• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.24 no.2
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• pp.83-89
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• 2013

Objectives : It is known that children with attention-deficit hyperactivity disorder (ADHD) experience significant difficulty in recognizing facial emotion, which involves processing of emotional facial expressions rather than speech, compared to children without ADHD. This objective of this study is to investigate the differences in facial emotion recognition between children with ADHD and normal children used as control. Methods : The children for our study were recruited from the Suwon Project, a cohort comprising a non-random convenience sample of 117 nine-year-old ethnic Koreans. The parents of the study participants completed study questionnaires such as the Korean version of Child Behavior Checklist, ADHD Rating Scale, Kiddie-Schedule for Affective Disorders and Schizophrenia-Present and Lifetime Version. Facial Expression Recognition Test of the Emotion Recognition Test was used for the evaluation of facial emotion recognition and ADHD Rating Scale was used for the assessment of ADHD. Results : ADHD children (N=10) were found to have impaired recognition when it comes to Emotional Differentiation and Contextual Understanding compared with normal controls (N=24). We found no statistically significant difference in the recognition of positive facial emotions (happy and surprise) and negative facial emotions (anger, sadness, disgust and fear) between the children with ADHD and normal children. Conclusion : The results of our study suggested that facial emotion recognition may be closely associated with ADHD, after controlling for covariates, although more research is needed.

• Journal of the Korea Convergence Society
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• v.12 no.2
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• pp.113-120
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• 2021

The objective of this study is to identify the visual function impairment of children with each type of attention deficit hyperactivity disorder(ADHD). The subjects of this study were 49 children diagnosed with ADHD with visual function out of the normal range. The type of ADHD was investigated using the Korean-ADHD Rating Scale and visual function test. The attention deficit type(69.4%) of ADHD was the most common type among children with ADHD with vision problems. Although their overall naked-eye visual acuity was good, about 50% of the subjects showed problems with visual function. For those with the attention deficit type of ADHD, the myopia-related refractive error was high. For those with the hyperactivity type of ADHD, the astigmatism-related refractive error was higher. For those with vergence function disorder, convergence insufficiency was the most common. As there were differences in the visual impairment characteristics of children with different types of ADHD, it is necessary to approach a child's problem behavior through examination and screening for visual function disorders.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.28 no.4
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• pp.220-227
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• 2017

Objectives: The purpose of this study was to examine the reliability and validity of the Korean version of the Behavior Problems Inventory (BPI-01) among children and adolescents aged between 3 and 18. Methods: The control group consisting of one hundred children and adolescents was recruited from schools and the patient group consisting of forty one children and adolescents with autism spectrum disorder were recruited from a hospital. We compared the measurements of both groups. To assess the concurrent validity of the BPI-01, we compared the problem behavior index of the Korean Scale of Independent Behavior-Revised (K-SIB-R) and, to assess the discriminant validity, we compared the Korean version of the Child Behavior Checklist (K-CBCL). The Cronbach's alpha of the BPI-01 was measured to assess its reliability. Correlation analyses between the BPI-01 and the other scale were carried out to examine the former's concurrent and discriminant validity. Results: The patient group showed a significantly higher score for all three subscales of the BPI than the control group. The Cronbach's alpha was 0.92 for the total severity score of the BPI and ranged between 0.67-0.89 for each subscale in the patient group. All subscales of the BPI-01's, i.e., self injurious behavior, stereotyped behavior and aggressive/destructive behavior, were significantly correlated with the corresponding subscales of the K-SIB-R. The BPI-01 generally did not demonstrate any significant correlation with emotional items such as anxiety/depression in the K-CBCL. Especially, the BPI-01's stereotyped behavior subscale showed little correlation with externalizing behaviors such as social problems and aggressive behaviors. Conclusion: This study found that the Korean version of BPI-01 is a reliable and valid behavior rating instrument for problem behavior in developmental disabilities among children and adolescents.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.25 no.3
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• pp.128-135
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• 2014

