• Korean Journal of Social Welfare
• /
• v.57 no.3
• /
• pp.305-335
• /
• 2005

This paper is a result from validation study for SPDA(A Screening Scale For Potential Drug-use Adolescents) created in 2003 and newly developed during 2004. SPDA aims to screen adolescents in their early stage of drug-use and to help practitioners make a preventive approach for the adolescents. 4307 junior and senior high school students were selected as primary research subjects by stratified and quota sampling methods. 305 adolescents on probation were also selected as a comparison group and asked to answer the same questionnaire. Reliability for SPDA recorded 0.914, which proved to be better than previous year's (0.898). Exploratory and confirmatory factor analyses to test construct validity proved that SPDA could be divided into 7 factors and that each factor structure of SPDA could be a proper measurement model with high level of fitness and factor loadings. Discriminant analysis to test predictive validity confirmed that SPDA could classify the adolescents excellently by the frequency of drug-use, with hit ratio of 86.6 percent(78.8% and 87.4% for junior and senior high school students respectively). For concurrent validity test, Hare Home Self-Esteem Scale, Hare School Self-Esteem, Zuckerman-Kuhlman Sensation-seeking Scale were employed to find correlation with SPDA and all the three scales had significant Pearson correlation coefficients with SPDA. Known-groups validity test indicated that SPDA had an adequate power to classify out adolescents on probation from those in schooling, with a hit ratio of 71.8 percent. Cut-off point to detect adolescents with high risk of substance use was 77, which indicated approximately T score, 55 (0.5 SD), satisfying sensitivity, specificity, and efficiency criteria.

• Korean Journal of Health Education and Promotion
• /
• v.16 no.2
• /
• pp.137-155
• /
• 1999

The purpose of this study was to assess the effect of sex education on knowledge and attitude related to sex. The subjects were taken from by 199 students in 3 classes from 1st grade in H girl's junior high school as the study group, and 2 classes from 1st grade in S girl's junior high school as control group. During the survey period(September 21, 1998 to September 30, 1998), 6 times in terms of one-hour class for sex education were taught to the study group. A pre-test was executed on September 19, 1998 and the post-test on September 30. The findings were as follows. 1. According to the research, 20.1％ of the subjects have experienced sex education from parents and 89.9％ from teacher. They have mostly obtained the sex-related information from teachers(59.8％), following movie, radio, TV, or video tape(40.7％), friends(35.2％), reading materials such as books, cartoons, news papers and magazines(31.7％), parents(15.6％), siblings(7.0％), PC(1.5％) and telephone service(1.5％). 2. 27.1％ of the subjects reported that they had sex-related worry concerning from friendship with the opposite sex, following physiological phenomenon(31.5％), sex violence(11.1％), physical characteristics(7.4％), VD and contraception(5.6％), sexual impulse(5.6％), pregnancy and delivery(5.5％), and sexual behaviour(3.7％). The research showed that the adolescents usually solved their problems through the consultation with theifriends(44.4％). However, 16.7％ of the subjects were turned out not to request any solution. The other minor routes to settle their problems were written materials such as books, magazines(13.0％), parents(13.0％), movie, radio, TV, or video tape(5.5％), acquainted female elders(3.7％) and teachers(3.7％). 3. The most interesting part regarding sex was the friendship with the opposite sex(61.8％), following adolescent's emotion(55.8％), physiological differences between two genders(52.8％), AIDS(48.7％), VD(46.7％), pregnancy(45.2％), contraception(45.2％), abortion(41.7％), intercourse(41.7％), masturbation(41.2％), sex violence(41.2％) and genital structure and secondary sexual characteristics(28.6％). 4. In regard to characteristics of the subjects influencing sex-related knowledge, the higher educational career of mother, living with at least either parent and the experience of sex education by teachers were statistically significant factors(p〈0.05). 5. In regard to characteristics of the subjects influencing attitudes toward sex, the experience of sex education by parents or teachers was a statistically significant factor(p〈0.05). 6. The analysis of knowledge score comparing results before and after sex education showed that control group's score decreased from 12.5 to 12.44 while the study group's score increased from 12.33 to 21.31, which was statistically significant(p〈0.001). 7. The analysis of the attitude scores before and after sex education showed that the control group's score slightly increased from 55.57 to 56.36, while the study group's score increased from 54.79 to 61.95, which was statistically significant(p〈0.001). 8. The level of sex-related concerns of the study group after sex education marked both the increase in some items and the decrease in others. 9. Most instructive session among the sex education was the third “to be a good friend to the opposite sex”(27.0％).

