• The Journal of Korean Society for School & Community Health Education
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• v.3
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• pp.35-58
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• 2002

This research attempted to investigate the real state of adolescent smoking and drinking, and to study how stress influences on smoking and drinking of high school students. This data was collected from 837 first and second grade students in a vocational high school in Go-yang city, Gyeonggi province. Data analysis consisted of frequency, percentage, Chi-square, T-test, step-wise regression analysis, using SPSSWIN. The results of analysis were as follows: First, 51.7% of the students have never smoked, while 48.3% have experienced smoking. Most students started smoking in the second year of the middle school, though 17.6% of the smokers already started in the elementary school. The strongest motive of initial smoking was curiosity, next the inducement of friends, and 10.9% of them smoked to get rid of stress. Their favorite place for smoking was in the order of the entertainment centers, schools, and private academies. They personally purchased cigarettes mostly at the store. Most of them smoked less than 5 cigarettes a day, but 3.7% smoked more than a pack of cigarettes a day, usually with friends rather than alone. Second, the ratio of drinking was relatively high 78.1%, and their initial drinking experience was most frequent at the third year of the middle school. The initial motive of drinking was mostly curiosity and the inducement of friends, but 10.7% of them started drinking to reduce stress and anxiety. The places for buying alcohol and drinking were bars or restaurants. The ratio of habitual drinking was 45.1%, and the ratio of irregular drinking was 53.3%. 1.8% of the drinking students enjoyed drinking everyday. The amount of drinking varied from half a bottle to two bottles of Soju, and the drinking problem was serious to see that 11% of them drank more than two bottles at a time. Because 84.4% drank in groups with friends, a thorough and systematic supervision and education of the peer group drinking is essential. Third, as for the relationship between personal matters and smoking, it was found that there was a positive relation between smoking and sex, but there was no correlation between smoking and school years. Adolescent smoking was also related with scholastic achievement, the number of friends, and the existence of parents. Fourth, as for the relationship between personal matters and drinking, it was found that there was no correlation between drinking and sex, but there was a positive relation between drinking and school years. Fifth, the average index of stress was students themselves(2.58), school life(2.53), family life(2.19), friends(2.00), and the total index of stress was 2.33. Sixth, there appeared a marginal negative correlation between stress and 'drinking and smoking' in Pearson coefficient of correlation r to see the influence of stress on smoking and drinking. The difference of the average index of stress according to smoking and drinking bears meaningful difference for all students, smokers and non-smokers, drinkers and abstainers in students themselves, school life, family life, friends, and total stress. Smoking has an effect on family life most, school life next, and drinking has an effect on school life most, family life next, with the explanation power of 11% and 9% respectively, in a regression analysis to analyze the factors influencing on smoking and drinking among the factors of stress.

• The Journal of Korean Academy of Sensory Integration
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• v.19 no.1
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• pp.69-82
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• 2021

Objective : This recent work intended to provide basic information for researchers and practitioners related to occupational therapy about Developmental Coordination Disorder (DCD) in South Korea. The previous research of screening DCD and the effects of intervention programs were reviewed. Methods : Peer-reviewed papers relating to DCD and published in Korea from January 1990 to December 2020 were systematically reviewed. The search terms "developmental coordination disorder," "development coordination," and "developmental coordination" were used to identify previous Korean research in this area from three representation database, the Research Information Sharing Service, Korean Studies Information Service System, and Google Scholar. We found a total of 4,878 articles identified through the three search engines and selected seventeen articles for analysis after removing those that corresponded to the overlapping or exclusion criteria. We adopted "the conceptual model" to analyze the selected articles about DCD assessment and intervention. Results : We found that twelve of the 17 studies showed the qualitative level of Level 2 using non-randomized approach between the two groups. The Movement Assessment Battery for Children and its second edition were the most frequently used tools in assessing children for DCD. Among the intervention studies, the eight articles (47%) were adopted a dynamic systems approach; a normative functional skill framework and cognitive neuroscience were each used in 18% of the pieces; and 11% of the articles were applied neurodevelopmental theory. Only one article was used a combination approach of normative functional skill and general abilities. These papers were mainly focused on the movement characteristics of children with DCD and the intervention effect of exercise or sports programs. Conclusion : Most of the reviewed studies investigated the movement characteristics of DCD or explore the effectiveness of particular intervention programs. In the future, it would be useful to investigate the feasibility of different assessment tools and to establish the effectiveness of various interventions used in rehabilitation for better motor performance in children with DCD.

