• Journal of the Korean Dietetic Association
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• v.7 no.3
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• pp.295-306
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• 2001

The purpose of the study was to develop an internet nutritional counseling program using an expert system to assist obese people to lose weight through behavior modification. The internet counseling program for weight loss was developed by the accumulation of knowledge dealing with eating habits and exercising behaviors in expert system tool, Knowledge Engineering Agent (KEA) by a dietitian without any help of computer expert. To accumulate knowledge into KEA, survey was performed in 150 obese people, dietitians reviewed and consulted each survey case, and the consulted contents were learned and accumulated into KEA. Survey questionnaire was the same as that of the internet consulting program, and it included general characteristics, dietary habits, lifestyle, and exercise patterns related to obesity. Also, the dietitian selected proper factors inferred from the survey questionnaire of each case, and added the conclusions for them. Conclusions were made for helping clients to correct bad eating behaviors and accumulate good behaviors to lose weight. Counseling was divided into two parts; a two-week part and a daily part. Two-week counseling was performed based on 4 step questionnaires, and daily counseling was done for daily food consumption and physical activity. When clients answered survey questionnaires in a counseling internet program, the recommendations on how to eat, to exercise and to deal with stress in a real time for each case, was given. In conclusion, a counseling internet program for weight reduction can be used to give advices how to deal with obesity in a man-to-man way in a real time using KEA where nutritional knowledge based on behavior modification for weight loss was accumulated.

• The Korean Journal of Elementary Counseling
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• v.6 no.1
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• pp.247-268
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• 2007

This thesis aims to examine the influences of self-regulatory group counseling on self-regulation and school life satisfaction of the higher grade students in Elementary school. To achieve this aim, the following research questions were posed: First, What kind of influence does the self-regulatory group counseling have on the self- regulation of the higher grade students in Elementary school. Second, What kind of influence does the self-regulatory group counseling have on school life satisfaction scale of the higher grade students in Elementary school. In order to verify these research questions, the self-regulation test and school life satisfaction scale were conducted to both the experimental group and control group in pre-test, next, self-regulatory group counseling was practiced to the experimental group. And finally, a post-test was given to both the experimental group and control group. For this study, 200 students from 6th-grader of S Elementary school located in Incheon were given the self-regulation test and chosen 50 students who received low marks. Then, 50 students were researched into the school life satisfaction scale and chosen 16 students who got average-below score again. It was two matching groups through consideration of their score of the school life satisfaction scale, 8 students were arranged to the experimental group and the rest to the control group. The Self-Regulatory Group Counseling program developed by Eun Hyuck-gi(1999). The program was based on the following three programs: "The development. of the Cognitive-Behavioral Counseling therapy and their reports" by Kim HyeSuk(1996), Group counseling" by Brigman and Early(1991) and the study on the improving program in human relation" by Park KyeongAe(1998). The Self-Regulatory Group Counseling program activity was conducted during 6 weeks. Each session was 60 minutes and it continued for 8 sessions. The data collected to find out a difference in self-regulation and the degree of school life satisfaction between the experimental and control groups were processed by means of SPSSWIN program, and the post-test between both the groups were comparatively analyzed through t-test, a mean difference test. The following conclusions were drawn from the results of this study. First, the self-regulatory group counseling program has obvious effect of improving the self-regulation of the higher grade students in Elementary school. Second, the self-regulatory group counseling program has obvious effect of improving the school life satisfaction of the higher grade students in Elementary school. Particularly, this study shows statistical significance in cognitive facts of the self-regulation and the degrees of satisfaction with general school life, teacher, friend and facilities. Since the self-regulatory group counseling program has positive effects on self-regulation and satisfaction with their school life, It is required to utilize the structured self-regulatory group counseling program in school more widely to help students.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.411-426
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• 2012

The realistic counseling services of the science gifted high schools have been investigated in order to figure out the degree of student's satisfaction. For this purposes, questionnaires regarding the current status of school counseling were administered to 311 science gifted high school students. Data were analysed according to sex and grade level. The research results are as follows. First, gifted students received counseling 1~3times per year and for 30~60 minutes each time. Second, there were significant differences in the motivation of counseling among different grade level students; 1st grade students were counseled more voluntarily than the 2nd and 3rd grade students. Third, there were significant differences in the counseling issues among different grade level students. First grade students were mainly counseled with the issues of school achievement, but 2nd and 3rd grade students were counseled regarding career planning issues. Fourth, in terms of the effects of school counseling, most students perceived "average". Fifth, Students had high counseling needs for career planning. Finally, there were significant differences in the satisfaction of career counseling programs between boys and girls. as well as among different grade levels. Based on the results, students' voluntary involvement and confidence are needed to facilitate school counseling activity. Also, various career counseling programs, especially for the gifted girls, are needed.

