• Proceedings of KHEA Conference
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• 1997.07a
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• pp.55-55
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• 1997

• Korean Parent-Child Health Journal
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• v.5 no.2
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• pp.129-144
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• 2002

This longitudinal quasi-experimental research was conducted to develop parent role education program and to evaluate the effect of this program for mother-infant interaction, childrearing environment and infant development. The subjects were the healthy infants weighing over 2,500gm at birth, whose gestational age was more than 37weeks, and their healthy mothers. The sample consisted of eighteen mother-infant dyads for intervention group and sixteen dyads for control group. Data were collected from March 15th in 1999 to Jun 20th in 2000. The intervention group received programmed education consisted of discharge education, telephone counselling, and home visiting care. But control group were collected data without programmed education. In this study, the Nursing Child Assessment Teaching Scale(NCATS) devised by Barnard was used to determine the mother-infant interaction, HOME was used to determine the childrearing environment, and Griffiths mental development scale was used to determine the infant development. The data were analyzed using SPSS Win using chi-square test, t-test, and repeated measure ANOVA. This study was focused on the results of twelve months time point. Summaries of the results were as follows: 1. There was no significant difference in mother-infant interaction(NCATS) between intervention group and control group. But both of two groups showed significantly higher in interaction score at twelve months than at six months in the subscales of social-emotional growth fostering, and responsiveness to caregiver. 2. There was no significant difference in childrearing environment(HOME) between two groups at twelve months. But when each subscale of HOME was examined, intervention group showed higher scores in the dimensions of maternal involvement with child(p=.001), and maternal emotional-verbal responsivity(p=.048). 3. There was no significant difference in GQ of the Griffiths mental development scale between two groups, although significant difference was found in performance subscale. 4. Infant development at twelve months showed significant correlation with mother-infant interaction and childrearing environment at six months, although mother-infant interaction and childrearing environment at twelve months did not show significant correlations with infant development at twelve months. 5. Developmental scores at six months showed significant correlations with variety in daily stimulation, and mother's emotional, verbal responsivity, whereas developmental scores at twelve months showed significant correlations with acceptance of child behavior at six months, and appropriate play material at twelve months. In conclusion, the maternal education program for primipara showed long term effect in some categories in organizing the childrearing environment, and fostering the infant development. We suggest further study and implications of parent role education program for high risk parents such as parents in low economic status or with premature babies.

• Korean Parent-Child Health Journal
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• v.3 no.2
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• pp.81-93
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• 2000

The role of the neonatal nurse specialist has been well established over the past decade and now reform in 21st century. Neonatal nurse specialists responsibilities in caring for critically and long-term chronically ill infants and their families are very important. Neonatal nurse specialists have a two fold responsibility in caring for these infants. First, through acquiring advanced practice education in complex neonatal care and diagnostic skills, neonatal nurse specialists meet the physiologic needs of the infant. Second, neonatal nurse specialists provide a more holistic approach to their care through evaluating the family in treatment plans and involving the family in discharge planning for the infant. In some institutions, neonatal nurse specialists are directly involved in institutional and/or home follow-up care and case management also. It is the neonatal nurse specialists responsibility to function collaboratively with the multidisciplinary team in managing critically or chronically ill infants from admission to discharge. The role of the neonatal nurse specialist case manager can be described as one that focuses on individualized care of the infant, while providing continuity of care to both the infant and family. The neonatal nurse specialist's role will vary depending on the neonatal intensive care unit(NICU). Therefore, the multidisciplinary collaborative approach to long-term management of infants in the NICU is extremely important to provide successful transition to home or to long-term rehabilitative care facilities because care for the chronically ill infant is complex and multifaceted. I suggest the role of neonatal nurse specialist in 21st century are as follows. 1. Diagnostic/patient assessment 2. Management of patient health/illness 3. Administering/monitoring therapeutic interventions and regimens 4. Monitoring/ensuring quality of health care practices 5. Organization and work role 6. Helping role 7. Teaching/coaching role 8. Management of rapidly changing situations 9. Consulting role The advanced practice nursing model of care delivered by neonatal nurse specialist's in the NICU incorporates medical and nursing role functions and emphasizes holism, caring, and a health perspective for critically and chronically ill neonates and their families.