• The korean journal of orthodontics
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• v.35 no.1 s.108
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• pp.69-81
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• 2005

As one of the variations in growth and development of the craniofacial complex. malocclusion shows lack of concordance In the recognition and severity of malocclusion for dentists as well as the acceptance and need of orthodontic treatment for the patient The purposes of this study were 1) to examine the relationships between objective malocclusion severity aid subjective treatment difficulty. 2) to evaluate the effect of malocclusion components to the subjective perceived difficulty of treatment. 3) to establish the weighted values of malocclusion components to reflect the treatment difficulty 100 pairs of dental casts with the general characteristics of malocclusion. were selected from the orthodontic departments of Kyunghee University and Samsuug Medical Center. The severity of malocclusion was evaluated by the author with the PAR index The perceived treatment difficulty and the estimated treatment duration on these dental models were evaluated by 8 experienced orthodontists. The relationships between the objective malocclusion severity and the subjective treatment difficulty were statistically evaluated. and the weighted values of malocclusion components to reflect treatment difficulty were statistically formulated. There were significant relationships between objective malocclusion severity and subjective treatment difficulty The malocclusion components which significantly affected the treatment difficulty and their weighted values in parentheses were as follows upper anterior alignment(1). overbite (2). buccal occlusion (3) middline (4), and overjet (5). This study Provides the fundamental principle to evaluate the objective malocclusion severity which is reflected by the subjective treatment difficulty of Korean orthodontists.

• 대한공업교육학회지
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• v.39 no.1
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• pp.23-46
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• 2014

The purpose of this study was to analyze the textbooks of career counseling which are written or translated in Korean so as to understand the usefulness and limitation on the usage of career counseling textbooks. Research questions are as follows: 1) what contents are included in textbooks of career counseling? 2) what are the differences of content rates among textbooks of career counseling? 10 textbooks of career counseling were analysed(6 textbooks: introduction to career counseling, 4 textbooks: focused on career counseling skills and techniques) based on the competency components for career counseling professionals presented by Yoo(2009). Results indicated that 1) 6 textbooks of introduction to career counseling have the most content of 'category1: theories and concepts related to career counseling'. In comparison, 4 textbooks focused on career counseling skills and techniques have the most content of 'category4: career counseling competency'. 2) Based on the unit of analysis chapter, the highest rates are 'category4: career counseling competency(33.33%)' and 'category1: theories and concepts related to career counseling(28.15%)'. 3) It is hard to find the contents related to the knowledge and skills of individual and group counseling(category 2), the competencies of network, problem solving, peer counselor feedback, administration, ethic(category 8,9,10,11,13), the growth and self-management as professionals(category 12,14).

• 한국노년학
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• v.37 no.1
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• pp.173-200
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• 2017

This study is designed to verify the actual effect on the prevention of the elderly suicide of the integrated crisis intervention service which has been widely provided across all local communities in Gyeonggi-province focusing on the integrated crisis intervention model developed for the prevention of elderly suicide. The integrated crisis intervention model for the local communities and its manual were developed for the prevention of elderly suicide by integrating the crisis intervention theory which contains local community's integrated system approach and the stress vulnerability theory. For the analysis of the effect, the geriatric depression and suicidal ideation scale was adopted and the data was collected as follows; The data was collected from 258 people in the first preliminary test. Then, it was collected from the secondary test of 184 people after the integrated crisis intervention service was performed for 6 months. The third collection of data was made from 124 people after 2 or 3 years later using the backward tracing method. As for the analysis, the researcher used the R Statistics computing to conduct the test equating, and the vertical scaling between measuring points. Then, the researcher conducted descriptive statistics analysis and univariate analysis of variance, and performed multi-level modeling analysis using Bayesian estimation. As a result of the study, it was found out that the integrated crisis intervention model which has been developed for the elderly suicide prevention has a statistically significant effect on the reduction of elderly suicide in terms of elderly depression and suicide ideation in the follow-up measurement after the implementation of crisis intervention rather than in the first preliminary scores. The integrated crisis intervention model for the prevention of elderly suicide was found to be effective to the extent of 0.56 for the reduction of depression and 0.39 for the reduction of suicidal ideation. However, it was found out in the backward tracing test conducted 2-3 years after the first crisis intervention that the improved values returned to its original state, thus showing that the effect of the intervention is not maintained for long. Multilevel analysis was conducted to find out the factors such as the service type(professional counseling, medication, peer counseling), characteristics of the client (sex, age), the characteristics of the counselor(age, career, major) and the interaction between the characteristics of the counselor and intervention which affect depression and suicidal ideation. It was found that only medication can significantly reduce suicidal ideation and that if the counselor's major is counseling, it significantly further reduces suicidal ideation by interacting with professional counseling. Furthermore, as the characteristics of the suicide prevention experts are found to regulate the intervention effect on elderly suicide prevention in applying integrated crisis intervention model, the primary consideration should be given to the counseling ability of these experts.