Objectives : The purpose of this study was to evaluate the effect of social skills training (SST) for children in two different community settings, an elementary school and a child community center. Methods : Two separate groups of 15 children (10 boys and 5 girls) and 13 children (4 boys and 9 girls) participated in a SST program twice per week at an elementary school and a child community center, respectively. Age range of participants was from 8 to 10 years. Sixty-minute-long sessions of SST were continued twice per week for 4 weeks. Korean-Child Behavior Checklist (K-CBCL), Conner's Rating Scales, Korean-Attention-Deficit Hyperactivity Disorder Rating Scale (K-ARS), Social Skills Rating System (SSRS), and Matson's Evaluation of Social Skills with Youngsters (MESSY) were evaluated by their parents before and after the SST program. Results : Pre-and-post analysis of SST indicated no significant statistical differences in the elementary school group. However, the child community center group showed significantly increased scores for total social ability (p<.05) and decreased scores for attention problem (p<.05) on the K-CBCL. In addition, scores of MESSY were significantly increased (p<.05). These differences between the two groups were still significant after controlling pre-SST scores ; and difference of SST scores between the two groups disappeared after SST. Conclusion : Results suggest that SST in the community setting is an effective tool for prevention of social deficits and problems in attention by promoting social function and attention.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.28 no.4
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• pp.235-243
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• 2017

Objectives: This study aimed to evaluate the mental health status of the children of psychiatric patients in order to plan for the resources that may be necessary to help these children achieve their full potential. Methods: Forty-eight children (age 9-18) whose parents were registered in 5 community mental health centers located in Seoul were recruited. Tests assessing 3 psychological domains were conducted: 1) cognition: Korean version of Learning Disability Evaluation Scale, Comprehensive Attention Test, 2) parent reported emotion and behavior: Korean Child Behavior Checklist, Korean attention-deficit hyperactivity disorder Rating Scale, and 3) self-reported emotion and behavior: Korean Beck's Depression Inventory-II/Children's Depression Inventory-II, Korean Youth Self Report). We defined the children as having a high risk of developing mental health problems if their test scores were over the cut-off levels in 2 or more of the 3 domains assessed. Results: Twelve (25%) children were classified as having a high risk of developing mental health issues. 20 (41.6%) children scored above the cut-off in only one of the domains. Conclusion: Our results suggest that the children of psychiatric patients might be vulnerable to mental illness and need early prevention or interven-tions for the sake of their mental health.

• Journal of the Korean Society of Clothing and Textiles
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• v.29 no.9_10 s.146
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• pp.1340-1348
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• 2005

Consumers are prone to engage in browsing because they are, for a variety of reasons, open to spending opportunities that grab their attentions. In-store browsing is the in-store examination of a retailer's merchandise for recreational or/and informational purposes without an immediate intent to buy. Browsers made more unplanned purchases than non-browsers in a regional mall setting. As a form of on-going search, in-store browsing is a central component in the impulse buying process. The purposes of this study were 1) to examine the causal relationships among fashion involvement, hedonic consumption, browsing and impulse buying behavior, and 2) to investigate the mediating effects of browsing on impulse buying behavior for fashion products. A questionnaire was developed from a literature review and measured on a 7-point rating scale. Data were obtained from 413 students attending universities in Busan. The self-administered questionnaire was given during a scheduled class. Using structural equation modeling, the results indicate that the proposed model of this study is appropriate to explain the mediating effects of browsing on impulse buying behavior for fashion products. The model shows that fashion involvement and hedonic consumption are important as antecedents of browsing in fashion stores, and consumers browsing longer in fashion stores would tend to increase the likelihood of experiencing impulse buying behavior. That is, browsing in store plays an important mediating role in triggering impulse buying behavior for fashion products. The results from this study provide some insights into retail marketing theory supporting the trait and behavioral aspects of impulse buying. Future research and managerial implications are addressed.

