• Journal of Families and Better Life
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• v.28 no.3
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• pp.167-178
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• 2010

The purpose of this study was to analyze the healthy family education, healthy family counseling, a healthy family culture, and healthy families integrated programs for single parent families in family support centers, The data collected came from 59 family support centers located in Seoul and Kyunggi-Do, Korea. Subjects included both single parents and their children. The children were of elementary school age. The types of programs were education, counseling, culture, and integrated program. Education programs were process separately for the parents and for the children. Counseling programs were mostly group-type program that aimed at improving the parent-children relationship. The contents included sections on anger management, reducing stress, enriching self-esteem. The culture programs involved experiences, camps that included cooking, watching movies, similar activities. Integrated programs involved respite support, rearing support, mentor-mentee partnerships, and the formation of self-help groups.

• Journal of the Korean Home Economics Association
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• v.41 no.7
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• pp.73-89
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• 2003

The purposes of this research were to investigate the conditions of education and counseling for single-parent families and to propose developmental alternatives and effective information service system. For these objectives, the concurrent-type program for single-parent families that emphasized communication skills, psychological strategies, and the importance of family relationships was constructed. The effectiveness of the program was evaluated by pre-, post test through 163 single parents and their children and it was analyzed by paired t-test. The results suggested that the program was effective in improving self-esteem, satisfaction of life and communication. Several programs for single-parent families using on-line or off-line were analyzed and more effective alternatives were proposed. For improving of wellbeing of single-parent families, the welfare system must be changed to cooperation with other institutions and systematic information service network.

• Journal of Convergence for Information Technology
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• v.12 no.3
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• pp.302-310
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• 2022

This study examined the results obtained using the text mining method for research trends related to learning counseling among adolescents and suggested subsequent research directions. The top 1 and 2 of Korean youth concerns are learning and career paths. Topic modeling analysis was conducted using text mining techniques that can minimize researcher's subjectivity and prejudice for 201 academic papers above KCI registration candidates through RISS with keywords such as Learning Counseling and Academic Counseling. Learning counseling topic results showed counseling experience [topic 1], group counseling research [topic 2], parent counseling [topic 3], and learning technology program development [topic 4]. Research related to learning counseling is developing counseling for emotional stability. Group counseling, parent counseling, and learning technology programs. Learning counseling to solve adolescents' concerns is expected to continue research on integrated support through psychological emotion, parent counseling, and collaboration with learning technology experts.

• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.91-108
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• 2018

Objective: The main purpose of this study was to investigate the change of mother-child interaction and perceptions of parenting and play after participating in parent counseling education program which is combined physical contact play activities with client-centered counseling technique. Methods: The subjects were 6 mothers and their child who attended more than 7 out of 8 times in the program, which carried out totally 8 sessions, once a week for 90 minutes. Marschak Interaction Method (MIM) and semi-structured questionnaire about parenting and play were used to assess the change. Results: First, mothers' interaction with their child was become more nurturable and mutual engaged, and facilitated their child's challenge simultaneously providing structure. Second, child-directed interaction was increased rather than mother-directed, and the waiting time for their child's attempt became longer. Conclusion/Implications: The parent counseling education program changed the mother-child interaction more positively. This study has the implication in terms of combining play with education and counseling, but there is the limitation of generalization due to qualitative analysis based on limited cases.

• Journal of the Korean Home Economics Association
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• v.44 no.7 s.221
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• pp.53-62
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• 2006

The purpose of this research was to evaluate the effectiveness of the Counseling-Utilized Parent Education for Mothers (CUPEM). CUPEM was developed based on Developmentally Appropriate Practices, Solution-Focused Therapy, Satir's Experiential Family Therapy, and Cognitive-Behavioral Therapy. The subjects were 51 mothers of 4 and 5 year old children and randomly assigned either to the intervention group (n=26) or the comparison group (n=25). Mothers in the intervention group had 10-2 hour intervention sessions while those in the comparison group received the intervention after this study was completed. Both groups received pre-and post-test evaluation, and a follow-up test. The data were analyzed by t-test and paired t-test. The results showed that participanting mothers' parenting stress was lessened while sense of parenting competence and positive maternal behaviors during mother-child interaction were increased significantly. Second, these mothers' self-confidence and maternal attitude toward childrearing were improved. Third, this effect lasted for at least one month after the termination of this program.

