• 대한간호학회지
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• 제15권1호
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• pp.76-96
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• 1985

Postoperative pain is one of the most frequently occurred pain in hospitals, but it has been underestimated because it is only a part of postoperative physiological Process and may disappear in time. It is necessary that nurses me the relaxation technique, planning and implementing by themselves independently, to reduce this postoperative pain. This study is aimed at showing the effect of relaxation technique on reduction of postoperative pain, and exploring the factors influencing postoperative. pain Fifty-seven patients with abdominal surgery who admitted in attacked D Medical Center to K University in Daegu have been studied. Of them twenty-nine were experimental group and the remaining twenty-eight were control group. This study has been conducted for collecting data through interviews and observation from August 23 to October 24, 1984. The tools of this study were two kinds: Postoperative Pain Scale is obtained from a review of references by the researcher, and relaxation technique, designed to use postoperative setting adequately, is also obtained from a review of references by the researcher. After confiriming no significant differences between the two groups, the hypotheses were statistically verified by x²-test, t-test, and pearson Correlation Coefficient. The results of this study are summerized as follows; ＊ The nam hypothesis that the experimental group who use relaxation technique will have less degree of postoperative pain than the control group who don't use relaxation technique is devided into three sub-hypotheses. 1. The first sub-hypothesis that the experimental group will have less score of postoperative pain than control group was accepted (t=7.810, p <.01). Even with controlling pain threshold, showing difference in some degree between the two groups, the experimental group has less score of postoperative pain than the control group. Therefore this confirms the acceptance of the first sub-hypothesis more strongly. 2. The second sub-hypothesis that the expermental group will have less frequency of analgesics than the control group is accepted (x²=9.85, p <.01). 3. The third sub-hypothesis that the experimental group will have less variation of pulse, respiration, and blood pressure between pre End post operative periods than the control group is rejected. So this hypothesis is reverified through comparing the variation of pulse, respiration, and blood pressure between pre and post changing Position to measure the pure effect of relaxation technique. pulse and respiration is significantly lowered in the experimental group (t=7.209, p<.01, t=3.473, p<.01), but systolic and diastolic blood pressure is not different significantly between the two groups (t= 1.309, p＞.05, t=1. 727 p>.05). Therefore the third sub-hypothesis is partially accepted. Conclusively, the researcher thinks that it is necessary that nurses should provide patients with relaxation technique to reduce postoperative pain, and to increase independence of nursing.

• 초등상담연구
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• 제6권1호
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• pp.141-169
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• 2007

One of the most common feelings in everyday life is anger. Anger plays an important role in activating emotional energy and increasing intolerance when confronted with hardships, frustration and improper treatments. And it provides us with controlling interpersonal behavior, organizing internal, physiological, psychological process and various adaptive functions. If anger is not properly expressed, it brings about offensive attitude, leading to not only physical impairment but also anxiety in interpersonal relations and maladaptive to everyday life. For elementary school students, frequent quarrels, abusive words and defiant attitude toward adults are also caused by students' anger. Therefore, students' anger is one of the most difficult problems to be dealt with not only psychologically but also in elementary schools. In this respect, after investigating frequently experienced anger- inducing situations and inventing anger-inducing situation questionnaire, we postulated specific situations changing irrational belief into rational one. Based on these situations, we accounted for how to cope with anger inducing factors and change irrational belief into rational one, introducing several strategies needed to control anger, invented cognitive behavioral anger control program and tried to clarify the relationship between anger inducing experience and anger regulation ability. In order to derive usual anger-inducing situations, we made 180 students with fifth and sixth grade to record the reason why he/she got angry, mood, thought, behavior and result. Through this process, we could derive 47 situations bringing about anger and prepared anger-inducing situation questionnaire. It can be divided into 3 anger inducing situations by using factor analysis into 500 elementary students of fifth and sixth grade. Cognitive behavioral anger control program used in this study consists of 13 sessions. From first to fifth session, it is composed of 10 anger control methods to make students be aware of and control their anger. From sixth through thirteenth session, the relationship between irrational belief and anger inducing is introduced is focused on how irrational belief is changed into rational one. To examine the effects of the program, high anger students and the students lacking anger control are selected. Thirty students through pre-test using anger-inducing questionnaire and anger control ability questionnaire are taught the goals and procedures. Volunteer students and students with parents' consent allocated to experimental group (12 students) and the rest of the students are control group (12 students). Cognitive Behavioral Anger Control Program are applied every 50 minutes twice a week for 7 weeks and 4 weeks before and after this program, anger-inducing situation questionnaire and anger control ability questionnaire are practiced. Data collected in this study analyzed by SPSS and Kwakstat. In the middle of this program, quarterly reports and satisfaction measuratings were evaluated to examine whether there is verbal and non-verbal behavior change and students feel satisfied with the program. The results of this study are as follows: First, Cognitive-behavioral anger control program used in this study effectively reduced anger experience and lasted for 4 weeks. Second, cognitive behavioral anger control program increased students' ability to control anger inducing situations and also effective for 4 weeks. And its effect on verbal and non-verbal behaviour was very impressive Students come to realize that irrational belief is the cause of their anger and actively apply cognitive-behavioral anger control technique to themselves as well. Students became improved in their peer relations and felt confident in everyday life. The overall evaluation of this program can be listed as follows; "very satisfactory (91.67%)", "satisfactory (8.33%)", "very helpful (91.67%)", "helpful (8.33%). In this study we first investigated several anger-inducing situations and invented anger-inducing situation questionnaire and then applied cognitive behavioral anger control program in order to control their. anger and not to experience it. By creating workbooks and manuals this method can easily be used in school education settings.