• The Korean Journal of Elementary Counseling
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• v.8 no.1
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• pp.51-66
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• 2009

This study aims at examining how it becomes to change the interpersonal cognitive problem solving ability development of elementary rejected children when teacher practices counseling strategy in classroom To do this, 130 fifth-graders of 4 classrooms from H Elementary School in B City went through Ahn Ie-hwan's(2007) social status type system by using the peer nomination, Then, 21 children were labeled as rejected children. Among them, 16 children were divided into experimental group & control group, 8 for the each group. In order to improve the interpersonal cognitive problem solving ability of rejected children with teacher's counseling strategy in classroom used in this study, 5 weeks activity made according to the level of classroom was carried out in four sides, that is, setting of classroom structure-environments, classroom activities, counseling activities, cooperative learning method, referring to Dreikurs'(1971) 'The counseling strategy in classroom' composed of self-discipline, cooperation, mutual respect, shared responsibility, and social equality. This study obtained the following results. First, There was a significant effect in improving the interpersonal cognitive problem solving ability of rejected children. Looking into sub-factors, there was a significant effect in improving consequential thought and method-ends thought except alternative solution thought and causal thought. Second, there was a significant difference in social status & change of 5 types of children in social status in the respective classrooms when those of the experimental group where teacher's counseling strategy in classroom carried out and those of the control group where teacher's counseling strategy in classroom not carried out were compared. To conclude the results mentioned above, We can see the fact that the counseling strategy in classroom positively affected interpersonal cognitive problem solving ability.

• The Journal of the Korea Contents Association
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• v.12 no.9
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• pp.226-233
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• 2012

Purpose: The purpose of this study was to develop and analyze the effectiveness of an education program counseling manual (EPCM) for community-based visiting nurses. Methods: Seventy-eight of community-based visiting nurses was enrolled in this study. Data were collected using structured questionnaires and analyzed using descriptive statistics, the ${\chi}^2$-test, and the paired t-test in SPSS version 18.0. Results: Nurses had higher mean scores for counselor activity self-efficacy: skill self-efficacy, session management self-efficacy and counseling challenges self-efficacy, after EPCM than before EPCM. Significant differences were found after applying the EPCM. Conclusion: The results of this study indicate that the EPCM is effective at improving counselor self-efficacy of community-based visiting nurses.

• Journal of Creative Information Culture
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• v.6 no.3
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• pp.141-148
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• 2020

Recently, the COVID environment has had a serious impact on the university education system. Career guidance methods of students, which have a significant impact on enrollment and employment rates of universities, should be changed in the COVID environment. While a traditional career guidance activity mainly use offline counseling methods, it should consider online counseling methods more seriously in the COVID environment. In this paper, I propose a hybrid(online and offline) career guidance model that can be effectively used in both online and offline education environments. The proposed hybrid model, which has the characteristics of online and offline, can effectively guide college students even in the COVID environment. In this paper, I show the usefulness of the proposed model by applying it to a real-world counseling case.

• Journal of Korean Academy of Nursing
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• v.30 no.6
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• pp.1411-1426
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• 2000

A nursing activity classification for hospitalized patients was performed based on an article review regarding nursing definition and nursing activity classification system. The study was conducted as follows: 1) Taxonomy was developed by the research team through the Delphi process and review article. The taxonomy consists of four nursing processes, (assessment, diagnosis, intervention and evaluation) and twelve nursing activity domains space (resperation, nutrition, elimination, exercise/alignment maintenance, comfort, hygiene, safety, spiritual support, counseling/ education, medication, communication, patient and information management). 2) First, nursing activities of the intervention process were listed and then classified by the nursing process of assessment, diagnosis, intervention and evaluation. The list consists of twelve nursing activity domains and 136 nursing activities. 3) A pilot study was conducted in two hospitals to verify validity and appropriateness of nursing activities. 4) The content validity index, which was calculated by 6 clinical practice experts, was 0.95. Also, a nursing activity classification system should also be developed in the department of community nursing and home health care nursing.