• Journal of the Korean Home Economics Association
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• v.48 no.5
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• pp.49-60
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• 2010

The present study explored effects of significance of study, pressure for study, and pressure for success on life satisfaction of adolescents, and moderating effect of parent-adolescent communication. Participants were 1,384 adolescents in elementary, middle, and high school, and they responded all the questionnaires by themselves. Results were as follows. Firstly, there were significant differences in extent of significance of study, pressure for study and success, parent-adolescent communication, and life satisfaction of adolescents according to their demographic variables. Secondly, the more they got significance on study, and the more their parents emphasized study and success, the lower their life satisfaction was. Finally, there was a moderating effect of parent-adolescent communication. As adolescents had a positive communication with their parents, the negative effects for the significance of study and pressure for study and success on their life satisfaction were lessened.

• Korean Journal of Childcare and Education
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• v.11 no.5
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• pp.311-332
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• 2015

The present study employed a pretest-posttest quasi-experimental design to evaluate the effectiveness of a teacher education program for child care teachers. Twenty-seven teachers were randomly assigned to intervention and control groups with 12 and 17 teachers in each group. Teachers in the intervention group participated in the program. After termination of the program, differences between pre- and post-tests were examined in regards to teachers' emotional regulation, efficacy, parent-teacher communication and job satisfaction. There were four major findings. First, self-reported teachers'emotional regulation, teachers'efficacy and job satisfaction were significantly improved in the intervention group, but not in the control group. Second, parent-teacher communication difficulty was significantly reduced in the intervention group, but not in the control group. These findings emphasize the importance of the teachers' positive characteristics in improving the outcome of preschoolers.

• Journal of The Korean Association of Information Education
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• v.11 no.3
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• pp.307-316
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• 2007

The purpose of this study was to develop the internet-addiction preventive counseling program for elementary children and their parents and to examine its effects. The study problems were established as the followings: First, Does the counseling program for parents and children reduce the level of children's internet-addiction? Second, Is the counseling program effective in mediating children's internet-using time? Third, Is the counseling program effective in improving children's daily life? Subjects were 7 elementary children who scored higher than the warning level at an Korean Internet Addiction Scales administered 280 fourth-grade children at K elementary school and their parents who agreed to participate in this study. The counseling program, which consisted of 6 sessions, was executed to children and their parents every week during winter vacation. Data were collected through Korean Internet Addiction Scales and behavior check list. The results of this study were followings: First, the counseling program was effective in reducing the level of children's internet-addiction, Second, the counseling program was effective in mediating children's internet-using time, and Third, the counseling program was effective in improving children's daily life.

• The Korean Journal of Elementary Counseling
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• v.9 no.1
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• pp.21-39
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• 2010

The purpose of this study was to validate the Korean version of Inventory of Parent Attachment(K-IPA), The first version of K-IPA was developed through the process of translation and tack translation of items of parent attachment from Inventory of Parent and Peer Attachment (Armsden & Greenberg, 1986), content validation test with 30 elementary school children, and content validation test with an expert group. The validation test with 964 students (emementary, middle, high school) confirmed all 25 items(each items were asked for mother and father) were appropriate and reliable, K-IPA consists of three different sub-scales, 10 items for trust scale, 9 items for communication scale, and 6 items isolation across all age groups.

• The Journal of Korean Academy of Sensory Integration
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• v.3 no.1
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• pp.67-77
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• 2005

Objective : The purpose of this paper was to suggest a model of the parent educational program with a sensory integration approach for developmental disabilities. Methods : A questionnaire survey were conducted to investigate the needs of the parent educational program and the satisfaction on after of the parent educational program with sensory integration for developmental disabilities. The parent educational program was completed by 8 mothers and each one children with developmental disabilities ranging in age from five to six years for five weeks. The parent educational program with sensory integration approach were consisted of the lecture, an exploration group and individual counseling for parent and individual evaluation and treatment, and group treatment for children. Results : 1. In the needs of the parent education, 50% for active participation of parent and 40% for the understanding with children. 2. In the satisfaction for the parent educational program with sensory integration, 9.3/10point for a individual education with the home program, 9.0/10point for the understanding with children, 8.7/10point for the chance of a participation in sensory integration program, 6.7/10point for a individual treatment, 5.7/10point for a group treatment. Conclusion : The parent educational program with sensory integration suggest that its useful program to understanding their children and sensory integration for parent.