• 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.

• Journal of Families and Better Life
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• v.31 no.4
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• pp.65-82
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• 2013

This study focuses on the roles of family and parents as primary environments for character education of children and adolescents, examines surrounding micro and macro environments in a bioecological model, and explores parent support methods for restoring character education in family. For this study, we had interviews with 54 parents(44 mothers & 10 fathers). Through the interviews we found difficulties of character education in family and analyzed them in children and teenagers, parents, school, and social-cultural dimensions based on the bioecological model. On the basis of the parents' perception for these difficulties, we proposed how to support the roles of family and parents for recovering character education in family. The policy methods were propsed in family, school, and society dimensions. This study is meaningful in that it suggests evidence base for making the parent support policy.

• Journal of Korean Home Economics Education Association
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• v.19 no.4
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• pp.57-74
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• 2007

The purpose of this study was to investigate differences in adolescent's academic motivation, which is composed of intrinsic learning motivation and extrinsic learning motivation, by family strengths and parent's expectation styles. The subject of this study were 508 students who were selected at random from second, and third grade of middle school in Daegu. Factor analysis and MANOVA were employed for data analysis and Scheff test for post - hoc analysis. The main findings of this study were as follows: First, there were significant differences in learning motivation of adolescents according to the degree of family strengths. More specifically, adolescents who perceived their family strengths to be high had higher intrinsic learning motivation than adolescents who perceived their family strengths to be middle and low. Second, there were significant differences in intrinsic learning motivation of adolescents according to the parent's academic expectation styles. Adolescents who perceived their parent's academic expectation styles paternal support-maternal support, paternal pressure-maternal support, and paternal support-maternal pressure showed higher intrinsic learning motivation than adolescents who perceived their parent's academic expectation styles paternal pressure-maternal pressure. Third, there were significant differences in intrinsic learning motivation of adolescents according to the parent's academic expectation styles and the degree of family strengths. In adolescents group who perceived their family strengths to be low, adolescents who perceived their the parent's academic expectation styles to be paternal support-maternal support, paternal pressure-maternal support and paternal support-maternal pressure had higher intrinsic learning motivation than adolescents who perceived their the parent's academic expectation styles to be paternal pressure-maternal pressure.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.11
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• pp.208-217
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• 2017

This study was conducted to identify the influence of awareness regarding marriage and childbirth on pre-parent's role of the nursing students. The subject were 202 nursing students in B city. Data were collected from May 11 to 15, 2015 and analyzed by t-test, ANOVA, Scheffe's test, Pearson correlation coefficients and stepwise multiple regression. Significant differences were found in pre-parent's role based on economic status, ideal number of children, and desired number of children. Pre-parent's role was negatively correlated with romantic views regarding marriage and passive views on marriage. In addition, there was a positive correlation between pre-parent's role and the attitudes towards childbirth support by the nation and corporations. Meaningful variables that influenced pre-parent's role were ideal number of children, economic status and passive views on marriage. Total explanation power was 26.9% and attitudes towards childbirth as well as toward support by the nation and corporations was the most influential factor. To enhance pre-parent's role of nursing students, it is necessary to provide childbirth support by the nation and corporations in the form of financial assistance and childcare facilities, as well as to develop educational programs describing the pre-parent's role.

• Journal of Families and Better Life
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• v.27 no.1
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• pp.89-105
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• 2009

A family resilience approach aims to identify and fortify key interactional processes that enable families to withstand and rebound from disruptive life challenges. Walsh(1998) described family belief systems, organizational patterns, and communication processes as the three main keys of family resilience. The purpose of this study was to identify the three key factors of family resilience in case of divorced female single-parent families in Korea. The study participants were seven divorced mothers who were living in the institutional facility for female single-parent families. Using a qualitative approach, in-depth interviews were audiotaped and transcribed verbatim for analysis. The study findings were as follows. First, the participants showed positive thinking rather than fear about the adversity induced by the divorce. They also showed the senses of competence, control, and self-esteem. However, the senses of transcendence and spirituality were barely evident. Second, emotional and economic supports from parents, brothers and sisters, and community networks (i.e., mother-child protection institution, healthy family support center) enhanced the family resilience of the participants. Third, the participants showed clear communication, open emotional expression, and shared decision making. This study suggests that more counseling services and parent education be provided by healthy family support center and institutional facilities as important family resilience factors for divorced female single-parent families who are below the poverty line.