• Korean Journal of Health Education and Promotion
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• v.24 no.4
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• pp.241-249
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• 2007

Health education aims at behavior change rather than just delivering health knowledge to people. In Korea health education activities in public sector began in 1960 and they were included in the primary prevention program in communities. This article reviewed current health education programs in healthy living practice programs provided by local public health centers in Korea and drew implications for the future role of health education in community setting. Health education has been a core function of the National Health Promotion programs in the nation since the enactment of the National Health Promotion Law in 1995. The National Health Promotion programs are funded by the National Health Promotion Fund which are drawn from tobacco tax. The National Health Promotion programs include healthy living practice programs (smoking prevention and cessation programs, moderate alcohol use programs, physical activity promotion programs, and nutrition programs), chronic disease prevention programs, oral health programs and public hygiene programs. Methods of the National Health Promotion programs include health education, health counseling, health class, health information management, survey and research. Smoking prevention and cessation programs include smoking cessation clinic, smoking cessation education, non-smoking environment program, and non-smoking campaign. Moderate alcohol use programs include alcohol use education, moderate alcohol use campaign, alcohol use counseling, and alcohol free environment programs. Physical activity promotion programs include obesity control, targeted exercise program, and exercise civic group programs. Nutrition programs include nutrition management, obesity management, nutrition education, breakfast eating program, and nutrition counseling and treatment programs. The health education programs in community are not efficient today because there are many overlapping contents and short term goals. Community health education programs needs to be more comprehensive. Workforce development is another big issue at the moment because the National credential program will begin in 2009. Variety of community health education programs should be developed and funded by the national health promotion fund.

• Journal of Nutrition and Health
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• v.22 no.4
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• pp.275-289
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• 1989

The purpose of this study is to develop a computer system with data file and computerized programs for nutrition counseling. In this research, a 16 / XT personal computer (word : COBOL) compatible with IBM-PC/XT was used. Computer system developed for this study was as follows: Data files(food composition list, food exchange list, nutrition management comment, special diet therapy) were used for analysis the nutritional status and the ntrition education comment. (1) Programs for the nutritional status assessment 1) General information a) Name, age, sex, higher, weight, activity, disease and special diet b) Ideal body weight and Obesity assessment(Kaup index and Broca index) c) Rest and athletics status d) Biochemical data comparision with standard 2) Food Intakes 3) Nutrient Intakes a) Comparison of the amounts intaked with the recommended dietary allowances for present weight. b) Comparison of the energy composition rate intaked with the recommended dietary allowances for present weight. b) Comparison of the energy composition rate intaked with the recommended for present weight and ideal weight. c) Nutrient analysis by each meal and snack. 4) Food intakes from each food group and comparison with recommended 5) Special nutrient analysis. (2) Programs for the nutrition education based on nutritional status assessment. 1) Suggestion of number of food exchange group 2) Nutritional assessment and advise comments 3) Nutritional management comments 4) Special diet therapy In the study, the nutritioal status and nutrition education comments are based on individual data from nutrition counseling.

• Korean Journal of Health Education and Promotion
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• v.20 no.3
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• pp.281-299
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• 2003

Even though the rate of infection of HIV is very low compared to other countries, data show a steady rise in HIV infection rates among young people in South Korea. A peer education program was provided to prevent the incidence of AIDS in young people. The program used peer leaders to provide AIDS related information and counseling for middle school students. Peer leaders received special training in AIDS related education and counseling to assist their friends. Peer leaders worked with their mends in one-to-one or small group settings. A pretest-posttest control design (six months after intervention) was used to evaluate the effects of the peer education program for prevention of AIDS. A post-intervention survey found that do you mean six months after the program or after six months of programs of peer program activities, the experimental groups(groups with peer educators) showed better knowledge, more positive attitudes, and less sexual activity when compared to control groups of non-participants(groups without peer educators). Peer leaders showed significant gains in knowledge about HIV transmission, more positive attitudes and self-efficacy not to engage in high-risk behaviors. Peer education was an effective tool for increasing knowledge, improving attitudes and self-efficacy, and encouraging appropriate behavior change.