• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.3 no.1
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• pp.138-146
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• 1992

The study presented the experience of playtherapy of a 6-yr old girl with elective mutism and attempted to understand her psychopathology and formulated her psychodynamic which was expressed though the therapeutic process of playtherapy in the viewpoint of developmental model. Therapist's attitude was nondirective and supportive. Main theme of her play, fantasy and art was separation anxiety and abandonment fear as the result of continued psychic traumas such as separation from her grandmother and physical abuse by her father and mother etc. So she couldn't achieve developmental tasks such as autonomy and separation individuation and became generally inhibited and selectively mute. The process of play therapy was summarized and coceptualized as her successful progress through sequential developmental phases within the therapeutic relation ship. By reexperiencing this developmental process, she could accomplish her autonomy and separation individuation and developed to oedipal stage and successfully resolve oedipal conflict.

• Korean Journal of Psychosomatic Medicine
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• v.4 no.2
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• pp.269-276
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• 1996

A theroretical study was made on the psychodynamism of somatoform disorder. Somatoform disorder is caused by a defense mechanism of somatization. Somatization is the tendency to react to stimuli(drives, defenses, and conflict between them) physically rather than psychically(Moore, 1990). Ford(1983) said it is a way of life, and Dunbar(1954) said it is the shift of psychic energy toward expression in somatic symptoms. As used by Max Shur(1955), somatization links symptom formation to the regression that may occur in response to acute and chronic conflict. In the neurotic individual psychic conflict often provokes regressive phenomena that may include somatic manifestations characteristic of an earlier developmental phase. Schur calls this resomatization. Pain is the most common example of a somatization reaction to conflict. The pain has an unconscious significance derived from childhood experiences. It is used to win love, to punish misdeeds, as well as a means to amend. Among all pains, chest pain has a special meaning. Generally speaking, 'I have pain in my chest' is about the same as 'I have pain in my mind'. The chest represent the mind, and the mind reminds us about the heart. So we have a high tendency to recognize mental pain as cardiac pain. Kellner(1990) said rage and hostility, especially repressed hostility, are important factors in somatization. In 'Psychoanalytic Observation on Cardiac Pain', psychoanalyst Bacon(1953) presented clinical cases of patients who complained of cardiac pain in a psychoanalytic session that spread from the left side of their chests down their left arms. The pain was from rage and fear which came after their desire to be loved was frustrated by the analyet. She said desires related to cardiac pain were dependency needs and aggressions. Empatic relationship and therapeutic alliances are indispensable to psychotherapy in somatoform disorder. The beginning of therapy is to discover a precipitating event from the time their symptoms have started and to help the patient understand a relation between the symptom and precipitating event. Its remedial process is to find and interpret a intrapsychic conflict shown through the symptoms of the patient. Three cases of somatoform disorder patients treated based on this therapeutic method were introduced. The firt patient, Mr. H, had been suffering from hysterical aphasia with repressed rage as ie psychodynamic cause. An interpretation related to the precipitating event was given by written communication, and he recovered from his aphasia after 3 days of the session. The second patient was a dentist in a cardiac neurosis with agitation and hypochondriasis, whose psychodynamism was caused by a fear that he might lose his father's love. His symptom was also interpreted in relation to the precipitating event. It showed the patient a child-within afraid of losing his father's love. His condition improved after getting a didactic interpretation which told him, to be master of himself, The third patient was a lady transferred from the deparment of internal medicine. She had a frequent and violent fit of chest pains, whose psychodynamic cause was separation anxiety and a rage due to the frustration of dependency needs. Her symptom vanished dramatically when she wore a holler EKG monitor and did not occur during monitoring. By this experience she found her symptom was a psychogenic one, and a therapeutic alliance was formed. later in reguar psychotherapy sessions, she was told the relaton between symptoms and precipitating events. Through this she understood that her separation anxiety was connected to the symptom and she became less terrifide when it occurred. Now she can travel abroad and take well part in social activities.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.6 no.1
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• pp.34-42
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• 1995

Borderline personality disorder in adolescents present with suicide attempts or gestures, and they are characterized by the same patterns of splitting, devaluation, manipulation, need-gratifying object relations, impulsivity, and ego deficits that are finds in borderline adults, Symptomatolgy are depression, anxiety, identity crisis, and occasionally antisocial behavior in borderline personality disorder in adolescents. These findings should be differentiated to normal stormy adolescents. Theses borderline personality disorder in adolescents are known about the instability of object relations, labile affect, splitting, and psychotic episode in severe stress. According to thses finding, schizophrenia, mood disorder, schizoptypal personality disorder, paranoid personality disorder could be differentiated. Etiology is complex including psychodynamic, genetic, familial factor. Treatments are individual psychotherapy, group therapy, and pharmacotherapy. The continuity or discontinuity of borderline states from childhoon to adult life is controversy.

