• 수면정신생리
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• 제2권2호
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• pp.105-114
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• 1995

Schiophrenia is characterized by a variety of cognitive dysfunctions. A number of research findings suggest that schizophrenic patients have global deficits in cognitive functions, such as attention, memory, executive functions, and motor functions. These cognitive deficits, once they arise, tend to become relatively stable. In spite of much efforts to search for the cognitive dysfunctions in schizophrenia, there are no specific deficits or localizations found. It is necessary that future neuropsychological research of schizophrenia should include relationships between symptoms and cognitive dysfunctions and their relationships to treatment.

• 한국산학기술학회논문지
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• 제18권5호
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• pp.211-218
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• 2017

본 연구는 부산 M병원에서 전산화 단층촬영이나 자기공명영상촬영에 의해 뇌졸중을 진단받고 입원한 뇌졸중 환자 중 이 연구의 취지를 이해하고 자발적으로 참여하겠다고 서면으로 동의한 환자를 대상으로 전산화 인지재활프로그램을 적용하여 우울 및 인지기능, 일상생활활동에 미치는 영향을 알아보는 연구이다. 뇌졸중환자 44명을 대상으로 2016년 07월 04일부터 2016년 08월 12일까지 6주간 주 5회 1일 30분씩, 총30회기 동안 전산화 인지재활프로그램을 적용한 실험군 22명과 전산화인지재활프로그램을 적용하지 않은 대조군 22명을 6주간 주 5회 30회기를 실시하였다. 중재 전과 후의 우울은 우울척도 검사(BDI)를 통해 알아보았고, 인지기능은 신경학적 인지상태 검사(NSCE), 일상생활활동은 한국판 수정바델지수(k-MBI)를 통해 알아보았다. 연구결과 실험군에서는 우울감의 감소, 인지기능의 증진 및 일상생활활동의 증진을 나타내었다. 그러나, 대조군의 경우 우울감, 인지기능, 일상생활활동이 실험군에 비해 유의하게 증진하지는 않았다는 결과로 나타났다. 따라서 본 연구 결과 전산화 인지재활프로그램을 받은 실험군이 대조군에 비해 우울, 인지기능, 일상생활활동에 긍정적인 영향을 미친다는 것을 알 수 있었으며, 임상에서 뇌졸중 환자의 우울, 인지, 일상생활활동을 위한 치료로서 전산화인지 프로그램을 적극적으로 활용할 수 있을 것이다.

• 생물정신의학
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• 제1권1호
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• pp.109-116
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• 1994

연구배경: 정신분열증 환자에서 보이는 인지기능의 장애와 음성증상과의 관계는 아직 정확히 밝혀져 있지 않다. 음성증상을 효과적으로 호전시키는 것으로 알려진 clozapine을 만성 정신분열증 환자들에게 9개월 간 투여하여 인지기능이 호전될 수 있는지 조사하고 임상증상의 호전 정도와 인지기능의 호전정도 사이의 상관 관계를 평가하였다. 방 법: 만성정신분열증 환자(16명)를 대상으로 Wisconsin Card Sorting Test, Digit Span Test 및 Judgment of Line Orientation Test 등의 심리검사를 clozapine 투약 전과 9개월 후 각각 실시하였다. 또한 BPRS를 사용하여 투약전과 9개월 간의 투약 이후의 정신병리를 평가하였으며 이를 신경심리검사 결과와 비교하였다. 결 과: Clozapine은 만성정신분열증 환자의 양성 및 음성 증상을 모두 유의하게 호전시켰다. 신경심리검사 결과 집중력, 단기 기억력, 시각-지각력에는 유의한 호전이 있었으며 집행능력에서도 통계적으로 의의있지는 않으나 호전되는 경향을 보였다(p=0.066). 환자들의 임상증상과 신경심리검사 결과 사이에는 아무런 상관관계도 발견할 수 없었다. 결 론: 만성정신분열증 환자들에서 clozapine 장기 투여를 통해 임상증상은 물론 집중력 및 단기기억력 등 일부 인지기능의 호전을 기대할 수 있으며 특히 보다 정교한 정보처리와 관련되는 집행능력 역시 9개월 이상 장기 치료를 통해서 호전될 수 있음을 시사하였다. 또한 정신분열증 환자에서 나타나는 인지기능의 장애는 임상증상에 의한 2차적 현상이 아니라 하나의 독립된 병리임을 추측할 수 있다. 향후 보다 객관적인 결론을 위하여 타 항정신병약물과의 비교 연구가 지속적으로 필요하다고 본다.

