• Child Health Nursing Research
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• v.20 no.4
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• pp.314-321
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• 2014

Purpose: This study was conducted to identify factors affecting mental health and behavioral problems among high school students through the lens of a Social Cognitive Career Theory. Methods: A descriptive study was carried out with 384 high school students in Seoul, Korea. A self-administrative questionnaire was used. It consisted of items on person background variables, career-related variables including career barriers, learning experiences, self-efficacy, outcome expectations, and career indecision, and mental health and behavioral problems. Descriptive statistics, correlation analysis and multiple regression analysis were performed using the SPSS 21.0 program. Results: The results showed that perceived stress (t=5.12, p<.001), perceived health status (t=-4.08, p=.002), and school record (t=5.46, p<.001) were statistically significant variables. Also, career barriers (t=10.57, p<.001) was a significant factor influencing mental health and behavioral problems. Conclusion: These findings indicate that among career-related variables, career barrier needs to be considered for preventive and therapeutic approach to mental health and behavioral problems in adolescents. Furthermore, the results suggest that career-related stress level should be assessed in high school students on a regular basis.

• Journal of Microbiology and Biotechnology
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• v.32 no.2
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• pp.212-219
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• 2022

Recently, the efficacy of probiotics in treatment of neurodegenerative disorders has been reported in animal and clinical studies. Here, we assessed the effects of Bacillus coagulans JA845 in counteracting the symptoms of D-galactose (D-gal)/AlCl₃-induced Alzheimer's disease (AD) in a mice model through behavioral test, histological assessment and biochemical analysis. Ten weeks of pre-treatment with B. coagulans JA845 prevented cognitive decline, attenuated hippocampal lesion and protected neuronal integrity, which demonstrated the neuroprotective features of B. coagulans JA845 in vivo. We also found that supplementation of B. coagulans JA845 alleviated amyloid-beta deposits and hyperphosphorylated tau in hippocampus of D-gal/AlCl₃-induced AD model mice. Furthermore, B. coagulans JA845 administration attenuated oxidative stress and decreased serum concentration of inflammatory cytokines by regulating the Nrf2/HO-1 and MyD88/TRAF6/NF-κB pathway. Our results demonstrated for the first time that B. coagulans has the potential to help prevent cognitive decline and might be a novel therapeutic approach for the treatment of neurodegenerative diseases.

• The Journal of Korean Physical Therapy
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• v.22 no.6
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• pp.91-98
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• 2010

Neurostimulation approaches have been developed and explored to modulate neuroplastic changes of cortical function in human brain. As one of the most primary noninvasive tools, transcranial direct current stimulation (tDCS) was extensively studied in the field of neuroscience. The alternation of cortical neurons depending on the polarity of the tDCS has been used for improving cognitive processing including working memory, learning, and language in normal individuals, as well as in patients with neurological or psychiatric diseases. In addition, tDCS has great advantages: it is a non-invasive, painless, safe, and cost-effective approach to enhance brain function in normal subjects and patients with neurological disorders. Numerous previous studies have confirmed the efficacy of tDCS. However, tDCS has not been considered for clinical applications and research in the field of physical therapy. Therefore, this review will focus on the general principles of tDCS and its related application parameters, and provide consideration of motor behavioral research and clinical applications in physical therapy.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.1 no.1
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• pp.77-88
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• 1990

Management of the child with Attention-Deficit Hyperativity Disorder(ADHD) reguires a comprehensive approach of cognitive-behavioral, educational, and pharmacological interventions. Establishing the valid diagnosis is the first step of management. After the diagnosis is made, the clinician must then interpret the diagnosis and its impliations to the child, parents, and teachers. The pharmacotherapy is most effeceive, and the CNS stimulants (methylphenidate) is drug of choice. Although generally not as effective as stimulants, triacyclic antidepressants, clonidine, antipsychotics offer the alternatives to stimulants therapy. Additional treatments, including psychotherapy, cogntive-behavioral approach, educational infervention, parental counseling are also essential in managing the child with ADHD. Finally, controversial approaches-diet therapy, mineral therapy, hypoglycemia, megavitamin therapy, refined sugars, neurophysiological retraining approaches are reviewed.

