• Title/Summary/Keyword: Behavior rating scales

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Factor Analysis of Standardized Depression Scales in Suicidal Attempters among Patients with Depressive Disorders : CRESCEND Study (우울증 자살시도자들에서 표준우울평가척도들의 요인분석 : CRESCEND 연구)

  • Hong, Min Ah;Kim, Min Kyung;Kim, Jung Bum;Jun, Tae Youn;Yim, Hyeon Woo;Lee, Min Soo;Kim, Jae Min
    • Anxiety and mood
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    • v.11 no.1
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    • pp.3-11
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    • 2015
  • Objective : The aim of this study was to find associations between specific symptoms and suicidal behavior by using global severity on depression scales. Methods : Data were obtained from 1,183 patients of CRESCEND study. Factor analysis of the 17-item Hamilton Rating Scale for Depression (HAM-D) and the Beck Depression Inventory-II (BDI-II) was used to compare symptom clusters between the past suicide attempters and the non-suicide attempters, among the patients with depressive disorders. Results : Factor analyses of HAM-D and BDI-II extracted three factors. Suicide attempters had significantly higher scores on core factor of HAM-D, including depressed mood, feeling of guilt, suicide, work, and activities. The higher scores on all factors of BDI-II or scores correlated with a total of 7 suicide attempts and with known risk factors for suicidal behavior. Conclusion : These findings suggest that the suicide attempters complained of more cognitive, affective, somatic symptoms on BDI-II, but the core factor on HAM-D was the only differentiated factor between the two groups. Clinician-rated scales as well as self-reported questionnaires were valid in measuring suicidal attempts, and the clinical profile may help in guiding the studies of biological correlates and the treatments to reduce suicide risk.

Comparison of three behavior modification techniques for management of anxious children aged 4-8 years

  • Radhakrishna, Sreeraksha;Srinivasan, Ila;Setty, Jyothsna V;Murali, Krishna DR;Melwani, Anjana;Hegde, Kuthpady Manasa
    • Journal of Dental Anesthesia and Pain Medicine
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    • v.19 no.1
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    • pp.29-36
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    • 2019
  • Background: An inability to cope with threatening dental stimuli, i.e., sight, sound, and sensation of airotor, manifests as anxiety and behavioral management problems. Behavior modification techniques involving pre-exposure to dental equipment will give children a first-hand experience of their use, sounds, and clinical effects. The aim of this study was to compare the techniques of Tell-Show-Play-doh, a smartphone dentist game, and a conventional Tell-Show-Do method in the behavior modification of anxious children in the dental operatory. Methods: Sixty children in the age group of 4-8 years, with Frankl's behavior rating score of 2 or 3, requiring Class I and II cavity restorations were divided into three groups. The groups were Group 1: Tell-Show-Play-doh; Group 2: smartphone dentist game; and Group 3: Tell-Show-Do technique and each group comprised of 20 children. Pulse rate, Facial Image Scale (FIS), Frankl's behavior rating scale, and FLACC (Face, Leg, Activity, Cry, Consolability) behavior scales were used to quantify anxious behavior. Operator compliance was recorded through a validated questionnaire. Results: The results showed lower mean pulse rates, lower FIS and FLACC scores, higher percentage of children with Frankl's behavior rating score of 4, and better operator compliance in both the Tell-Show-Play-doh and smartphone dentist game groups than in the conventional Tell-Show-Do group. Conclusion: The Tell-Show-Play-doh and smartphone dentist game techniques are effective tools to reduce dental anxiety in pediatric patients.

A Case Report on Korean Medicine Psychotherapy in an Adolescent Patient with Major Depressive Disorder Accompanied by Suicidal Ideation and Behavior (자살생각과 자살행동을 동반한 청소년 주요우울장애 환자의 한의정신요법 활용 1례 보고)

  • Esther Jang;Soomin Jo;Kyeong-Ok Kim
    • Journal of Oriental Neuropsychiatry
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    • v.34 no.4
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    • pp.453-461
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    • 2023
  • Objectives: Major depressive disorder is a severe disease that is associated with suicidal ideation and behavior. In this case, Korean medicine psychotherapy and Korean medicine treatment were used to treat an adolescent patient with major depressive disorder. Methods: The Beck Depression Inventory, Reynolds Suicidal Ideation Questionnaire, and Crisis Triage Rating Scale were used as psychological evaluation scales. Korean medicine psychotherapy focuses on Giungoroen-therapy and IiGyeungByunQi-therapy and Korean medicine treatment combined with acupuncture, moxa, and herbal medicine. Results: Comparison before and after treatment showed improvement in clinical symptoms, Beck Depression Inventory, Reynolds Suicidal Ideation Questionnaire, and Crisis Triage Rating Scale. Conclusions: As a result of applying Korean medicine, psychotherapy and Korean medicine treatment reduces to an adolescent patient with major depressive disorder, depression, suicidal thoughts, and suicidal behavior.