• 정신신체의학
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• 제3권1호
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• pp.64-71
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• 1995

Cognitive-behavioral approach can be clinically applied to coping with stress, because cognitions are playing a central mediating role in the occurances of stress and stress reactions. In other words, cognitive distortions can be associated with causing and/or maintaining psychopathology. The goal of cognitive-behavioral approach is to help the patients identify and alter cognitive distortions and maladaptive assumptions. This approach is aimed not at curing but rather at helping the patients to develop better coping strategies to deal with their life and work. The cognitive-behavioral techniques often used in this approach include problem solving, hypothesis-testing, self-monitoring, cognitive challenges, generating alternatives to automatic cognitive distortions, self-instruction, attribution and reattribution, and techniques to control or suppress thoughts. This approach is considered to be helpful for treatment and prevention of psychiatric disorders including psychosomatic disorders, in which stress can greatly affect their onset and course.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제2권1호
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• pp.49-55
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• 1991

시험 불안은 인지적인 worry와 정서적인 emotionality 2요소를 갖고 있으며 상황에 특정한 인격 성향으로 정의되어 왔다. 정서적, 인지적 요소를 수정하려는 정도에 있어서 여러 치료가 다르고, 여러 치료가 치료적 기술의 영향이 예상된 궤적에 근거해서 인지-정서 연속선상에 따라서 놓여질 수 있게 되었다. 인지-정서 연속선상에 놓여진 여러 치료들과 학습 습관, 시험 치루는 기술과 모델링등이 검토되었다. 최근 시험 불안 치료 연구를 고찰하여 본 결과, 대부분 인지적 치료가 정서적 치료보다 시험 불안을 감소시키고 worry와 emotionality를 감소시키는데 더 효과적이라는 것이다.

• 한국초등과학교육학회지:초등과학교육
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• 제28권3호
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• pp.321-330
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• 2009

This study investigated the effects of teaching-learning lesson plan using cognitive acceleration instructional strategies applied to the unit, 'The Light and Shadow' in elementary school. Two classes of the second grade elementary students (N=63) in Chungcheongbukdo districts were assigned to control and treatment groups each, and were taught about 'The Light and Shadow' for 8 class hours. For the treatment group, teaching-learning lesson plan using cognitive acceleration instructional strategies developed by this research was applied. The traditional instruction by textbook and teacher's guides was used for the control group. All students were tested with the test for concept of the shadow and the test for academic achievement about the unit. As the result of the post-test, the scores of the treatment group were higher than those of the control group. However, it was not statistically meaningful difference. The scores of the treatment group were significantly higher than those of the control group in the delayed-post-test for concept of the shadow. No significant interaction was observed with respect to the students' gender, instruction and pre-level for the concept of the shadow. Data analysis indicated that the scores of the treatment group were significantly higher than those of the control group in the post-test and delayed- post-test for the concept of the shadow in the area of object permanence. Our research work shows the effectiveness of the teaching-learning lesson using cognitive acceleration instructional strategies for the development for concept of the shadow for elementary school students, and suggests the necessity for this kind of teaching-learning program in the fields.