• Korean Journal of Psychosomatic Medicine
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• v.7 no.2
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• pp.256-262
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• 1999

Because chronic pain disorder may has multiple causes or contributing factors, including physical, psychological, and socio-environmental variables, the treatment of patients with the disorder requires biopsychosocial approaches in a multidisciplinary setting. In treating chronic pain, it is important to address functioning as well as pain, and treatment should be to increase functional capacity and manage the pain as opposed to curing it. Therefore treatment goal should be adaptation to pain or minimizing pain with corresponding greater functioning. Treatment begins with the initial assessment, which includes evaluation of psychophysiologic mechanisms, operant mechanisms, and overt psychiatric comorbidity. Psychiatric treatment of the patients requires adherence to sound pharmacologic and behavioral principles. There are four categories of drugs useful to psychiatrist in the management of chronic pain patients : 1) narcotic analgesics, 2) nonsteroidal antiinflammatory drugs, 3) psychotropic medications, and 4) anticonvulsants, but antidepressants are the most valuable drugs in pharmnacotherpy for them. Psychological treatments tend to emphasize behavioral and cognitive-behavioral modalities, which are divided into self-management techniques and operant techniques. Psychodynamic and insight-oriented therapies are indicated to some patients with long-standing interpersonal dysfunction or a history of childhood abuse.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.8 no.1
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• pp.123-132
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• 1997

The purpose of this paper is to introduce the current trends of British Music Therapy and its effectiveness as a therapeutic intervention for the autistic children. This paper consists of two parts；Part one will provide a general picture of music therapy by looking at its fundamental concepts and therories. Part II(two case studies) will illustrate the actual processes of music therapy which can engender a therapeutic relationship between the therapist and the autistic child. Through the first case study of Charlie, a 3 year and 9 month non-verbal autistic boy, we shall see how music therapy facilitates both non-verbal and verbal communication and a form of pretend play. The second case of Mark, a 10 year old autistic boy with complex emotional, behavioural and learning difficulties who had been sexually abused in the past, presents how the therapist’ acceptance of the child’ being and the shared experience of music therapy enable the child to express his difficulties and to develop the awareness of self and others. By exploring both musical and interpersonal aspects of music therapy, this gives an in depth examination of therapeutic processes. In order to clarify clinical procedure, this paper is viewed in musical, developmental and psychodynamic perspectives. To ensure confidentiality, the clients will be referred to by alter-native forenames.

• Korean Journal of Biological Psychiatry
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• v.19 no.1
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• pp.1-8
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• 2012

The mechanism of psychotherapy is explained by the recent developments in neuroscience and neuroimaging. The purpose of this study is to understand the nature of psychotherapy and to discuss the future of psychotherapy improvement with the help of advances of the neurobiological findings in psychotherapy. For this study, we investigated a wide range of materials. We searched for various researches on psychotherapy, brain, and neurobiology. In addition to the conventional psychodynamic psychotherapy, we investigated research findings on cognitive behavioral therapy, interpersonal psychotherapy and eye movement desensitization and reprocessing (EMDR). Moreover, based on the actual experiences of treating patients, we speculated the neurobiological mechanisms of the process and results of psychotherapy. With the development of neuroscience, we are now able to understand the personal consciousness, unconsciousness and developmental process. Also subdividing the disease is made possible. Personalized treatment has become available, and we are able to predict the prognosis of patients. Our memories are composed by implicit memory and explicit memory. By psychotherapy, we can consciously remember explicit memory, and it becomes easier to explore implicit memory through free association. Through psychotherapy, we will also be able to learn the effect of acquired environment and experience. Psychotherapy is able to correct human behaviors by modifying the memories. Through the regulation of emotions, it becomes possible to modify the memories and correct the behaviors. In this process, doctor-patient relationship is the main factor which cause positive treatment effects. Furthermore imagination therapy or unconscious, non-verbal stimuli could bring about positive treatment effects. Now psychotherapy could be explained and studied by neuroscientific researches. In this sense, we could provide the direction of future advances in neuroscience by the neurobiological understanding of psychotherapy.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.2 no.1
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• pp.3-10
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• 1991