• Korean Journal of Social Welfare
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• v.44
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• pp.346-374
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• 2001

The purpose of this study is to investigate the relationship between suicidal ideation among Korean adolescents and factors such as family conflict, cohesion, organization of family activities, expressiveness, independence, achievement orientation, depression, stress, and support of friends and teachers, according to the individual student's parental type. The study sample consisted of 1908 high school students in the 11th grade from the city of Inchon. The results showed that in both males and females, suicidal ideation was greater in students from single-parent families than two natural-parent families and greater in step-parent families than in single-parent families. As an exploratory study, the analysis of factors influencing suicidal ideation according to parental type showed that the study model accounted for 33.6% for students from two natural-parent families, 42.8% for students from single-parent families and 84.5% for students from step-parent families, of the variance in suicidal ideation. This indicates that the study model is more appropriate for application to students from single-parent and step-parent families. In addition, the study shows that the factors of influence and the way these factors make an influence tended to differ according to parental type. This indicates that in terms of predicting suicidal ideation, it is more effective to study students according to parental type than as a whole. It also indicates that it is ineffective to take the same approach in dealing with suicidal ideation for students with different parental types.

• Journal of Family Relations
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• v.23 no.1
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• pp.75-95
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• 2018

Objectives: This study aims to examine a school adjustment trajectory of adolescents from continued single parent families and its associated factors by comparing it to that of adolescents of two-parent families. Methods: We selected 4th grade students from Korean Youth & Youth Panel Survey (KCYPS). Using a multi-level growth modeling, we followed the trajectory of school adjustment until 9th grade and the effects of family income, parenting styles, and academic motivations of adolescents on the intercepts and the slopes. Results: Adolescents' school adjustment were decreased from 4th grade to 7th grade and then increased from 7th to 9th grade. The adolescents of continued single parent families showed a lower school adjustment than those of two parent families and this trend remained constant during the period. The effects of family income, parenting style, and academic motivation were confirmed to explain the gap between the adolescents of single parent and two parent families. Conclusions: The results imply that an earlier intervention is necessary to reduce the gap. We need to offer income support and decent quality of work for single parent family to reduce the economic hardship and also provide parental education that is designed to enhance academic expectations and motivations.

• Research in Community and Public Health Nursing
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• v.30 no.3
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• pp.377-389
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• 2019

Purpose: Group-based interventions help the members of the parent group work together to share their parenting stress, provide opportunities for them to support each other emotionally and informatively, and allow them to achieve what they want to accomplish. The purpose of this study is to investigate and synthesize the outcome of a parenting support program for infant and toddler parents. Methods: Published randomized control trials were identified through Ovid-Medline, Embase and CINAHL DB. Eligible studies include articles published between 2008 and 2018 in English in the randomized controlled trial design in which parenting support programs were implemented for infant and toddler parents group. Results: A total of 11 studies was selected for this review. These programs reported large level of effect size for parenting, and middle level effect size for parent's psycho-social outcomes and child development. There were many programs conducted for parents with infants between 13 and 24 months, and the frequency of programs provided for 2 hours a week was high with 9 to 12 sessions. Most programs were facilitated by trained professionals including nurses and social workers except two programs led by lay persons. Conclusion: This review demonstrates that group-based parenting support programs have positive effects on parenting, parent's psychosocial health and infant development. To disseminate the effective group-based parenting support programs, further research is needed to confirm the long term effect and develop nurse's role as a group facilitator.

• Korean Journal of Childcare and Education
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• v.2 no.2
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• pp.147-164
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• 2006

The purpose of this study was to investigated, On the Effect of Parent's Rearing Attitudes, Social Support On the Children's Emotional Intelligence. 243 Children were surveyed for this study. Spss/pc was run for statistical data analysis. This study abstracted that the most important factors Parent's Rearing Attitudes, Social support, Emotional Intelligence. In conclusion, this study implies that retraining and teaching programs for teachers need to be accessed variably, considered with the results of this paper.

• Journal of Family Resource Management and Policy Review
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• v.11 no.4
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• pp.93-114
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• 2007

The purpose of this study was to analyze the educational program that is offered on the information menu in the homepage (Familynet) of the Healthy Family-Support Center (HFSC) and suggest developmental directions. For this purpose, first, it deduced that the managerial principles of the education program, from related theories, are included in the family-system, family-structure, family-structure analysis, family life-cycle and ecological system theories. Second, it analyzed the educational programs of 44 local centers that are connected to the homepage (familynet.or.kr) of HFSC. Finally, it suggested developmental directions for managerial improvements of educational programs. As a result, the most popular part in the educational program was parent education, especially the visiting-father education program. The number of couple-related education programs were fewer than those for parent education, because it is difficult for couples to be present at the same time. Family and Self-Cognition programs cover insufficient contents in the parent-education program. Though total program in familylife education is quite large, the number of programs in each separate part is far too small for such a wide subject. So, each part in the program should be made more sufficient. Finally, it suggested the development of an evaluation system and a coaching process as special services for families that are in different development stages and have different family experiences, resources, needs and goals.