• Child Health Nursing Research
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• v.17 no.1
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• pp.39-47
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• 2011

Purpose: This study was done to determine whether a parenting education program using responsive teaching strategies is effective for parenting stress, maternal interactional behavior and behavioral problems in children at risk for Attention Deficit Hyperactivity Disorder (ADHD). Methods: Participants in this study were 17 elementary school children and their parents. The ADHD risk group was determined by scores on the Korean-ADHD Rating Scale. The parenting education program was developed based on Dr. Mahoney's responsive teaching curriculum. Mothers participated in the program once a week for 8 sessions. Treatment outcome was evaluated using the Korean version of the Child Behavior CheckList (K-CBCL), parenting stress, maternal interactional behavior, and child pivotal developmental behavior. Data were analyzed using Wilcoxon signed rank test, Mann-Whitney test, and regression analysis. Results: After the parenting education program, no significant difference in parenting stress (Z=-1.00, p=.320) was found, but there was a significant decrease in the child's internal behavior problems (Z=-2.05, p=.040), and also a significant improvement in maternal interactional behavior and a significant difference in child pivotal developmental behavior (Z=-2.67, p=.008). Conclusion: The results indicate that parenting education programs based on responsive teaching strategies are effective and that application of a program is recommended to prevent behavioral problems and improve maternal child interaction for children at risk for ADHD.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.31 no.1
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• pp.5-25
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• 2020

Objectives: Adult attention-deficit/hyperactivity disorder (ADHD) is an important mental health problem that needs resolution, especially considering the high rates of ADHD continuation from childhood to adolescence/adulthood and the high prevalence of ADHD in adults. Adults with ADHD have lifelong negative impacts and require close monitoring with long-term follow-up. Hence, the establishment of a Korean practice parameter for adult ADHD is necessary to minimize discontinuation of treatment and enable information sharing among Korean mental health professionals. Methods: The Korean practice parameter was developed using an evidence-based approach consisting of expert consensus survey coupled with literature review. Results: According to the expert consensus survey, the most commonly used diagnostic methods were clinical psychiatric interview (20.66%) and self-report scales (19.25%) followed by attention (14.71%) and psychological tests (14.24%). Key evaluation instruments currently available in Korea are the World Health Organization Adult ADHD Self-Report Rating Scale, Korean Adult ADHD Rating Scale, Diagnostic Interview for ADHD in Adults, Barkley Deficits in Executive Functioning Scale for adults, Comprehensive Attention Test, Conners' Continuous Performance Test, and the subtests of Wechsler Adult Intelligence Scale, Digit Span and Letter-Number Sequencing. Although pharmacotherapy is recommended as the first-line of treatment for adult ADHD, we recommend that it be followed by a multimodal and multidisciplinary approach including psychoeducation, pharmacotherapy, cognitive behavior therapy and coaching. Conclusion: The Korean practice parameter introduces not only general information for the diagnosis and treatment of adult ADHD on a global scale, but also the process of diagnosis and treatment options tailored to the Korean population.

• Korean Journal of Child Studies
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• v.25 no.5
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• pp.73-94
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• 2004

The study examined the effects of an intervention program for improving mother-child interaction behaviors of mothers with developmentally delayed young children. The program consisted of three main activities, lectures for good parenting, video-feedback of mother-child interactions, and consultation for problem behaviors of children. The subjects were 4 mothers of 5-6 years old children with developmental delays who were referred to a social competence program of a child counseling center. The mothers were identified to have problematic mother-child interaction behaviors through clinical interviews. The program ran for 16 sessions, one parent group leader implemented each session for 90-120 minutes once a week. The videotaped data of mother-child interactions for 10 minutes every 4 sessions were estimated by Maternal Behavior Rating Scale(MBRS) and qualitatively analyzed by transcription of communications between mothers and their children. It concluded that the intervention program enhanced mother-child interaction behaviors.

• Korean Journal of Child Studies
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• v.17 no.2
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• pp.195-206
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• 1996

The purpose of this study was to observe differences in peer competence by children's personality and to investigate the relationship between peer competence and characteristics of children from poor families. The subjects were 79 parents and their 4- to 6-year-old children at a kindergarten in Seoul. The instruments were Iannotti's facial drawings cards, vignettes, "roster and rating" the Family Environment Scale (FES) and the Family Expressiveness Questionnaire (FEQ). The main results of this study were that girls from poor families had higher levels of peer competence than boys. There was a significant correlation between the peer competence of the children in poverty and family characteristics. The children's gender, knowledge of emotion, and mother's negatively dominant conduct were the factors that indicated children's behavior in peer competence. Family conflict and mother's emotional conduct did not relate to children's knowledge of emotion.