• Journal of Families and Better Life
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• v.24 no.1 s.79
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• pp.103-116
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• 2006

The purpose of the study was to explore what kind of intervention might help foster parents decide to continue engaging in foster care. As foster care services are still in the early stages of development, lacking systematic support systems as well as full understanding of the roles of foster parents and foster care agencies, it is important to recruit, select, and train as many foster parents as possible. Utilizing the Foster Parent Role Perception scale developed by Le Prohn, the author first conceptualized foster parent roles or foster care agency roles; then explored what kind of effects the resource level or the role perception of the foster parents have on the decisions to continue doing foster care. The results showed that the foster parents perceived 'supporting the internal system of the foster child' and 'supporting the external system of the foster child' as the roles of foster parents, whereas 'fortifying the foster care system' and 'maintaining liaison with birth parents' were the roles of foster care agencies. It was also found that foster parents' strong role perception, higher levels of satisfaction towards education on the part of foster parents, and the number of children from the previous marriage had statistically significant positive effects on the decisions to continue foster care. The author argues that clear definitions of roles are needed for both foster parents and foster care agencies. Finally, the role of foster care agencies needs to be strengthened and supported.

• Journal of Korean Academy of Nursing
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• v.31 no.3
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• pp.417-431
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• 2001

Purpose: This study was conducted to evaluate the effectiveness of the maternal role education program for primiparas in mother-infant interaction, childrearing environment, and infant development. Method: A Non-equivalent control group time-series design was used. For the intervention group, programmed parenting education focusing on mother-infant interaction, home environment for infant development, and parent counseling and support was provided via home visits or telephone for twelve months. Result: Significant differences were found in the mother-infant interaction feeding scale at one and three months, but no differences were found in the teaching scale at six and twelve months between the intervention and control groups. Also, the difference in childrearing environment (HOME) between the two groups was significant at three, six, twelve months. In addition, the intervention group showed higher GQ in the Griffiths mental development scale at three and six months. In multiple regression analysis, 22.6% to 43.6% of infant development was explained by HOME, mother-infant interaction, and previous development. Conclusion: The maternal role education program proved to be effective in promoting mother-infant interaction, organizing the childrearing environment, and fostering infant development.

• Journal of Families and Better Life
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• v.28 no.3
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• pp.13-26
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• 2010

This study investigates the effects of parent-adolescent communication, emotional intelligence and parentification on the psychological well-being of adolescents. Participants were 712 middle and high school students from Seoul. The collected data were analyzed through a Cronbach's $\alpha$, two-way ANOVA, Pearson's correlation and stepwise multiple regression. The results are as follows: 1) While parent-adolescent communication, parentification, and psychological well-being differed by grade, emotional intelligence did not differ by grade. 2) Father-adolescent communication, regulation of emotion, expression of emotion, practice of emotion, recognition of emotion and mother-adolescent communication were significant predictors of the psychological well-being of middle school students. 3) The recognition of emotion, father-adolescent communication, practice of emotion, regulation of emotion, and mother-adolescent communication were significant predictors of the psychological well-being of high school students. 4) Emotional intelligence played a partially mediating role in the relationship between parent-adolescent communication and psychological well-being.

• Human Ecology Research
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• v.51 no.6
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• pp.603-612
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• 2013

With the increase of single-parent families in the Korean society, the perception of the function and structure of the family is changing. Thus, a public transition toward embracing single-parent families as another form of family is necessary. This study focuses on the families of divorced female single-parents using Walsh's family resilience framework with a strengths-based perspective. It aims to provide the basic data necessary for deducing policy-related and practical ways of supporting the families and for developing programs that help divorced female single-parent families maintain and reinforce resilience. Qualitative analysis was used as the research method. A preceding literature review was also carried out to collect data. The major findings of this study include the following: First, it was found that the average age of divorce is around 30-40, with children of school age. The mothers' level of education was relatively high, ranging from high school graduates to graduate school students. On Rothwell and Cohen's happiness scale, their objective level of happiness was higher (74.1) than that of the average Korean (64). Second, it was found they were very careful to avoid violence in everyday life as an after-effect of domestic violence, which was the major cause of their divorce. Third, their positive and optimistic attitudes about life even in adversity can be interpreted as Walsh's belief systems taking a more important role among other characteristics of family resilience.