• Science of Emotion and Sensibility
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• v.21 no.4
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• pp.77-90
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• 2018

Behavioral studies of emotion recognition in autism spectrum disorders (ASD) have yielded mixed results. Most of the studies focused on emotion recognition abilities with regard to ASD using stimuli with unisensory modality, making it difficult to determine difficulties in real life emotion perception in ASD. Herein, we review the recent behavioral and cognitive neuroscience studies on emotion recognition functions in ASD, including both unisensory and multisensory emotional information, to elucidate the possible difficulties in emotion recognition in ASD. In our study, we discovered that people with ASD have problems in the process of integrating emotional information during emotion recognition tasks. The following four points are discussed: (1) The restrictions of previous studies, (2) deficits in emotion recognition in ASD especially in recognizing multisensory information, (3) possible compensation mechanisms for emotion recognition in ASD, and (4) the possible roles of attention and language functions in emotion recognition in ASD. The compensatory mechanisms proposed herein for ASD with regard to emotion recognition abilities could contribute to a therapeutic approach for improving emotion recognition functions in ASD.

• Journal of Korean Academy of Nursing
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• v.26 no.3
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• pp.678-687
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• 1996

Smoking is considered to be one of the important risk factors associated with various health problems. Thirty seven million people in America quit smoking in the past decade, with 90% quitting on their own(Americal Heart Association, 1986). According to McAlister(1975), 70% of smokers reported that they adopted a self-help smoking cessation approach rather than a formal treatment program. In our country, although, auccessful exsmokers have used, are not available, concerns about smoking cessation have increased, recently, due to changes in social and political attitudes to health promotion. This study was conducted to help smokers who had made a decision to adopt a self-helf smoking cessation approach instead of depending on a formal treatment program. It provided a structurd way for sucessful smoking cessation by identifying change mechanism factors which have been commonly used by smokers. The subjects selected for this study were 155 university students between 20 and 29. Years of age the results from the analysis of the collected data showed that seven factors in the self-help change processes significant, and they are named, Stimulus Control, Self-Determination, Information Management, Reinforcement Management, Helpful Relationships, Dramatic Relief, and Cognitive Restructuring. All of the factors except Self-Determination represent the same change mechanisms which are proposed by Prochaska et at.(1988). Self-Determination uniformly includes items belonging to various change processes. Therefore, it might be an transitional factor including strategies related to both cognitive and behavioral dimensions. In spite of this, noted that one item which gives meaning of Self-Determination shows the highest factor loading, it is named Self-Determination.

• Korean Medical Education Review
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• v.18 no.3
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• pp.125-131
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• 2016

Recent changes in educational paradigms that emphasize the performance or outcomes of education are redefining how learning objectives are being described as 'learning outcomes' in various academic disciplines. Medical education is not an exception to this trend. However, it has come to our attention that the key concepts and appropriate descriptions of learning outcomes have not been well understood among educators and that this lack of understanding has hindered our efforts to implement the practice in the field. This study aims to provide a direction to establish and describe learning outcomes by examining previous studies that have focused on setting learning objectives as well as learning outcomes. Setting and describing learning outcomes starts from reflection on the approach of behavioral learning objectives, which overemphasizes learner's acquired knowledge, skills, and attitude in each classroom rather than actual performance. On the other hand, the learning outcome approach focuses on what the learner is able to do as a result of a learning experience. This approach is more learner-friendly and encourages students to lead and be responsible for their learning process. Learning outcomes can best be described when the relevance of actual contexts and the hierarchy of learning objectives are considered. In addition, they should be in the form of context, task, performance, and level, as well as be planned with proper assessment and feedback procedures. When these conditions are met, the learning outcome approach is beneficial to students as it presents a curriculum that is more open to learners. Despite these advantages of the learning outcome approach, there is a possible concern that setting the learning outcomes and describing them can restrict evaluation to lower cognitive skills if the concept of learning outcome is narrowly interpreted or is set too low. To avoid such narrow applications, it is important for educators to understand the comprehensiveness of the learning outcome setting and to consider long-term outcomes embedded in an organizational vision rather than only short-term behavioral outcomes.