The Effect of Social Skills Training for Children with Attention-Deficit Hyperactivity Disorder and Asperger's Disorder : Preliminary Study (주의력결핍 과잉행동장애 아동과 아스퍼거장애 아동에서 사회기술훈련의 효과 비교)

  • Hwang, Ji-Hee;Kwack, Young-Sook
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.24 no.4
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    • pp.199-206
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    • 2013
  • Objectives : Attention-deficit hyperactivity disorder (ADHD) and Asperger's disorder (AD) in children are associated with attentional problems, impulsivity, hyperactivity, and difficulties with social interactions. Pharmacological treatment may alleviate symptoms of ADHD, but seldom solves difficulties with social interactions. Social skills training (SST) may assist in improving their social interactions. We examined the effects of SST on children's social competences, general behavior, and ADHD symptoms. Methods : Thirty four children, aged 7 to 12 years, participated in the cognitive behavioral SST program once a week at the outpatient division of child-adolescent psychiatry. SST was composed of 24 sessions (ninety minutes) for 6 months. Twenty-five children were diagnosed with ADHD, and 9 children were diagnosed with AD. Parents of the children rated Korea-Child Behavior Checklist (K-CBCL), Conner's rating scales, Korean-ADHD Rating Scale (K-ARS), Social Skill Rating System (SSRS), and Matson's Social Skill Rating Scale as an evaluation of the treatment effect, before the first session and after the final session of the training. Results : The ADHD group showed significantly increased scores of social and social competence of CBCL and SSRS. Further, scores of externalizing problems of CBCL, CRS, and ARS were significantly decreased. The Asperger's group showed significantly increased scores of social competence of CBCL, SSRS, and MESS. There was a significant difference of the improvement in CBCL's school and total behavior problem score, CRS between drug change group and no drug change group. Conclusion : The result of this study suggests that SST is effective in improving social skills for children with ADHD and AD. In addition, SST has shown its effectiveness in treating attentional problems for children with ADHD. To prove objective usefulness of SST, further studies with a more structured design and long-term duration along with a sufficient number of AD participants will be necessary.

The Mediating Effects of Concern: The Relationship Between Parenting Competence and Anger Expression Among Mothers with Young Children (유아기 자녀를 둔 어머니의 양육 역량과 분노 표현과의 관계: 자녀에 대한 염려의 매개효과)

  • Chung, Kai Sook;Cha, Jee Ryang;Kim, Mi Na
    • Korean Journal of Childcare and Education
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    • v.15 no.2
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    • pp.37-57
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    • 2019
  • Objective: This study aimed to find out whether concern for children mediates the impact of parenting competence on the anger expression of mothers with young children. Methods: Subjects consisted of 219 mothers with children aged 3 to 6 years old attending kindergartens and daycare centers. The motehrs were given 3 rating scales about parenting competence, concerns about their children, and anger expression. The Parental Anger Scales measuring anger expression consisted of sub-factors such as situational anger, impulsive behavior, and difficulty of anger control. Results: Using the data collected, correlation analysis and the regression analysis procedure by Baron & Kenny(1968) were conducted; the significance of the mediating effects was verified by the Sobel test. First, the study found that there were significant positive correlations between mother's parenting competence, concern about children, and anger expression. Second, mothers' concern about their children had partial mediating effects on the relationships between parenting competence and overall anger expression, situational anger and impulsive behavior, and a complete mediating effect on the relationship between parenting competence and difficulty with anger control. Conclusion/Implications: These results were discussed in terms of the approach and content of parent education to help parents with young children control their anger.

Relationships between teacher's recognition of professionalism, child's gender, term care and child's social interaction behavior (교사의 전문성 인식, 유아의 성별 및 보육기간과 유아의 사회적 상호작용 행동)

  • Yun, Juyoen;Shin, Hyewon
    • Korean Journal of Human Ecology
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    • v.22 no.5
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    • pp.407-417
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    • 2013
  • The purpose of this study was to investigate and analyze how teachers' recognition of professionalism and the child's gender and term care affect child's social interaction behavior. Participants were three-year-old 61 children and their 20 teachers. Each child was observed by the time sampling method of 20 sec-observation followed by 10 sec-recording for a total of 14 minutes. The teachers completed the rating scales to measure the teachers' recognition of professionalism. The study results show that, children engaged more frequently in individual behavior than in interactions with peers or with teachers in day care centers. And those children had more interaction behavior with their teachers than with their peers. Correlation between teachers' recognition of professionalism and children's social interaction behavior were as following: the more the teachers recognized professionalism, the more the children showed positive interaction behavior toward their teachers. Also, the more the teachers recognized the professionalism related to the job satisfaction, the more the children showed positive interaction behavior toward their peers. Boys interacted more negatively with peers and teachers than girls did. Children who attended the day care center more than two years showed less individual behaviors than others.

