• 초등상담연구
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• 제6권1호
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• pp.217-245
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• 2007

This research work was aimed at assisting isolated children to adapt their school life having examined the process of their changes by reducing isolation level and isolative behavior through means of implementing group art therapy program. To accomplish this purpose of research, 36 participants were selected from children attending Class 6, 4th Grade of D Elementary School located in Dajeon Metropolitan City, to which researcher was served as homeroom teacher. And the participants were asked to complete a survey that included social and emotional isolation scale test which was designed by Heh Sung-hee(1993) and 4 children marked more than 96 points were designated as isolated children. The group art therapy program exercised in this research was the one that reorganized by research to suit the research purpose based on the precedent works, and survey was conducted total 12 times, two time a week, within 60 minutes per time, between 6 September and 24 October 2006, and researcher conducted group art therapy program directly at Class 6, 4th Grade of D Elementary School using extra hours after school. And following analyses were performed in relation to results therefrom: First, to analyze changes of isolation level of isolated children Quantitatively, the results from pre and post test concerning social and emotional isolation scale were comparatively analyzed. Second, to analyze changes of psychological state of isolated children, projective drawing tests were performed using Kinetic House-Tree-Person(K-HTP) Drawing and Kinetic School Drawing(KSD) and results therefrom were comparatively analyzed. Third, to analyze Quantitatively what changes have been occurred in the isolated children during the course of forming interrelationships with group members while participating in group art therapy, proceedings were summarized per each stage of the program and analyzed accordingly. Fourth, results from researcher's observation of what changes have been occurred in the isolative behavior of isolated children before and after implementation of group art therapy were compared accordingly. Followings are resulting conclusions. First, group art therapy program reduced isolation level of isolated children. Second, group art therapy program changed the isolated children's psychological state into a stable and positive fashion. Third, isolated children became able to experience positive interrelations as well as establishment of new human relationships with group members during the course of participating in the group art therapy program. Fourth, group art therapy program reduced isolative behaviors of the isolated children. Therefore, conclusions could have been reached that the group art therapy program implemented in this research reduced isolative behaviors of the isolated children, and changed their anxious and depressed mental state into stable and positive ones, also established positive interrelationships as well as new human relationships. And, it will be able to expect a greater effect if a program which has been associated with their family could be proceeded along with continuous guidance and teaching having developed objective test tools that will discern isolated children.

• 초등상담연구
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• 제6권1호
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• pp.117-140
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• 2007

This study is to know the effect of drama therapy on the sociality of isolated children. To achieve this goal, the following hypothesis was built. Hypothesis I. Dramatherapy program will improve the sociality of isolated children. I -1. Dramatherapy program will improve in cooperation. I -2. Dramatherapy program will improve in independency. I -3. Dramatherapy program will improve in sociability. I -4. Dramatherapy program will improve in law-abiding. To test this hypothesis, the social and emotional isolation test was conducted in 190 children consisting of fifth-grader from N elementary school located in Busan to select 28 children whose founded to be isolated; among these children, eight who wanted to participate in the program were positioned at the experimental group and other eight who didn't want to do and who demonstrated the range of marks similar to the experimental group were positioned at the control group. The dramatherapy program was based on the theory by Robert Landy (2002), Jennings (2003) and Phil Jones (2005) to improve the sociality of isolated children and was implemented in a total of 15 sessions, two sessions a week after school. To test the effect of the program, A modified test paper by Suh, Poongyeon (1991) with the content of testing sociality into a test paper of human nature for elementary school students to be made by Jeong, Bummo (1971) was used which consists of four sub-factors: cooperation, independency, sociability, law-abiding. As a quantitative analysis, Mann-Whitney Test were analyzed for experimental and control groups. As a qualitative analysis, the interaction patterns among student were analyzed on he basis of video tapes. The tool of observe the interaction patterns among student was Interaction Process Analysis System which was made by Bales (1970). This study obtained the following result First, the drama therapy had meaningful effect on the sociality of the sociality of isolated children. But the quantitative change of the sociality test conclusion was showed meaningfully and positive social behavior was increased in periodical process analysis. Second, in the Interaction Process Analysis(IPA) affirmative interactions increased and negative interactions decreased.

