• Korean Journal of Childcare and Education
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• v.14 no.4
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• pp.25-41
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• 2018

Objective: The purpose of this study was to examine the effects of parent-teacher relationships on mothers' parenting efficacy especially for toddlers. Methods: 225 mothers of toddlers completed questionnaires on parent-teacher relationships and parenting efficacy. This study used technical statistics, Pearson's correlation analysis, and multiple regression analysis in order to analyze the collected data. Results: First, there was a significant correlation between parent-teacher relationships and mothers' parenting efficacy. Second, the parent-teacher relationships was an important factor in predicting mothers' parenting efficacy. In particular, when a teacher and mother develop practical collaboration for caring for and educating a child, the mothers' parenting efficacy was higher. Conclusion/Implications: These findings indicate that the parent-teacher relationship is a significant factor in order to improve the quality of parenting. The results especially support the importance of collaboration between teachers and parents and suggest that we need to find practical ways for collaborating in the field. Limitations of this study and implications for future research were discussed.

• Korean Parent-Child Health Journal
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• v.12 no.2
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• pp.131-146
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• 2009

Purpose: The purposes of this descriptive survey study were to describe levels of father involvement in child-rearing and maternal depression. Method: Data were collected from 277 mothers who had one to three years old infant at 8 day care centers and 2 public health centers in S and B city. The instrument used for this study was a self-report questionnaire that included the father involvement in child-rearing scale and maternal depression(BDI). Results: The mean score for father involvement in child-rearing was $44.60{\pm}12.06$. For father involvement in child-rearing, there were significant differences according to chid birth order, father's education, mother's job, income, marriage satisfaction, support for child-rearing. The mean for maternal depression was $10.24{\pm}7.70$. For maternal depression, there were significant differences according to mother's religion, parent's education, father's job, income, marriage satisfaction, support for child-rearing. There is significant difference in the maternal depression according to the father involvement in child-rearing. Conclusion: Father involvement in child-rearing and maternal depression influence child development. It is essential to assess father's participation in child-rearing and maternal depression, to develop knowledge about role of father for child health.

• Korean Journal of Human Ecology
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• v.5 no.2
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• pp.1-16
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• 1996

This study has examined multiple influences of several variables on parenting behavior by looking into illustrative studies. This study provides support to the view that various factors influence parenting and that parenting behavior is multiply determined. Characteristics of parents, children and the context in which parent-child relations occur cause different childrearing patterns among parents. This study can be summarized as follows: 1) Parental behavior is influenced to a large degree by what the parent brings to the situation. In other words, characteristics of the parent including personality characteristics, interpersonal skills, problem-solving skills, level of maturity, values and childrearing beliefs contribute to individual differences in parenting. 2) The parent's relationship history influences the personality characteristics that the parent brings to his or her adult roles. To understand who the parent is today, we have to look at who the parent was, and what the parent was doing in the years prior to parenthood. That is, we need to see the life course of the individual before parenthood. 3) Contextual variables including the immediate context and the larger context have proved to influence parental behaviors. Characteristics of the immediate context such as the quality of marital rationship can influence the parent's psychological well-being and his or her behavior toward the childen while characteristics of the larger context such as the economic situation and the neighborhood can influence the level of stress experienced by the parent and cosequently how the parent relates to his or her child. 4) In order to understand the development of the parent-child relationship we need to look at the characteristics of the child. Children may elicit positive behaviors from their parents, or they may possess characteristics that the parents find aversive thus leading to difficulties in the relationship. Therefore, much depends on the fit beween the characteristics of the parents and characteristics of the child. By examining multiple contemporaneous influences on parenting, this study could deepen the understanding of why parents have different childrearing patterns, why some parents fail to meet their children's demands and why parents act in certain ways. What we ultimately hope is that as we learn more about parenting and the development of parent-child relationships, we will be better able to provide parents with the supports they need to achieve their parenting goals.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.25 no.4
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• pp.224-229
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• 2014