The Moderating Effect of Teacher-Child Relationship on the Relation between Problem Behavior and Peer Victimization (유아의 문제행동과 또래괴롭힘 피해의 관계에 대한 교사-유아 관계의 조절효과)

  • Kwon, Yeon Hee
    • Korean Journal of Human Ecology
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    • v.22 no.3
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    • pp.391-404
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    • 2013
  • This study examined the moderating role of teacher-child relationship on the relation between children's problem behavior and peer victimization. Participants were 198 children(97 boys, 101 girls; recruited from classes with 5-6 year olds) and their kindergarten teachers. The teachers completed the rating scales to measure the children's peer victimization, problem behavior and teacher-child relationship. The collected data were analyzed using descriptive statistics, t-tests, correlations, and hierarchical multiple regressions. Boys and girls were analyzed separately. Results showed that children's problem behavior had positive relation to their peer victimization. Teacher-child relationship significantly related to children's peer victimization. Hierarchical regression analysis indicated that the interaction of boys' withdrawal behavior and teacher-child closeness predicted boy's peer victimization. Boys' withdrawal behavior, whose teachers demonstrated the lowest level of teacher-child closeness, associated significantly with their peer victimization. Boys' withdrawal and aggressive behavior had significant relation to their peer victimization, especially for the highest level of teacher-child conflictual relationship. Findings suggested the importance of teacher-child relationship in the context of intervention planning for peer victimization.

조모가 손자녀의 personality 에 미치는 영향

  • 박미경
    • Journal of the Korean Home Economics Association
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    • v.5 no.1
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    • pp.780-793
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    • 1966
  • A study was made of influence of grandmother on the child's porsonality development. Behavior of randomly sampled 144 kindergarten children aged 5-6: 36 boys and 36 girls who came from general households were comparatively observed and rated by kindergartners who were able to correctly identify the children. Addition to this, interviews were conducted with their grandmothers by the auther. Rating scale used for behavior observations was consisted of 8 traits of personality: independency, dominance, co-operativeness, tolerance, responsibility, needs of achievement, agressiveness, and hostility. The scale for interviews was consisted of 3 domains of grandmothers attitude toward grandchildren; support, over control, and submissiveness. Both scales were carefully constructed and the validity of them were tested. The following results and conclusings were emerged from the study. 1. A moderate and statistically siggnificant relationships were found between the presence of grandmother and decline of dominance, tolerance, and needs of achievement of the boy and needs of achievement of the girl. Hostility of the girl increased by the presence of grandmother. 2. It was showed that most grandmothers inclined to support and submit to grandsons. 3. High negative correlations were obtained between anxiety of grandchildren and independency, cooperativeness, and needs of achievement of them.

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The Cognition and Strategy of Preschool Teacher About Child's Behavior Problem According to the Level of Teacher's Professional Development (유아교사의 전문성발달 수준에 따른 유아의 문제행동인식 및 문제행동지도전략)

  • Cha, Eo-Jin;Kwon, Yeon-Hee
    • Journal of Fisheries and Marine Sciences Education
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    • v.25 no.1
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    • pp.53-64
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    • 2013
  • This study examined the relationships between the cognitions and strategies of child's problem behaviors depending on the level of preschool teacher's professional development. Participants were 176 preschool teachers in B Metropolitan city. The teachers completed rating scales to measure teacher's professional development, the perception of child's problem behaviors, and teacher's guiding strategies for child's problem behaviors. The collected data were analyzed using descriptive statistics, one-way ANOVA, and Pearson correlations. Results showed that there were different cognitions of child's problem behaviors depending on the level of teacher's professional development. Secondly, child's problem behavior guiding strategies by the level of teacher's professional development were significant differences in the positive prevention strategy I, II, and the positive reaction strategy. Finally, there were somewhat different relationship between the cognition of child's problem behaviors and the problem behavior guiding strategies according to the level of teacher's professional development. Findings are discussed in terms of the importance of teacher's professional development in the context of teacher's education planning for teacher's guiding strategy about preschooler's problem behavior.

The Effects of Children's Self-regulation and Teacher-Child Relationships on Children's Social Behaviors (유아의 자기조절력과 교사-유아 관계가 유아의 사회적 행동에 미치는 영향)

  • Chung, Jee-Nha;Kim, Kyoung-Hoe
    • Korean Journal of Human Ecology
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    • v.24 no.5
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    • pp.617-629
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    • 2015
  • The purpose of this study was to explore the effects of children's self-regulation and teacher-child relationships on children's social behaviors. Participants were 239 4- to 5-year-old children(114 boys, 125 girls) and their 23 teachers. The teachers completed rating scales to measure children's social behaviors and teacher-child relationships. Children's self-regulation was assessed by a mother reported questionnaire. Data were analyzed using descriptive statistics, Pearson's correlations and stepwise multiple regression analysis. The major results of this study were as follows: First, Children's social behaviors were partially correlated with children's self-regulation and teacher-child relationships. Second, The most influential factor by children's social behaviors was teacher-child relationship. Specially, teacher-child intimacy was the most powerful factor predicting children's asocial behavior and prosocial behavior. While teacher-child conflict was the most powerful factor influencing children's aggressive behavior, hyperactive-distractible behavior and anxious-fearful behavior. Findings are discussed in terms of the importance of teacher-child relationships in the context of program development and guidance for maladjusted children.