• Journal of Korean Home Economics Education Association
• /
• v.27 no.2
• /
• pp.137-147
• /
• 2015

The target pattern is introduced for practicing a balanced dietary menu planning, but Korean soup and stew, cooked with several kinds of materials, have a problem with food group assignment in the target pattern. This study thus set out to calculate the representative nutritional values of Korean soup and stew based on intake(by 2010 Korean National Health and Nutrition Examination Survey, age group of 13~19) and preference(by select the 3 kinds of favorite soup and stew each). Total of 235 middle school students were participated by way of questionnaire, and data were analyzed. Representative energy value of vegetable soup and stew by intake were $65kca{\ell}$ and $116kca{\ell}$, respectively, which were very much different with the vegetable group representative energy value of $14kca{\ell}$ in target pattern. Representative energy value of meat fish egg legume soup and stew by intake were $149kca{\ell}$ and $211kca{\ell}$, respectively, which were very much different with the representative meat fish egg legume energy value of $94kca{\ell}$ in target pattern. As result, it is not proper to assign vegetable soup stew to vegetable food group and meat fish egg legume soup stew to meat fish egg legume food group. Representative energy values of soup and stew by preference were not much different except meat fish egg legume soup($149kca{\ell}$ by intake, $218kca{\ell}$ by preference). As conclusions, it maybe desirable to categorize soup and stew as independent food group. For more accurate energy adjustment in menu planning, devide soup and stew, and further divide to vegetable and meat fish egg legume groups may necessary.

• Journal of Christian Education in Korea
• /
• v.68
• /
• pp.77-112
• /
• 2021

This study is based on the research of the first year, which is the National Research Foundation of Korea's R&D subject for middle-grade researchers. In this study, the practical curriculum development of the education for love - an according to the psychoanalytic perspectives of F. Dolto(1908-1988) - is suggested as follows. The first is 'the reconstruction of the directions of curriculum and its specific aims in accordance with such directions.' The reconstruction of the directions of curriculum aims at leading our future generation to live as a subject of desire through the mutual-communication of love. The second is 'the reconstruction of the tasks of curriculum and its specific contents in accordance with such tasks.' The reconstruction of the tasks of curriculum pursuit to help our future generation through the converting the education for love into the paradigm of desire of Agape to live as a subject of desire forming a whole personality and practicing the desire of Agape in daily life. as a source of desire. According to these aims, the reconstruction of directions of curriculum are presented as following: firstly, 'curriculum for the mutual-communication between subjects of love' and secondly, 'curriculum for the subject of desire'. The reconstruction of tasks of curriculum are like these: firstly, 'converting the education for love into the paradigm of desire of Agape', and secondly, 'forming a whole personality through the education for love'. Thus, with respect to two specific aims in accordance with the reconstruction of directions are suggested like these: Firstly, 'constructing a subject as a speaking existence' and secondly, 'realizing the subject as the autonomous source of desire'. In the two specific contents in accordance with the reconstruction of tasks are presented as following: Firstly, 'realizing the truth of the desire of Agape'.' Secondly, 'practicing the desire of Agape in daily life.' The third is 'the reconstruction of curriculum by life cycle' are suggested. They include the fetal life, infants and preschool children life, and childhood life. In further study, it is required to contain adolescent period. It will be useful to help them to recover their self-esteem with the experience of true love, especially, out-of-school young generation overcome negative perspectives and prejudice in the society, and challenges to their dreams and future through proper utilization of the study outcome. The outcome of this study, which presented practical curriculum development of the education for love based on the understanding of psychoanalytic 'desire of subject' can be used as basic teaching materials for our future generations. Furthermore, the results can be used as a resource for educating ministers and lay leaders in the religious world to build capabilities to heal their inner side as well as the society that is tainted with various forms of conflict. These include general conflicts, anger, pleasure and addiction, depression and suicide, violence and murder, etc. The study outcome can contribute to the prevention of antisocial incidents against humanity that have recently been occurring in our free-semester system implemented in all middle schools across the country to be operated effectively. For example, it is possible to provide the study results as lecture and teaching materials for 'character camp' (self-examination and self-esteem improvement training) and 'family healing camp' (solution of a communication gap between family members and love communication training), which help students participate in field trip activities and career exploration activities voluntarily, independently, and creatively. Ultimately, it can visibly present the convergent research performance by providing the study outcome as preliminary data for the development of lecture videos and materials including infant care and preschool education, parental education, family consultation education, and holistic healing education. Support from the religious world, including the central government and local governments, are urgently required in order for such educational possibilities to be fulfilled both in the society and the fields of church education and to be actively linked to follow-up studies.

• Journal of Nutrition and Health
• /
• v.52 no.1
• /
• pp.90-103
• /
• 2019

Purpose: This study examined the relationship of the nutrition of rice and the positive evaluation of the rice-based meal with the food consumption habits, physical and emotional health status, and learning efficacy of 601 middle and high school students in Jeonju area. Methods: The participants were divided into two groups using cluster analysis in that the participants belonging to the upper groups had a center score of 46.86 (n = 348), while the people belonging to the lower group had a center score of 36.89 (n = 253). Statistical differences were tested for all the relationships between the physical and emotional health symptoms and learning efficacy between the groups at the ${\alpha}=0.05$ level. Results: Significant differences in the physical self-evaluated symptoms were observed in all five items in each cluster (p < 0.05). In the case of the emotional health status, nine out of 10 items showed significant differences between the groups. Similarly, significant differences in all five items in learning efficacy questionnaire were noted (p < 0.05). Positive attitudes of the parents toward having breakfast also showed significant differences among the groups. Conclusion: The nutrition of rice and a positive evaluation of the rice-based meals significantly affect the physical and emotional health status and learning efficacy of juveniles. These findings can be used as baseline information for promoting nutrition education, particularly rice-based breakfast.