• 가정과삶의질연구
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• 제33권2호
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• pp.135-148
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• 2015

The purpose of this study is to develop cognitive behavioral therapy(CBT) to improve the parenting efficacy of married immigrant women, and verify its effectiveness. In the CBT of this study, behavioral technique was added to cognitive reconstruction based on cultural context in order to improve parenting efficacy. The study selected 28 married immigrant women, and randomly divided them into a CBT group(10), a general treatment group(8) and a control group(10). The CBT and the general treatment programs consisted of 10 sessions, approximately 2 hours in duration. The results of the study were as follows. 1) The level of parenting efficacy was improved significantly in the CBT and the general treatment group. 2) The level of negative automatic thoughts and dysfunctional parenting thoughts was significantly decreased only in the CBT group. 3) In the CBT and the general treatment group, the level of parenting stress and acculturative stress was decreased while the level of psychological well-being improved. On the other hand, the level of parent-adolescent communication was improved significantly only in the CBT group. 4) In comparison with the general treatment group, the CBT group showed higher parenting efficacy and lower automatic thoughts and dysfunctional parenting thoughts. This study has significance in its attempt to develop a parent training program to improve the parenting efficacy of married immigrant women by integrating behavioral modification and communication skills training focused on cognitive reconstruction of parenting-related negative thoughts and beliefs in application of the CBT paradigm.

• 대한불안의학회지
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• 제4권1호
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• pp.28-33
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• 2008

Objective : A working group of psychiatrists from the Korean Academy of Anxiety Disorders was established to determine the appropriate medication algorithm for treating patients with panic disorder. In this article, we discussed the consensus among psychiatrists regarding the use of cognitive behavior therapy (CBT) in the development of a treatment algorithm for panic disorder in Korea. Methods : Based on the guidelines or algorithms published by the American Psychiatric Association, National Institute for Clinical Excellence, and Canadian Psychiatric Association, we constructed questionnaires regarding the core components and contents of CBT for patients with panic disorder. Fifty-four experts in panic disorder completed the questionnaires. Results : There was statistically significant consensus among the experts in the belief that cognitive reconstruction and psychological education are the core components of CBT for the treatment of patients with panic disorder. However, there was some inconsistency between the opinions of some experts regarding the content and frequency of CBT and the results of studies published outside of Korea. Conclusions : CBT, especially the psychological education and cognitive reconstruction components, should be considered when treating patients with panic disorder. However, further consideration needs to be put into the design of a more detailed treatment guideline for the use of CBT in the treatment of patients with panic disorder.

• 가정과삶의질연구
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• 제26권2호
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• pp.13-24
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• 2008

The aim of the present study was to develop a cognitive-behavioral group therapy program for social anxiety in Korean adolescents and to examine its efficacy through pre-, post- and 2-year follow-up tests. The program included cognitive restructuring, exposure training and social skills training. KSAS-A and SASC-R were administered to 588 1st grade middle-school female students to assess their social anxiety levels. On the basis of double criteria procedure(top 10% scores on both scales), 59 students were selected initially. Individuals currently receiving clinical treatment were excluded. Finally, 40 students were selected and randomly assigned to either a treatment group or a wait-list control group. The program consisted of 12 weekly sessions, approximately 1.5-2 hours in duration. Whereas pre- and post-tests were administered to both groups, follow-up tests were administered to the treatment group only. The collected data were statistically analyzed through independent t-test and paired t-test. The results of the study were as follows: 1) At post-test students in the treatment group showed a very significant reduction in social anxiety and fear of negative evaluation by others in comparison with those in the wait-list group. 2) At post-test students in the treatment group showed a significant reduction in negative automatic thoughts in comparison with those in the wait-list group. 3) At post-test students in the treatment group showed a significant improvement in overall social skills in comparison with those in the wait-list group. 4) At post-test students in the wait-list group showed a significant increase in both social anxiety and negative automatic thoughts in comparison with those in the treatment group. 5) At 3-month, 1-year and 2-year follow-ups, the program's effectiveness was maintained.

• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.242-254
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• 2011

The purpose of this study was to understand the teaching effects according to the cognitive levels after conducting inquiry activities using science notebooks in the open inquiry activities of the elementary science class. The results of this study were as follow. first, students having the open inquiry activities using science notebooks showed improvement in scientific inquiry abilities in both groups with the low and high cognitive level. Second, regarding the changes of scientific attitudes, both groups with the low and high cognitive level exhibited improvement. According to the result of analyzing interaction between the cognitive level and class treatment on the effects for scientific inquiry abilities and scientific attitudes, there was no difference by the cognitive level. And the use of science notebooks in open inquiry activities had effects on improving scientific inquiry abilities and scientific attitudes regardless of the cognitive level.