and attention deficit hyperactivity disorder were young age, male, early onset, lateral temporal EEG abnormality and high seizure frequency. According to these results, common risk factors associated psychological and behavioral problems were lateralized EEG temporal abnormality, high seizure frequency in neurological factors.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.1 no.1
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• pp.65-76
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• 1990

Behavioral characteristics of Attention Deficit Hyperactivity Disorder (ADHD) are aften observed in normal children. As a result, it is at times difficult to distinguish behavior disorder of clinical significance and normal developmental phenomenon. In addition, symptoms of ADHD can vary greatly depending on situations and social context, creating considerable difficulties in assessment. Therefore it is important to obtain information from various sources and in diverse situations. It is also desirable to quantify the severity of the problems whenever possible and determine their clinical significance by comparing the data to developmental norms. Specifically, various assessment methods such as interview with parent and child, behavior rating scales, behavioral observation and psychological testing were reviewed with discussion on merits and limitatious of each. It was emphasized that systematic and comprehensive assessment utilizing appropriate methods is necessary for accurate diagnosis and treatment evaluation of ADHD.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.5 no.1
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• pp.12-27
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• 1994

Until recently there were arguments on the existence and the definition of childhood depression. In DSM-III(1980) childhood depression was accepted as the formal psychiatric disorder in childhood. As the diagnostic criteria for childhood depression is less clearly defined than those for other psychiatric disorders as well as prominent age-related variations in depression symptomatology, informations from various sources are very important in accurate diagnosis of childhood depression. Present study reviewed various assessment methods such as self-report questionnaires, interviews, behavior rating scales, structured tests and projective techniques with discussion on the merits and limitations of each method. Also several issues on the reliability and the validity of assessment techniques for childhood depression were discussed.

• Geomechanics and Engineering
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• v.30 no.5
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• pp.449-460
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• 2022

Safe underground construction in a rock mass requires adequate ground investigation and effective determination of rock conditions. The estimation of rock mass behavior is difficult, because rock masses are innately anisotropic and heterogeneous at different scales and are affected by various environmental factors. Quantitative rock mass classification systems, such as the Q-system and rock mass rating, are widely used for characterization and engineering design. The measurement of rock classification parameters is subjective and can vary among observers, resulting in questionable accuracy. Geophysical investigation methods, such as seismic surveys, have also been used for ground characterization. Torsional shear wave propagation characteristics in cylindrical rods are equal to that in an infinite media. A probabilistic quantitative relationship between the Q-value and shear wave velocity is thus investigated considering long-wavelength wave propagation in equivalent continuum jointed rock masses. Individual Q-system parameters are correlated with stress-dependent shear wave velocities in jointed rocks using experimental and numerical methods. The relationship between the Q-value and the shear wave velocity is normalized using a defined reference condition. This relationship is further improved using probabilistic analysis to remove unrealistic data and to suggest a range of Q-values for a given wave velocity. The proposed probabilistic Q-value estimation is then compared with field measurements and cross-hole seismic test data to verify its applicability.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.18 no.1
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• pp.10-15
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• 2007

Probably the three most important components to a comprehensive evaluation of patients with attention-deficit hyperactivity disorder (ADHD) are the clinical interview, the medical examination, and the completion and scoring or behavior rating scales. Teachers and other school personnel are often the first to recognize that a child or adolescent might have ADHD, and often play an important role in the help-seeking/referral process. A diagnostic evaluation for ADHD should include questions about ADHD symptoms, other problems including alcohol and drug use, family history of ADHD, prior evaluation and treatment for ADHD. Screening interview or rating scales as well as interviews should be used. When it is feasible, clinicians may wish to supplement these components of the evaluation with objective assessments of the ADHD symptoms, such as psychological tests. These tests are not essential to reaching a diagnosis, however, or to treatment planning, but they may yield further information about the presence and severity of cognitive impairments that could be associated with some cases of ADHD. Screening for intellectual ability and academic achievement skills is also important in determining the presence of comorbid developmental delay or loaming disabilities. The number and type of symptoms required for a diagnosis of ADHD vary depending on the specific subtype. To receive a diagnosis of ADHD, the person must be experiencing significant distress or impairment in daily functioning, and must not meet criteria for other mental disorders which might better account for the observed symptoms such as mental retardation, autism or other pervasive developmental disorders, mood disorders, anxiety disorders. This report aims to suggest a practice guideline of assessment and diagnosis for children and adolescents with ADHD in Korea.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.28 no.2
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• pp.58-69
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• 2017

Attention-deficit hyperactivity disorder (ADHD) is a highly prevalent, impairing, and comorbid disorder that persists into adulthood. ADHD should be diagnosed in the same manner as other common adult mental health disorders. The three most important components in the comprehensive evaluation of patients with ADHD are the clinical interview, medical examination, and completion and scoring of behavior rating scales. The diagnostic evaluation of ADHD should include questions about the symptoms, family history, prior evaluation and treatment of ADHD, as well as other problems including alcohol and drug use. Screening interviews or rating scales, as well as interviews, should be used. When it is feasible, clinicians may wish to supplement these components of the evaluation with the objective assessments of the ADHD symptoms, such as through psychological tests. These tests are not essential to reaching a diagnosis, however, or to treatment planning, but may yield further information about the presence and severity of cognitive impairments that could be associated with some cases of ADHD. As comorbidity is the rule rather than the exception, clinicians should carefully screen for comorbid disorders as part of a comprehensive assessment of ADHD. To receive a diagnosis of ADHD, the person must be experiencing significant distress or impairment in his or her daily functioning, and must not meet the criteria for other mental disorders which might better account for the observed symptoms, such as mental retardation, autism or other pervasive developmental disorders, mood disorders and anxiety disorders. This report aims to suggest practice guidelines for the assessment and diagnosis of children, adolescents and adults with ADHD in Korea.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.2 no.1
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• pp.87-96
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• 1991