• 아동학회지
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• 제14권1호
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• pp.109-127
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• 1993

This study examined compensatory patterns of support among three types of children's peer relationships: school friendships, nonschool friendships, and sibling relationships. Specifically, this study investigated (1) the degree to which children with unsupportive school friendships turn to nonschool friends and siblings to compensate for the provisions they lack from school friends, and (2) the potential protective effects of substitute support on such children's adjustment. Subjects for this study were drawn from a sample of 297 sixth graders attending 3 public schools in Seoul. 6 teachers and 594 of parents of subjects also participated in the study. Subjects completed their questionnaires in their own classroom. The teachers and parents completed their forms within 1 week. The data were analyzed by two-way ANOVA and $Scheff{\acute{e}}$ test. The results of this study were as follows: (a) When compared with the average, aggressive children and isolated children perceived their school friendship as low support. (b) Isolated, aggressive, and average children differed in their perceptions of support from nonschool friends and their favorite siblings. (c) The children who have unsupportive school friendships experienced greater socioemotional difficulties than did children with supportive school friendships. (d) The extent that sibling and nonschool friends provided the support lacking in their school friendships, isolated and aggressive children experienced diminished emotional distress.

• 아동학회지
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• 제22권4호
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• pp.51-67
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• 2001

Children who have problems in interacting appropriately with others typically have significant social skills deficits. Social skills training has become a primary intervention to improve the appropriate peer relationship or peer acceptance. Many social skills training programs have been designed and implemented on socially isolated children, however the findings from many studies investigating the effect of social skills interventions are various. The first purpose of this study was to verify the effectiveness of interventions by using quantitative method of meta-analysis. Second, it was to review a various research in detail. Third, it was to provide the basis of planning a social skills training program. For these purposes, findings from 26 studies investigating the effects of social skills interventions for 624 socially isolated children (5-12 years) were analyzed. The result of this study were the following : The pooled overall mean effect size(ES) was 1.11. On average, the pooled mean effect size(ES) according to the different research variables was large, meaning that the social skills intervention had a great effect and was socially important and necessary for socially isolated children. It would be recommended that social skills programs include appropriate target behaviors through multidisciplinary assessment process. This program should mainly focus on the improvement of prosocial behavior skills as well as reducing problem behaviors. For preschool children, over 50 minutes per session, two to three sessions per week, for a total of total over 20 sessions would be ideal. Posttest and follow-up need to perform for generalization and maintenance. Content of the program should be tailored to the developmental level as well as the interest level of the children.

• 초등상담연구
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• 제4권1호
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• pp.85-98
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• 2005

This study aimed at examining an effect of a group art treatment program on isolated children's self-concept and adaptation to the school life in an elementary school. To achieve this goal, the two hypotheses were made. Hypothesis 1. Children in the experimental group that participated in the group art treatment program will show more improvement in self-concept than those in the control group. Hypothesis 2. Children in the experimental group that participated in the group art treatment program will show more improvement in the ability to adapt themselves to the school life than those in the control group. To test the hypotheses, the socio-emotional isolation test developed by Heo Seung-hi (1993) was carried out with 120 third-graders at K elementary school in Busan; then, 24 isolated children (12 boys and 12 girls) at the upper 25 percent level were randomly sampled and assigned to each of experimental and control groups. The five-stage art treatment program as a reconstruction of the prior study to meet the goal of this study was provided to children in the experimental group at the researcher's classroom after school for 13 sessions, two sessions per week. The self-concept test manufactured by Song In-seop (1996), the school life adaptation test developed by Lee Yeong-seon (1997), and the experimental group's school life drawing (KSD) were used to test an effect of the program. For data analysis, two methods, a quantitative analysis of two tests and a qualitative analysis of KSD, were used. The findings were as follows: After implementing the art treatment program with the experimental group, there was significant improvement in all areas. This study concluded that if a group art treatment program is applied to elementary school practice, it will help isolated children improve their self-concept and ability to adapt themselves to the school life.

• Childhood Kidney Diseases
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• 제26권1호
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• pp.1-10
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• 2022

Congenital isolated hydronephrosis encompasses a spectrum of physiologic states that spontaneously resolve and pathologic obstruction that necessitates surgical intervention. Distinguishing patients whose condition will resolve, those who will require stringent follow-up, and those who will eventually need surgical intervention present a challenge to clinicians, particularly because no unified guidelines for assessment and follow-up have been established. The recognition of the natural course and prognosis of hydronephrosis and a comprehensive understanding of the currently proposed consensus guidelines may aid in multidisciplinary treatment and in providing proper counseling to caregivers. In this review, we aimed to summarize the literature on the grading systems and management strategies for congenital isolated hydronephrosis.

• 한국식품영양학회지
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• 제11권4호
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• pp.416-419
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• 1998

Identification of escherchia coli K1 polysaccharide antigen isolated from urine specimens of urinary tract infections in children were performed from of 1992 to 1993 in Kyoto, Japan. The serotypes of E. coli were categorized that O1:H7, O2:H6, O2:H7, O16:H6, O18:H7, O18:H￣, and O135:H44 among 14 strains isolated from urine specimens of urinary tract infections in children by the serological test. And, one strain (O18:H￣, isolation rate: 7.1%) of E. coli K1 polysaccharide antigen among 14 strains were isolated from urine specimens of urinary tract infections in children by the bacteriophage test.