Test situations are relatively specific and are experienced by everyone. The major purposes of this overview are to review the current concepts and theories of test anxiety and based on this review to suggest future directions in test anxiety theory and research. Test anxiety can be explained in terms of drive-oriented approach. trait-state anxiety theory, cognitive theory, cognitive and emotional approach, and psychodynamic theory. Usually, high test-anxious students keep the following characteristics : 1) The test situation is seen as difficult, challenging and threatening. 2) The individual sees himself as ineffective, and inadequate in handling the task at hand. 3) The individual focuses on undesirable consequences of personal inadequacy. 4) Self-deprecatory preoccupations are strong and interfere or compete with task-relevant cognitive activity. 5) The individual expects and anticipates failure and loss of regard by others. Future directions in test anxiety research should be focused to elucidate the nature and construct of test anxiety and the etiological factors of test anxiety by conducting research on the relationship between parental or social attitude and test anxiety. The effects of test anxiety on memory, attention, and cue utilization should be performed to elucidate the relationship between test anxiety and performance.

• Industry Promotion Research
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• v.6 no.3
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• pp.79-88
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• 2021

Jonah complex is a psychological term put forward by Maslow, a famous American psychologist. In short, "Jonah complex" is the fear of growth. It comes from a hypothesis in psychodynamic theory: "people are not only afraid of failure, but also afraid of success." It represents a kind of psychology of self-evasion and retreat in the face of opportunities. It is an emotional state, which leads us not to do what we can do well, or even to avoid exploring our potential. From the perspective of self-actualization, it is a psychological obstacle to self-actualization. This paper consists of the following parts: the first chapter describes the research background and significance of this paper; the second chapter describes the theoretical basis of this paper; the third chapter explains that the research method of this paper is literature method; the fourth chapter analyzes the reasons for the formation of Jonah complex in detail; the fifth chapter describes how to overcome Jonah complex.

• Human Ecology Research
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• v.59 no.4
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• pp.501-523
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• 2021

In this study, a value-based children's financial education program was developed focusing on the values of each financial management area needed for children. According to 'quasi-experimental design - non-equivalent control group design', an experimental group and a control group were formed for children in the lower grades of elementary school, and a value-based child financial education program was executed, and then the program was applied to children's personal financial management. The effect on the value propensity for each area was evaluated. As a result of the quantitative evaluation, it was confirmed that the 8 values of the children in the experimental group were significantly improved compared to the children of the control group, so this program was effective in enhancing the values of each of the 8 areas of personal financial management needed for children. In addition, the children in the experimental group showed significant improvement compared to the children in the control group in the cognitive, justice, and psychodynamic levels of values. It has also been found to be effective in enhancing as a result of the qualitative evaluation, various positive changes were found in the cognitive, affective, and psycho-dynamic dimensions about the values of each financial management area for children. From a positive perspective, it was found that it plays a useful role in cultivating the values of each area of positive personal financial management.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.121-127
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• 2023

The purpose of this pilot study is to examine the responses of middle school students to English learning after conducting English writing activities using DALL-E2, an image-generating artificial intelligence tool. To this end, an experimental class was conducted for 3 weeks for 15 middle school English learners, and the results are summarized as follows. First, as a result of a survey on English writing activities using DALL-E2, it was found that confidence, interest, and awareness of writing using artificial intelligence-based tools changed positively. In addition, it was confirmed that there was a statistically significant difference, which meant that learning using artificial intelligence had a positive effect on English writing and overall English learning. Second, as a result of analyzing the English writing activities using DALL-E2, core themes could be extracted into three (cognitive, affective, and psychodynamic characteristics), and the use and implementation of artificial intelligence-based DALL-E2 in English learning showed potential to increase learning interest, challenge, will, and desire in learning and ultimately contribute to enhancing productive skill.