• The Journal of Economics, Marketing and Management
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• v.4 no.4
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• pp.29-35
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• 2016

This study has focused on the transfer of infants and Toddlers-protecting responsibilities from families to infants and Toddlers education agencies due to an increase of a double-income family and nuclear family. It is because there is insufficient safe play space from the moment when infants and Toddlers return from infants and Toddlers education agencies to home due to a high crowding of housing and increase of vehicle, and there can be difficulties to take responsibilities of infants and Toddlers safety with a mere recognition and effort of parent. Thus, to suggest a safety education through mutual contact between the communities and agencies supporting parent role in a level of social welfare, its potential has been identified through a frequency analysis on 60 participants of experimental group who have trained a safety education and 60 participants of control group who have not trained a safety education. As a result of frequency analysis, the increase in safety condition in Korea, safety and development of infants and Toddlers, safety of play materials, and safety knowledge on general part of facility safety has detected and the practice of safety and safety consciousness has also identified to be more effective. The results of this study has shown a potential to verify its efficacy if it is verified through an elaborative model of safety education based on parents of young infants and Toddlers family.

• Clinical and Experimental Pediatrics
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• v.65 no.1
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• pp.35-46
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• 2022

Background: The growing prevalence of overweight and/or obese children is an important public health problem in both developed and developing countries. Although the association of obesity between parents and their children is well known, its underlying mechanisms are not well established. Purpose: This meta-analysis examined parent-child (PC) relationships in obesity and identified factors such as world region and country income level that may influence this relationship. Methods: We identified all related studies published between January 1, 2015 and May 31, 2020 by conducting a literature search using the MeSH terms "obesity," "overweight," "body mass index," "parent," "child," "associate," and "relate" in the PubMed database in English. Results: The meta-analysis of 23 studies that reported an odds ratio (OR) for parent and child obesity associations found a significant association between parents and children who were overweight or obese (pooled OR, 1.97; 95% confidence interval, 1.85-2.10). A meta-regression analysis was used to examine the sources of interstudy heterogeneity. The association between parent and child obesity was higher in Asia than in Europe and the Middle East and higher in high-income countries than in middle-or low-income countries. In addition, a higher association between parent and child obesity was found when both parents were obese than when only the father or mother was obese. This study from multiple countries indicates a significant PC relationship in weight status that varies according to PC pair type, parent and child weight statuses, world region, and country income level. Conclusion: These results demonstrate that the risk of childhood obesity is greatly influenced by parental weight status and indicate that parents could play an important role in preventing child obesity.

• Child Health Nursing Research
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• v.10 no.4
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• pp.413-422
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• 2004

Purpose: This study was conducted to describe the perception of parental role held by university students and to examine difference in perception of parental role according to student characteristics. Method: The participant were 338 university student in Gangreung city. The instrument was developed by researcher and consisted of 4 subcategories ; child rearing environment, parental sensitivity, growth and development of infant, and physical care. Data were collected from May 10 to June 1 in 2004 and were analyzed using SPSS Win 10.0 program. Result: The university students' perception of total parental role had a mean item score of 4.02, with 4.12 for parental sensitivity, 4.00 for child rearing environment, 4.00 for physical care and 3.95 for growth and development. There were significant differences in perception of parental role according to sex(t=-5.55, p=.00), grade(F=13.12, p=.00), type of college(F=28.34, p=.00), father's age(F=5.01, p=.00), father's education(F=5.01, p=.00), mother's education(F=3.33, p=.03) student's marriage plan(t=2.37, p=.01) main caretaker(F=9.53, p=.00) person who lived with student in childhood(F=3.62, p=.01) and student's perception of the need for education for parental role(t=3.74, p=.00). Conclusion: The impact of childhood experience has lifelong significance on subsequent health and development. Especially, the experience of childhood is highly affected by the quality of parental role. It is important to identify university student's perception of parental role as pre-parent preparation for parenting. Therefore, pre-parent education program are necessary.