• 아동학회지
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• 제23권4호
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• pp.119-136
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• 2002

This study examined teacher's perceptions of the psychosocial adjustment and problem behaviors of institutionalized children compared with home reared children. Data were collected from the teachers of institutionalized children in elementary and secondary schools. The majority of institutionalized children were regarded as not very much different from home reared children. Still, findings from this study lead to conclusions that institutionalization is likely to elevate children's risk for adjustment problems such as social withdrawal, peer violence, and academic failure. Findings that the ratio of institutionalized children attending school decreased with age lead to speculation that failure in psychosocial adjustment may lead to to dropping out of school. Finally, a practical framework for the optimal development of institutionalized children is provided, with emphasis on school-community based interventions.

• 대한가정학회지
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• 제40권3호
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• pp.99-113
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• 2002

The purpose of this study is to explore family life issues of institutionalized single-mother families in Seoul. Using in-depth interviews and self-administered questionnaires, this study is focused on the needs assessments of social workers and institutionalized single-mothers. Subjects were 4 social workers and 31 institutionalized single-mothers. The results of study showed that institutionalized single-mother families experienced economic, child rearing, emotional problems, negative stigma and the loss of social networks. Future research, theoretical and practical implications are added.

• 아동학회지
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• 제30권1호
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• pp.43-57
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• 2009

This study examined relationships between caregivers' attachment, young children's emotion regulation, and aggression. Subjects were 110 institutionalized and 105 home-reared children (M=3.8 and 4.2 years, respectively). Data were collected from children's caregivers via questionnaires and analyzed by ANOVA, correlations, and hierarchical regressions. Results showed that (1) caregivers' attachment and the emotion regulation and aggression of institutionalized children were significantly different from those of home-reared children; (2) caregiver's attachment was positively related to emotion regulation for both institutionalized and home-reared children; (3) for institutional children, negative relationships between attachment and aggression was found for girls; negative relationships between emotion regulation and aggression was found for boys. These findings underscore negative effects of institutionalized care on children's socio-emotional behaviors.

• 한국생활과학회지
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• 제15권6호
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• pp.951-959
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• 2006

The purpose of current study was to investigate the relationships between institutionalized children's stress coping behaviors and behavior problems. The subjects were composed of 80 primary school 4th, 5th, 6th graders(45 boys, 35 girls) and 55 middle school 1th, 2th graders(42 boys, 13 girls) who were institutionalized in jeonju. The major findings were as follows: 1) The institutionalized children's stress coping behaviors were significantly different between the groups based on gender, grade, and period in institution. 2) The institutionalized children's problem behaviors were statistically different between the groups based on gender and period in institution. 3) In regression analysis models, active or passive coping strategies were negatively or positively related to internalized behavior problems respectively. Furthermore period in institution was positively related to externalized behavior problems.

• 아동학회지
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• 제23권2호
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• pp.107-120
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• 2002

This study compared the social skills and affective perspective taking of institutionalized and home-reared children. The subjects were 59 institutionalized and 60 home-reared children in Seoul. Results showed that institutionalized children were lower in cooperation, self-assertion and self-control than home-reared children. Institutionalized children were lower in delight, sadness, fear, and anger than home-reared children. As skills in self-control increased, the level of affective perspective taking about fear increased.

• 대한가정학회지
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• 제39권4호
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• pp.79-89
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• 2001

This study investigated institutionalized children's behavior problems depending on their family networks. Subjects were 250 institutionalized children in 15 child-welfare facilities in Seoul(132 preschooler, 55 first and 63 second grade children; 144 boys and 106 girls). Data were analyzed with t-test, ANOVA, and Duncan test. Measures of behavior problems included internalizing (anxiety, immaturity, withdrawal, physical symptom) and externalizing behavior problems (hyperactivity, aggression). Results showed that institutionalized children having parents were higher in internalizing problems than children not having parents, while children living with siblings in the facilities were lower in externalizing problems than children living without siblings. Furthermore, institutionalized children having parents and living without siblings were higher in both internalizing and externalizing problems than children not having parents and living with siblings.

• 아동학회지
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• 제23권1호
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• pp.121-137
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• 2002

This study examined the vocabulary competence of institutionalized and home-reared 6- and 7-year-old children with the use of the Revised Picture Vocabulary Test(Dunn & Dunn, 1981; Korean version, Kim et al., 1995), administered to 113 institutionalized children and 124 middle class home-reared children. Results indicated that the vocabulary competence of institutionalized children was inferior to that of home-reared children. Children who had lived in an institution for two years or more scored lower than those who had been institutionalized for a shorter time. 7-year-olds scored higher than 6-year-olds, regardless of institutionalization. Home-reared girls scored higher than home-reared boys, but there was no sex difference between institutionalized children. These findings suggest that efforts should be directed toward improving the linguistic environment of institutionalized children.

