• Anxiety and mood
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• v.18 no.2
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• pp.65-71
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• 2022

Objective : This study was to examine the impact of adverse childhood experiences on social anxiety symptoms in young adults and verify the mediating effects of positive resources. Methods : Data from 1,317 young adults aged to 18 to 29 years who took part in the university-based cross-sectional survey were analyzed. All participants completed Adverse Childhood Experience (ACE) scale, Social Avoidance and Distress Scale (SAD), and Positive Resources Test (POREST). Results : In young adults, 9.3% had severe social anxiety symptoms. Based on 10 ACE categories, 32.7% of participants reported one or more adverse childhood experience, and 4.5% reported four or more different forms of adverse childhood experiences. Young adults with higher social anxiety symptoms were likely to report more adverse childhood experiences, and less positive resources. Multivariate regression analysis indicated that positive resources moderated the association between adverse childhood experiences and social anxiety symptoms. Conclusion : Based on the results, professionals need to consider early detection of adverse childhood experiences and comorbid social anxiety symptoms. In addition, various positive psychological interventions for individuals with adverse childhood experiences are needed.

• Korean Journal of Child Studies
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• v.37 no.1
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• pp.17-36
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• 2016

Objective: Taking note of the fact that North Korean refugee children experience frequent separation from their mothers and long-term maternal deprivation during their childhood, this study examined the relationship between children's separation experiences and attachment. Methods: A total of 37 children aged from 5 to 9 were assessed on their attachment using the Separation Anxiety Test, and their mothers reported on their child's separation experiences. Results and Conclusion: The major findings of this study were as follows: first, the result of evaluating their attachment pattern showed North Korean refugee children had a high level of insecure attachment with a high tendency for avoidant attachment. This avoidant attachment tendency is probably due to growing up in a repressed emotional environment by frequently experiencing maternal separation in North Korea, China, and even after settling down in South Korea. Second, children's secure attachment level was higher if they did not experience separation from their mother, if their mother had a high level of education in South Korea, or if they lived with a big family.

• School Mathematics
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• v.7 no.1
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• pp.55-75
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• 2005

Mathematical symbolizing is an important part of mathematics learning. But many students have difficulties m symbolizing mathematical ideas formally. If students had experiences inventing their own mathematical symbols and developing them to conventional ones natural way, i.e. learning mathematical symbols via expressive approaches, they could understand and use formal mathematical symbols meaningfully. These experiences are especially valuable for students who meet mathematical symbols for the first time. Hence, there are needs to investigate how early elementary school students can and should experience meaningful mathematical symbolizing. The purpose of this study was to analyze students' mathematical symbolizing processes and characteristics of theses. We carried out teaching experiments that promoted meaningful mathematical symbolizing among eight first graders. And then we analyzed students' symbolizing processes and characteristics of expressive approaches to mathematical symbols in early elementary students. As a result, we could places mathematical symbolizing processes developed in the teaching experiments under five categories. And we extracted and discussed several characteristics of early elementary students' meaningful mathematical symbolizing processes.

• Journal of East-West Nursing Research
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• v.19 no.2
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• pp.168-176
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• 2013

Purpose: This study was aimed to explore turnover intention of novice nurses. Methods: This study was an exploratory survey including quantitative and qualitative components. Qualitative data were obtained from an open survey question in the survey and analyzed using the method of content analysis. The data were collected from 245 nurses with less than three years experience at six general hospitals. Results: The early stage nurses scored an average of 14.5 (${\pm}3.31$) in turnover intention. Fourteen themes were identified in turnover intention experiences of early stage nurses, and each theme was divided into five categories: interpersonal relationship stress (33.7%), being regretful for choosing a nursing career (21.6), A feeling of low competency for direct nursing care (19.8), dissatisfaction with the welfare of the hospital (13.0), Increased extra-work burden (11.9). The participants requested for improvement in the following conditions to continue a nursing career descending order in priority: wage ($3.6{\pm}1.50$), work load ($3.0{\pm}1.83$), work environment ($2.8{\pm}1.63$), welfare facilities ($1.4{\pm}1.53$), the status of nurse ($1.2{\pm}1.57$), etc. Conclusion: These findings are helpful for the development of intervention strategies to decrease turnover intention of early stage nurses.