Objectives : This study was conducted in order to investigate the influences of school violence on the mental health of student victims and their parents. Methods : A total of 56 (aged 7-18) student victims and their parents were selected to participate in a survey. The students had experienced school violence from June 2012 to October 2013. They completed a set of self-report questionnaires, including socio-demographic characteristics, family relationship, Impact of Event Scale-Revised, Child Depression Inventory (CDI), Beck Depression Inventory, Revised Children's Manifest Anxiety Scale, and Parental Bonding Instrument to evaluate psychiatric complications and to understand the emotional bonding between them. Results : The student's level of impact of event was significantly related to the parent's level of impact of event (p<.001). The student's high CDI score showed positive correlation with high level of impact of event (p<.001). In addition, higher level of the student's perceived emotional support and understandability of family showed association with lower level of impact of event (p<.01, p<.05). Conclusion : The results of this study suggest that the psychiatric sequelae of school violence is seriously affected by family support and parent's level of impact of event. Therefore, more active intervention is needed for both students and their parents.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.171-182
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• 1999

This study examined the relations between parents' reactions to their preschool child's negative emotions, coping styles, and peer acceptance. Subjects were 250 5-year-old preschoolers and their parents. Instruments were the Coping with children's Negative Emotions Scale, and coding strategies checklist and peer rating scales for children. Data were analyzed with the SPSS PC + program. Parent's emotion-focused reactions, encouragement of expression and problem-focused reactions were positively associated with both peer acceptance and child coping styles whereas parent's distress, and punitive and minimizing reactions were associated with lower Peer acceptance and child coping styles of venting, denial, aggressive action, and avoidance. In child coping styles, problem solving was positively associated with peer acceptance while aggressive action anti venting were associated with a lower level of peer acceptance. Problem solving tended to be positively associated with peer acceptance, whereas aggressive action and venting tended to be associated with lower level of peer acceptance. (4) There was a statistically significant relations among parent's reactions to preschoolers' negative emotions, preschoolers' coping styles, and peer acceptance. There were the positive relations among parent's supportive reactions preschoolers' coping styles of problem solving and seeking support, and peer acceptance.

• Journal of Families and Better Life
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• v.24 no.5 s.83
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• pp.141-159
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• 2006

It is generally blown that foster children often have special needs such as disability and psycho-behavioral problems. It is also known that foster parents will provide better care with those children when they are coping well with foster children with special needs. The purpose of the study was to explore the perceptions foster parents have and what factors affect their decisions to care for children with special needs. Literature review reveals that successful foster parent care is related to the foster parents' motivation, role perception, and social support systems. foster parents' motivation is related to 'altruism toward foster child', 'the egocentrism of the foster parent', 'previous experience with adoption' and 'the past experiences of the foster parent'. Role perceptions of the foster parent consist of 'supporting the internal system of the foster child' and 'supporting the external system of the foster child'. The social support system is characterized as the limited notions of a family oriented concept. In addition, a foster parent's decision to look after special-needs children is related to their motivation while the decision to foster disabled children is related to the levels of available social support systems as well as motivation. The results of the study implies that the motivation level and that of social support system are closely related to different aspects of the special-needs foster child; this factor should also be considered when recruiting foster parents or placing special needs children.

• Journal of the Korean Home Economics Association
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• v.51 no.2
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• pp.195-206
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• 2013