A double bhad, placebo controlled study was performed to evaluate the therapeutic effects of Carbamazepine in autistic children, 23 boys with the diagnosis of Pervasive Developmental Disorders according to the DSM-IIIR were selected for study subjects, from Child and Adolescent Psychiatric Outpatient Department of Seoul National University Children Hospital during Oct. $1989{\sim}Nov.$ 1991. Subjects with histories of medical disease or psychiatric diseases were excluded and all study subjects had drug free periods more than 2 Months. Study subjects were randomly assigned to Cabamazepine treatment group(N=12) and placebo group(N=11). After the baseline observation periods, the double blind drug treatment and observation were performed for 12 weeks. Several scales (Ritvo-Freedman Real Life atring Scale. Behavior Checklist) were employed to evaluate the effects of drug treatment during baseline observation periods and the drug treatment periods by two raters blind to the study. Interrater reliability of each scales were .4875~.6613, the socrodemographic variables and the rating scores during baseline observation periods were not significantly different between two groups. Reduction of total scores in Autsm Behavior Checklist scale, i.e.. improvement of global autistic symptoms were noted significantly in Carbamazepine treatment group. Improvement in significant social maturations according to Vineland Social Mataration scale were observed in both patient groups after drug treetment periods.

• The Korean Journal of Elementary Counseling
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• v.6 no.1
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• pp.171-191
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• 2007

The purpose of this study is to develop social skill training in order to reduce problematic behaviors and improve peer relations for elementary school students who have ADHD(Attention Deficit Hyperactivity Disorder) and then verify its effectiveness. The problems for this study are as follows: Firstly, is the social skill training for students with ADHD effective in enhancing their self-esteem? Secondly, is the social skill training for students with ADHD effective in reducing their carelessness, hyperactivity and impulsive character? Thirdly, is the social skill training for students with ADHD effective in improving peer relations? Subjects were six 5th grade children who were selected by the ADHD-SC4 at P elementary school in Pyeongtaek. The social skill training consisted of 10 sessions which included forming friendship, recognizing, making friends, solving problems, reeducation and evaluation. Qualitative data were collected through self-esteem inventory, peer-relation test, self-reported scales for children and Conners' Teacher rating score for ADHD children. The collected data were analysed with t-test. Qualitative data were collected though teacher's interview and observation an the children. The results of the study were follows: First, the social skill training did not give a significant effect in enhancing the self-esteem of the children with ADHD. Second, the social skill training had a positive effect in reducing in attentiveness, hyperactivity and impulsive behavior of the children with ADHD. Third, the social skill training did not give a significant effect in improving the peer relations of the children with ADHD. Fourth the qualitative data showed that the social skill training had positive effect in enhancing over all classroom behavior.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.22 no.3
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• pp.162-168
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• 2011

Objectives: Alcohol problems of parents have an influence on not only their psychological problems but also on their children's psychosocial adaptation. The purpose of this study was to compare the emotional and behavioral problems, including school bullying and social skills, between children of alcoholics (COAs) and children of non-alcoholics (non-COAs). Methods: We recruited $4^{th}$ grade children (n=741) from 7 primary schools in Seoul and their parents as subjects. The self-rated psychiatric symptoms were assessed with the Korean version of the Children of Alcoholics Screening Test (CAST-K), the Children's Depression Inventory (CDI), the Rosenberg's Self-esteem Scale (RSES), the School Bullying Scale, the Social Skill Rating Scale and the Korean version of Alcohol Expectancy Questionnaire-Adolescent (AEQ-A). The Attention-deficit Hyperactivity Disorder Rating Scale-IV (ARS) was completed by the parents. Results: 518 children were non-COAs and 223 were COAs. The COAs showed higher CDI and ARS-IV scores and lower RSES scores than the non-COAs. Especially, the COAs also showed higher school bullying scale scores and lower cooperative scale scores on the social skill rating scales. But there was no difference of alcohol expectancy between the COAs and non-COAs. Conclusion: It was plausible that the COAs had more behavioral & psychosocial problems than the non-COAs among the school aged children. It is important to identify and intervene to solve the problems of peer relationships of school age COAs in order to prevent victimization by bullying and to improve psychosocial adaptation.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.829-845
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• 2011

The purpose of this study was to examine mathematical performance predictions with gifted behavior ratings by teachers and parents. The participants of this study were 787 elementary 5th and 6th grade gifted students who took the mathematical performance test. This study asked gifted teachers and parents to rate gifted behaviors of these gifted students with using SRBCSS-R (Renzulli et al., 2002, 2009). The results indicated that gifted teachers rated gifted behaviors of the 5th grade gifted students higher than the 6th grade gifted students, except in 'mathematical characteristics.' Gifted teachers rated 'learning' gifted behaviors of male gifted students higher than those of female gifted students. In the meanwhile, parents of the 5th grade gifted students rated gifted behaviors higher than parents of the 6th grade gifted students in 'learning' and 'motivation.' In comparing the gifted behavior ratings by gifted teachers and parents, there were significant differences in 'learning' and 'motivation' ratings. That is, gifted teachers rated significantly higher 'learning' and 'motivation' of gifted students than parents. When this study explored the prediction of gifted behavior ratings by gifted teachers and parents on mathematical performances of gifted students, 'learning' and 'mathematical characteristics' ratings by gifted teachers predicted the mathematical performances of gifted students.