• Journal of Cardiovascular Imaging
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• v.26 no.4
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• pp.256-257
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• 2018

• Asian Pacific Journal of Cancer Prevention
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• v.14 no.12
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• pp.7143-7147
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• 2013

Background: The survival outcomes for women presenting with early breast cancer are influenced by treatment decisions. In Malaysia, survival outcome is generally poor due to late presentation. Of those who present early, many refuse treatment for complementary therapy. Objective: This study aimed to explore the decision making experiences of women with early breast cancer. Materials and Methods: A qualitative study using individual in-depth interviews was conducted to capture the decision making process of women with early breast cancer in Malaysia. We used purposive sampling to recruit women yet to undergo surgical treatment. A total of eight participants consented and were interviewed using a semi-structured interview guide. These women were recruited from a period of one week after they were informed of their diagnoses. A topic guide, based on the Ottawa decision support framework (ODSF), was used to facilitate the interviews, which were audio recorded, transcribed and analysed using a thematic approach. Results: We identified four phases in the decision-making process of women with early breast cancer: discovery (pre-diagnosis); confirmatory ('receiving bad news'); deliberation; and decision (making a decision). These phases ranged from when women first discovered abnormalities in their breasts to them making final surgical treatment decisions. Information was vital in guiding these women. Support from family members, friends, healthcare professionals as well as survivors also has an influencing role. However, the final say on treatment decision was from themselves. Conclusions: The treatment decision for women with early breast cancer in Malaysia is a result of information they gather on their decision making journey. This journey starts with diagnosis. The women's spouses, friends, family members and healthcare professionals play different roles as information providers and supporters at different stages of treatment decisions. However, the final treatment decision is influenced mainly by women's own experiences, knowledge and understanding.

• Korean Journal of Social Welfare Studies
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• v.48 no.1
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• pp.143-171
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• 2017

This study aims to examine experiences of homeless risk factor before becoming the homeless focusing during their childhood period. This study underscore their victimization experience in their previous life with life history interviews of 60 homeless adults. As a result, this study identified various individual homeless risk factors they experienced for a long time. Also the risk factors were interactive, amplified and affect becoming homeless in the end. Moreover the results proved different characteristics between the group according how often they experienced homeless risk factors. These results show that the individual factors emerging homeless also start early stages of their life and those were invincible misfortune and victimization. These findings suggest that the government policy and proactive intervention in order to prevent homeless in the early stage need to be established and have more concerns about high risk youth.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.2
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• pp.855-865
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• 2014

The purpose of this study is to analyze the process of changes occurred during the early child hood multimedia education in order to understand experiences and thoughts of Preservice Early Childhood Teachers who have participated in early child hood multimedia education. As a result of the study, firstly Preservice Early Childhood Teachers experienced changes of insight and awareness on the existing multimedia through multimedia education. Secondly, regarding providing multimedia to early child, Preservice Early Childhood Teachers realized that early child will experience various multimedia in addition to educational sites and it is inevitable. Thirdly, in relation to the classes related to multimedia education, Preservice Early Childhood Teachers were not be able to connect between multimedia and early child education and they felt burden to use them for the purpose of the education. Lastly, as Preservice Early Childhood Teachers experienced that their negative thoughts on multimedia were changed to positive through the education on early child hood multimedia education, they required detailed education on multimedia.

• Korean Journal of Culture and Social Issue
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• v.28 no.3
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• pp.483-512
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• 2022

This study examined the patterns of coping strategies among Koreans during the early stage of the COVID-19 pandemic, explored the influence of demographic information (gender, age, economic level, household type), along with the unusual experiences due to COVID-19 (fear, stress of COVID, constraints of routine, income risk) on the classification of subclasses, and analyzed the latent profile differences in psychological wellbeing (life satisfaction, depression, and anxiety). An online survey was conducted among Korean Adults(n=600) between April 13, 2020 and 21, when WHO declared COVID-19 a global pandemic and Daegu as well as Gyeongsangbuk-do was nominated as a special disaster zone. First, Latent Profile Analysis (LPA) was used to identify subclasses of coping strategies and results suggested that the 4-class model had the best fit. Second, Class memberships were predicted by gender, age, economic level, as well as fear, stress, constraints of routine, and income risk, among the unusual experiences due to COVID-19. Finally, there are differences in psychological wellbeing among latent profiles. 'High level of adaptive coping group 3' showed the highest level of life satisfaction, 'Adaptive-maladaptive coping group 4' showed the highest level of depression, anxiety. Implications and suggestions are discussed based on the study results.

• The Mathematical Education
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• v.41 no.3
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• pp.257-271
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• 2002

As a part of attempts to understand better mathematics classroom culture, this paper first reviews plausible factors which influence the mathematics teacher's own development of instructional goals. The proposed factors consist of teacher characteristics and sociocultural factors. The teacher factors include learning and teaching experience, knowledge, beliefs, and personality traits. The sociocultural factors include cultural and educational norms, curriculum development and administration, teacher education, and professional models with community, This paper then presents detailed interview questions to explore significant influences on the teacher's conceptions of mathematics and its teaching. The interview probes 12 topic areas: (a) early influences on becoming a teacher, (b) the decision to become a teacher, (c) the teacher education years, (d) early mathematics interests, (e) early teaching experiences, (f) career path, (g) influence of peers within the school, (h) influence of administrators, (i) professional development, (j) professional self-development, (k) mathematics teaching, and (i) educational policies.