• The Korean Journal of Elementary Counseling
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• v.11 no.2
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• pp.299-320
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• 2012

We have information through a variety of media such as language, pictures and internet. Since we get information through texts mostly, we can say that reading ability which enables a person to read a text and understand its meaning basically is the most essential for people to possess. Taking the advantage of the fact that a school is a place where learning and daily-life guidance can be made at the same time, we need to try encouraging students to involve in learning process and feel a sense of accomplishment by adding consultation between a teacher and a student or between a student and a student in Korean subject. This study selected two fifth grade classes of an elementary school of small and medium-sized city as an experimental group and a control group respectively and applied reading strategy program by using interaction of complementary lesson as the number of ten times during five weeks. It focused on making students interested in complementary class and encouraging them to become active participants. This study's goal is to see if the reading strategy program affects students' reading comprehension, metacognition and a sense of self-efficacy The results of the study are as in the following: first, the reading strategy program of complementary lesson is effective in students' reading comprehension and a range of factual understanding and sentimental understanding. Second, the reading strategy program of complementary lesson is effective in adjustment area as a subordinate factor of metacognition. Third, the reading strategy program of complementary lessonis effective in students' sense of self-efficacy. It is shown that experience of using new reading strategy and successful experience and help in peer-group members have a positive effects on a student's sense of self-efficacy. Forth, as the result of satisfaction evaluation over the program with the students' activity report and researchers' observation results, the study shows that the organization and operation of the program influences on students' effort and participation to reach the goal together positively. Through the results as above, we can say that the reading strategy program of complementary lesson have a positive effect on a student's reading comprehension, metacognition and a sense of self-efficacy.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.12 no.1
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• pp.138-148
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• 2001

The focus of the research was on identifying the risk factors that may result in unprepared intercourse among the adolescent from an ecological systems prospective. A survey questionnaire was conducted from September through December 1999 to 2326 youths, ages from 13-18 years old. After eliminating thirty respondents from Unwed Mother's Home we found that 8.8% of the remaining respondents had experienced sexual intercourse. Of those, 5% of the female and 13.4% of male adolescents has had sexual intercourse, showing 2.7 times more for the male sample population. Broken down to age groups, 3.2% of the thirteen years old group and 19.2% of the eighteen years old group had experienced intercourse, an almost six fold increase in the older age group. To find out the differences between those who had and not had experienced intercourse the group was then divided into two comparative groups by same sex and age variables. Findings from comparative analysis identified five ecological system risk factors among the youth sample that had intercourse；First, individual factor：adolescents who thought less of themselves or didn't consider their potentials, those more exposed other risk behaviors such as drinking, smoking, drugs, runaway and come in contact with pornography, those who thought they knew more about sex and etc. Second, family factor：those who thought family was less important, had less supportive family, higher or lower income family and etc. Third, peer factor：Both groups thought friends were important and had their support. The group with intercourse experience seems to be think that more peers are experiencing other risk behavior. Fourth, school factor：Those in the group who had experienced intercourse seems to think school is less important and with lower academic achievements. Fifth, community factor：There were no statistical significant differences found between the two groups. The overall results from this study implies that if we want to prevent our youths from having unprepared intercourse during adolescence the significance of having meaningful emerging self, family relationship and school experience is important. This study identified the risk factors leading to adolescent sexual intercourse but further research is necessary in finding out about their predictability.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.8 no.2
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• pp.232-241
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• 1997