• Journal of Yeungnam Medical Science
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• v.38 no.3
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• pp.194-201
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• 2021

Amputation changes the lives of patients and their families. Consequently, the patient must adapt to altered body function and image. During this adaptation process, psychological problems, such as depression, anxiety, and posttraumatic stress disorder, can occur. The psychological difficulties of patients with amputation are often accepted as normal responses that are often poorly recognized by patients, family members, and their primary physicians. Psychological problems can interfere with rehabilitation and cause additional psychosocial problems. Therefore, their early detection and treatment are important. A multidisciplinary team approach, including mental health professionals, is ideal for comprehensive and biopsychosocial management. Mental health professionals could help patients set realistic goals and use adaptive coping styles. Psychiatric approaches should consider the physical, cognitive, psychological, social, and spiritual functions and social support systems before and after amputation. The abilities and limitations of physical, cognitive, psychological, and social functions should also be considered. To improve the patient's adaptation, psychological interventions such as short-term psychotherapy, cognitive behavioral therapy, mindfulness meditation, biofeedback, and group psychotherapy can be helpful.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.6 no.1
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• pp.100-108
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• 1995

The purpose of the present study was to examine whether Interpersonal Cognitive Problem Solving(ICPS) skill training would enhance interpersonal solving skills and behavioral adjustment of mildly mentally retarded adolescents in the junior and high school. The program used in the present study was shortened and adapted for mildly retarded adolescents from Shure and Spivack(1982) program which was developed to improve the adjustment of children in the intermediate grades 5-6. The subjects were 22 mildly retarded adolescents, and they were assigned to either the experimental(11) or the control group(11). The experimental group were given ICPS training 4 times a week over a period of 8 weeks with a total of 32 sessions in all. The results showed a significant improvement of alternative thinking and consequential thinking in the experimental group compared with the control group. With regard to behavioral ratings by the parents and teachers, there were no significant differences between the groups. The results indicated that the training was effective in increasing the ability to generate alternative solutions and to predict consequences, but the significant improvement of interpersonal cognitive problem solving skills did not lead to noticeable improvement in behavioral adjustment. It was suggested that a longer training period for over-learning, concomitant parent education program, and more behaviorally oriented social skill training combined with the cognitive approach would yield significant training effects, maintenance and transfer.

• Journal of the Ergonomics Society of Korea
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• v.32 no.1
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• pp.59-68
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• 2013

Objective: The purpose of this paper is to introduce a task complexity model combining task design aspects and complexity dimensions and to explain an approach to identifying and organizing task complexity factors based on the model. Background: Task complexity is a critical concept in describing and predicting human performance in complex systems such as nuclear power plants(NPPs). In order to understand the nature of task complexity, task complexity factors need to be identified and organized in a systematic manner. Although several methods have been suggested for identifying and organizing task complexity factors, it is rare to find an analytical approach based on a theoretically sound model. Method: This study regarded a task as a system to be designed. Three levels of design ion, which are functional, behavioral, and structural level of a task, characterize the design aspects of a task. The behavioral aspect is further classified into five cognitive processing activity types(information collection, information analysis, decision and action selection, action implementation, and action feedback). The complexity dimensions describe a task complexity from different perspectives that are size, variety, and order/organization. Combining the design aspects and complexity dimensions of a task, we developed a model from which meaningful task complexity factors can be identified and organized in an analytic way. Results: A model consisting of two facets, each of which is respectively concerned with design aspects and complexity dimensions, were proposed. Additionally, twenty-one task complexity factors were identified and organized based on the model. Conclusion: The model and approach introduced in this paper can be effectively used for examining human performance and human-system interface design issues in NPPs. Application: The model and approach introduced in this paper could be used for several human factors problems, including task allocation and design of information aiding, in NPPs and extended to other types of complex systems such as air traffic control systems as well.