• 대한의생명과학회지
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• 제2권1호
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• pp.109-114
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• 1996

Microsporum gypseum complex의 교배형 및 감염원을 조사하기 위하여 대구에 거주하는 소아에서 분리한 M.gypseum 17주와 환자주변의 초등학교 운동장, 화단 및 어린이 놀이터의 토양에서 분리한 60주를 표준균주 A.gypsea 및 A.incurvata와 교배 실험을 실시하였다. 소아에서 분리된 M.gypseum 17주의 성별 완전형의 분포는 남아에서 A.incurvata가 14주 이었고, A.gypsea는 3주이었다. 여아에서는A.incurvata만 4주 분리되었다. 병형별 분리빈도는 Tinea facial가 A.gypsea 2주, A.incurvata 10주로 다른 부위보다 많이 분리되었다. 교배형의 분포는 환자에서 분리한 17주중 A.gypsea는 3주중 "+"형 2주, "-"형이 1주이었고, A.incuwata는 "+"형이 6주, "-"형이 8주이었다. 토양에서 분리한 60주의 교배형의 분포는 A.gypsea는 31주중 "+"형 16주, "-"형이 15주이었고, A.incurvata는 "+"형이 15주, "-"형이 14주이었고 특히 소아에서 많이 분리된 A.incurvata가 어린이 놀이터에서 많이 분리된 것을 보면 소아의 M.gypsen 감염은 놀이터와 관련성이 있을 것으로 사료된다. 분리된 A.incurvata가 어린이 놀이터에서 많이 분리된 것을 보면 소아의 M.gypsen 감염은 놀이터와 관련성이 있을 것으로 사료된다.

• 대한임상검사과학회지
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• 제39권2호
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• pp.91-95
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• 2007

The number of children patients with tinea pedis and onychomycosis diagnosed on clinical findings and culture at the Catholic Dermatological Clinic in Daegu City were 144,446 for 2 years from January 2005 to December 2006. 120 children were suspected of having clinical onychomycosis or tinea pedis. KOH smears and cultures on the Potato corn meal dextrose agars (PDCA) were done for the suspected toe webs, nails and uninvolved neighbor toe webs. Socks were dusted and cultured to check contamination of clothes. Family infections were checked by questionnaire. The incidence was 92 (0.06%) out of 144,446 outpatients in tinea pedis, 28 (0.02%) in onychomycosis. Trichophyton(T.) rubrums were isolated from all of the 7 cases of onychomycosis. T. mentagrophytes was isolated from 5 cases of the tinea pedis patients and T. rubrum was isolated from 50 (92.5%) cases of the tinea pedis. The right side was predominant for onychomycosis of both toe nails (23 of 25) and finger nails (3 of 3). No fungal elements were detected from normal looking neighbor toe webs by KOH examinations. However, culture on PDCA agars showed T. rubrum isolates from 3 toe webs. 7 showed positive cultures from the socks. From the questionnaire, 94 had family infections.

• Pediatric Gastroenterology, Hepatology & Nutrition
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• 제22권5호
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• pp.447-452
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• 2019

Purpose: Few studies have reported non-acute long-term morbidity rates in children with intestinal malrotation. The aim of this study was to investigate the rate of constipation in children undergoing Ladd's procedure for isolated intestinal malrotation. Methods: This retrospective study included children aged <15 years who underwent Ladd's procedure for intestinal malrotation between 2001 and 2016. Demographics, presence of volvulus perioperatively, need for bowel resection, short term (<30 days) and long-term complications, including mortality were recorded. Constipation was defined as treatment with laxatives at 1-year follow-up. Results: Of the 43 children included in the study, 49% were boys. The median age at surgery was 28 days (0-5, 293 days). Volvulus occurred in 26 children (60.5%), and bowel resection was required in 4 children (9.3%). Short-term complications categorized as grades II-V according to the Clavien-Dindo classification occurred in 13 children (30.2%). Of these, 5 children (11.6%) required re-operation. Constipation was observed in 9 children (23.7%) at the 1-year follow-up. No difference was observed in the rate of perioperative volvulus between children with and without constipation (44% vs. 65%, p=0.45). Excluding re-operations performed within 30 days after surgery, 3 children (6%) underwent surgery for intestinal obstruction during the study period. Conclusion: Many children undergoing Ladd's procedure require bowel management even at long-term follow-up, probably secondary to constipation. It is important to thoroughly evaluate bowel function at the time of follow-up to verify or exclude constipation, and if treatment of constipation is unsuccessful, these children require evaluation for dysmotility disorders and/or intestinal neuronal dysplasia.