• 대한가정학회지
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• 제39권1호
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• pp.53-64
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• 2001

This study investigated early school adjustment of institutionalized and home-reared children. Subjects were 118 institutionalized (56 first and 62 second grade children; 66 boys and 52 girls) and 125 home-reared children (69 first and 56 second grade children; 65 boys and 60 girls) in Seoul. Data were analyzed with t-test and two-way ANOVA. Measures of school adjustment included relationships with leachers, relationships with peers, attitudes on school atmosphere, and observance of school regulation. Results showed that institutionalized children had lower scores than home-reared children in school adjustment, especially relationships with peer and observance of school regulation. For institutionalized children, there was a significant difference in attitudes on school atmosphere depending on grade. For home-reared children, there was a significant difference in school adjustment depending on sex.

• 아동학회지
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• 제11권1호
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• pp.100-114
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• 1990

The present research investigated scholastic self-concepts and attribution tendencies of institutionalized children in comparison with home-reared children. The subjects were 286 institutionalized and 327 home-reared fifth. sixth, seventh, and eighth grade children. Instruments were the Scholastic Self-Concept Test(Park. Lee. & Cho. 1980). the Attribution Tendency Test(Lee, 1983) and a questionnaire constructed by the researcher. Data were analyzed by ANOVA. Duncan's Test of Multiple Comparsion, and product- moment correlation coefficient(r). Findings showed that (1) the scholastic self-concept of institutionalized children was lower than that of home-reared children; (2) higher scholastic self-concept of institutionalized children was correlated with (i) higher degree of contentment with the institution. (ii) shorter length of residence in the institution. and (iii) older age at admission to the institution; (3) institutionalized children attributed achievement more to uncontrollable. external factors. while home-reared children attributed achievement more to controllable. internal factors; (4) institutionalized children with a lower degree of contentment with the institution attributed achievement to luck while those with a higher degree of contentment attributed achievement to ability; and (5) the higher the scholastic self-concept. the higher the tendency to attribute achievement to internal. controllable factors, and the lower the scholastic self-concept, the higher the tendency to attribute achievement to external, uncontrollable factors.

• 대한치과보철학회지
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• 제46권5호
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• pp.455-469
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• 2008

문제제기: 노인요양시설은 치과진료영역 가운데 가장 취약한 상태에 놓여 있고 신체적, 정신적 장애로 인해 주관적 치료요구도를 파악할 수 없는 상태지만 이에 대한 기초적인 실태조사가 전무한 상태이다. 목적: 본 연구는 노인요양시설에서 노인환자들의 치아우식증에 의한 구강실태를 조사하고, 기능치아와 보철물로 이루어진 교합단위를 분석하여 그에 따른 치과치료수요도를 분석하는데 목적이 있으며 향후 적절한 진료방향을 수립하는데 기여하고자 한다. 연구재료 및 방법: 노인요양시설에서 758명의 노인환자와 D치과의원에 내원한 212명의 65세 이상인 노인을 대상으로 2000년 국민구강건강실태조사에서 작성된 치아우식검진지침에 입각하여 구강실태조사를 시행하였다. 결과: 노인요양시설의 노인에게서 고령으로 갈수록 대조군에 비해 악화되고 있는 구강상태를 알 수 있었고 매우 높은 치료수요를 파악할 수 있었다. 고찰: 노인환자의 구강건강관리를 위해서는 무엇보다도 이들을 보살피는 간병인과 간호 인력들이 가지고 있는 구강건강의 중요성에 대한 인식을 바꾸기 위한 노력이 절실히 필요한 상황이다. 이제는 무치악 환자에게 시행되고 있는 일회성 의치사업 일변도의 복지정책방향을 보건복지부와 일선 지방자치단체에서 사후관리를 원칙으로 한 전문가에 의한 무치악 환자의 의치사업으로 강화해야 하며 유치악의 노인환자들에 대한 정기적인 치과검진을 시행하고 이동진료 및 왕진시스템이 보완된 구강건강관리 및 보존, 수복진료 형태로의 전환을 고려할 시점이라 생각된다.