This study was conducted in order to investigate the variables that relate and affect the internalizing and externalizing problems of multicultural children. 159 multicultural children in the $3^{rd}{\sim}6^{th}$grade were selected from elementary schools in Gwangju and the Jeollanamdo area. The data was analyzed by using the frequency, Cronbach's ${\alpha}$, t-test, ANOVA, Pearson's correlation and hierarchical regression by SPSS 12.0 program. The results were as follows: first, the internalizing problems were different according to the socio-demographic variable: (gender, subjective economic level), multicultural characteristic variable: (mother's communication ability, likability of mother's nationality, etc.), parent-child relationship variable: (relationship with mother, relationship with father) and social support variable: (peer support, teacher support). Further, the externalizing problems were different according to the socio-demographic variable: (gender), multicultural characteristic variable: (mother's nationality, mother's communication ability, etc.), parent-child relationship variable: (relationship with mother, relationship with father) and social support variable: (peer support, teacher support). Second, the influential variables regarding the internalizing problems were children's stress from cultural adaptability and the likability of the mother's nationality of the multicultural characteristic variable group, peer support of the social support variable group and the subjective economic-level of the socio-demographic variable group. Moreover, the influential variable on the externalizing problems was children's stress from the cultural adaptability of the multicultural characteristic variable group. The most influential variable of such variables was children's stress from cultural adaptability of the multicultural characteristic variable group. The results of this study will provide information for the development of educational and therapeutic intervention program for multicultural children.

• Korean Parent-Child Health Journal
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• v.19 no.1
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• pp.1-8
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• 2016

Purpose: This study was done to investigate the level of family support, job stress in clinical nurses end identify the participant's individual characteristics that influenced each of them. Methods: This study was a descriptive correlational study. The participants were 192 clinical nurses working in local middle range hospitals. The data were collected from May to June, 2013 and analyzed using descriptive statistics, t-test and Pearson's correlation by PASW statistics20. Results: The item mean score for family support was 21.01 and job stress was 98.89. There was a statistically significant negative correlation between family support and job stress (r=-.12). The level of job stress differed according to age (p=.014), duration of career (p=.013), department area (p<.001), position (p=.005), work duty form (p<.001), family member (p=.021), burden (p=.031), marital status (p=.001) and satisfaction (p<.001). Conclusion: Family support is needed to reduce job stress. Also, job satisfaction improvement programs and effective working systems should be developed to decrease the nurse's workplace stress.

• Korean Journal of Comparative Education
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• v.28 no.5
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• pp.71-90
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• 2018

The purpose of the study was to analyze the various outcomes of parent competency enhancement project for children's education by Daegu Metropolitan Office of Education in Daegu, Korea. For this, the study explored the developmental process of parent educational competency enhancement policy and the main contents of parent competency enhancement project for children's education. Based on this, the study analyzed the outcomes of parent competency enhancement project for children's education. The main results are as the followings. First, a system for enhancing parents' competency for children's education by administering parent competency enhancement project for children's education was established. Second, personnel for parent education by administering parent competency enhancement project for children's education was cultivated. Third, basic courses and in-depth courses using the needs of parent who is educational consumer by administering parent competency enhancement project for children's education were developed. Finally, the result of evaluation by student, parent, and teacher and educational expert indicated that they showed high satisfaction about parent competency enhancement project for children's education. However, it showed that it is necessary to make up the operational time and method and the profession of instructor and program and to support parent considering various types of school. The implications for the main results were discussed.

• Journal of Korean Academy of Nursing
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• v.44 no.5
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• pp.495-503
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• 2014

Purpose: The purpose of this study was to identify factors affecting the social competence of school-aged children according alcohol consumption by their parents. Methods: The participants were 558 5th grade elementary school students. Data were collected using structured questionnaires from September 17 to October 2 2013, and analyzed using descriptive statistics, ${\chi}^2$-test, t-test, ANOVA, Pearson correlation coefficients, and Stepwise multiple regression analysis with the SPSS PC+ 21.0 program. Results: Participants were classified into three groups according to alcohol use; Non-use parent group (52.7%), social use parent group (31.0%), and problem use parent group (16.3%). Participants whose parents were problem users had significantly lower scores on emotional awareness and expression (F=14.45, p<.001), social support (F=5.82, p=.003), and social competence (F=16.33, p<.001) compared to students in the other two groups. In school-aged children with parents who were alcohol abusers, the variables that predicted social competence was friend support (66.0%). Conclusion: These results emphasize the importance of focusing on the crucial role of peer support in the development of social competence in school-aged children of parents who abuse alcohol. Further, for these children, interventions aimed at improving social support and children's emotional awareness and expression may be most beneficial.