The psychological problems following the experiences of school-violence could be more important than the physical problems. Victims could suffer from fear, depression, anger, lowered self-esteem, suicidal thought, and personality changes. To study the risk factors for school violence and the psychiatric problems after the experiences to school-violence provide us important informations to prevent and solve the problems of school violence. We examined clinical characteristics and psychosocial backgrounds of 13 adolescents who visited the psychiatric clinic after exposures to school violence from September, 1996 to May, 1997. The clinical data included intensity, motivations, durations, and methods of violence, psychiatric symptoms following exposure, findings of psychological test, and treatment course. The socioeconomic data included developmental characteristics of subjects, family characteristics, school life, and peer relationships. Of the 13 adolescents who experienced exposure to violence, 8 have experienced chronic psychiatric disturbances, 5 experienced transient psychiatric symptoms such as anxiety, depression, suicidal attempt who eventually returned to home and school life. Of the 8 adolescents who experienced chronic psychiatric disturbances, 4 experienced PTSD and depression lasting 3-6 months more, otherwise 4 showed converted features, such as aggressive behavioral disorder or perpetrator by strong compensatory effects after psychological shock. The subjects who have experienced chronic psychiatric disturbance have clinical characteristics such as physical or emotional abuse, physical illness or handicap, defects of ego functionings, and lack of family support. In summary, victims by school-violence manifested serious psychiatric disturbances, and they had clinically significant risk factors and some of them became perpetrators of school-violence.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.9 no.2
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• pp.154-164
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• 1998

Medication is widely accepted as an effective method to reduce the problem of attention deficit, hyperactivity, impulsivity, resistance and violence of ADHD children. However, it does not provide us with the solution on the conflicting routinized behavioral patterns to gain a high level of self-control and acceptable behavior. As a way of replacing medication, this study applies the social skills training program for ADHD children and measures the level of improvement of social skills and the change of the behavioral patterns. The experiment is carried out on 16 children ranged from 6 to 13 years of age for 10 weeks. The patients are divided into three groups：a pure ADHD group, an ADHD group with conduct disorder, an ADHD group with mental retardation and other symptoms. The change of symptoms and the change of social skills are measured by the Child Behavior Checklist(CBCL), the ADD-H Comprehensive Teacher’s Rating Scale(ACTeRS) and the Social Skills Rating Scale(SSRS), and finally Mastson Evaluation of Social Skills for Youth(MESSY). Wilcoxon signed ranks test is used to evaluate the effect of the treatment, and Kruskal-Wallis test is also used to measure the change after the treatment in each of the three groups. In the ADHD group with conduct disorder, the examination of the effect of the treatment shows a significant reduction of violence in the area of behavior(p<.05), and a significant difference of activity and social skills in the area of social competent(p<.001). In the ADHD group with mental retardation and other symptoms, a significant rise of social skills is found in the area of social skills evaluation (p<.05). However, there is no significant difference of effect by the treatment among the three groups. In addition, the current examination shows that the social skills training program does not make a statistically significant contribution to the social skills of the ADHD children. On the other hand, the training helps some children, when it is suitable for the characteristics and accompanying symptoms of the children：it reduces the level of violence in the ADHD group with conduct disorder, and it raises the social skills in the ADHD group with mental retardation. In other words, the social skills training program will reduce the conduct disorder and helps peer relation for ADHD children.

• Journal of The Korean Association For Science Education
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• v.40 no.5
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• pp.515-529
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• 2020

'Scientific inquiry experiments', which was newly created subjects in the 2015 revised curriculum, was expected in the aspect of learning science and developing core competences through science practices. Based on changed view of evaluation, assessments of a practice-centered subject 'Scientific inquiry experiments' should be try to conducted in various ways, but many challenges were reported. In this study, through analysis of current status of assessment of the subject, we intended to find the way of conducting and supporting 'Scientific inquiry experiments'. We collected assessment materials and explanatory description about them from 25 teachers who taught 'Scientific inquiry experiments' in 2018 and 2019. And we analyzed the cases with framework which were consisted with three main categories: elements, standards, methods of assessments. Also, we investigated how the results of assessment were utilized. For the validity, we requested verification of the results of our data analysis to experts of science education and science teachers. From them, we also collected their opinions about our analysis. As a result of the study, teachers assessed some elements of inquiry skills such as 'analysis and interpreting the data', 'conducting inquiry' more than others which were closely related to what subject-matter the teachers used to organized inquiry program with. In the aspect of domain of assessments, though cognitive domain and affective domain as well as skills were evaluated, we also found that the assessment of those domains had some limitation. In terms of standard of assessment, the goals of assessment were presented in most cases, but there were relatively few cases which had the specific criteria and the stepwise statements of expected performance of students. The time and subject of the assessment were mainly post-class and teachers, and others such as in-class assessments, peer-assessments were used only in specific contexts. In all cases, the results of assessments used for calculating students' grade, but in some cases, we could observe that the results used for improving teaching and feedback for students. Based on these results, we discussed how to support the assessments of 'Scientific inquiry experiments'.