• 가정과삶의질연구
• /
• 제31권6호
• /
• pp.67-81
• /
• 2013

This study examined the relations among toddlers' temperament, maternal parenting, and toddlers' social withdrawal and aggression. One hundred and two mothers of two-year-old children (49 boys and 53 girls) completed questionnaires and Q-sort. Data were analyzed by correlation analyses and regression analyses. First, toddlers' pleasure was negatively related to social withdrawal, while social fearfulness was positively related to social withdrawal. Also, toddlers' activity level and anger proneness were positively related to aggression. Second, the encouragement of independence in maternal parenting was negatively linked to toddlers' social withdrawal, and maternal rejection was positively linked to toddlers' aggression. Third, toddlers' pleasure and interest/persistence were positively associated with mothers' encouragement of independence, and toddlers' activity level and anger proneness were positively associated with mothers' rejection. Finally, mothers' encouragement of independence acted as a mediator between toddlers' pleasure and social withdrawal. Also, toddlers' activity level and anger proneness influenced aggression through maternal rejection. These results indicate that toddlers' temperament and maternal parenting play crucial roles in the development of toddlers' maladaptive behaviors such as social withdrawal and aggression.

• 아동학회지
• /
• 제27권3호
• /
• pp.285-300
• /
• 2006

Social skills and behavior problems of 90 4- and 5-year-old children were analyzed by children's negative emotionality(sadness, anger, and fear). The instrument for measurement of social skills(cooperation, self-control, assertion, and responsibility) was the Preschool Level of the Korean Version of the Social Skills Rating System(Suh, Mee-Ock, 2004). Measures of behavior problems included internalizing(anxiety, immaturity, withdrawal, physical symptoms) and externalizing(hyperactivity, aggression) problems. Results showed that girls were higher in negative emotionality(sadness) than boys, and 5-year-olds were higher in social skills than 4-year-olds. Children with lower levels of negative emotionality were higher in social skills and lower in behavior problems than children with higher levels of negative emotionality.

• 아동학회지
• /
• 제28권3호
• /
• pp.235-250
• /
• 2007

Using content analysis this study examined Korean people's traditional view on children with disabilities, hoping to contribute to the selection of appropriate picture books for an understanding of disabilities in kindergartens and child care centers. Story book characters with disabilities mainly interacted with their families and village people, had lower positions, did not accomplish their work on their own, and suffered from others' anger and beating. Differences in types of disabilities were that physical disabilities were viewed positively, while mental disabilities were viewed negatively. The former had wider scope of activities and maintained more positive relationships with other characters than the latter; furthermore, the former had higher position than the latter and had cooperative interactions with people without disabilities.

• 아동학회지
• /
• 제25권6호
• /
• pp.355-370
• /
• 2004

This study was to examine the relationship between temperament and children's emotion regulation with negative emotion. Following are the purposes of this research. First, children's temperament and negative emotion, and emotion regulation was found based on children's sex and age difference. Second, if there is a relationship between children's temperament and children's negative emotion and emotion regulation. The subjects of this study were 213 students who were in 8, 10, 12 ages of elementary school in Mokpo. The scales used in this study was Buss & Plomin(1975)'s EAS(Emotionality, Activity, Sociability, Impulsivity) and Brand & Halpern(1998)'s ERACH(Emotion Response and Coping Interview). The data analysis was made by SPSS PC+, and average, two-way ANOVA, Scheffe test, correlation and were employed to test the research questions. As a result of this research a difference in age was found, and a difference in sex was not found. Children's temperament was in positive relation with anger and emotion approach. This research will assist to make the foundation of counseling psychology and developmental psychology.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• 제5권1호
• /
• pp.184-193
• /
• 1994

저자들은 성학대를 경험한 소아청소년에 있어서 가족내와 가족외의 성학대형태와 가해자의 특성, 소아의 연령과 학대 형태에 따른 증상의 차이, 부모의 반응, 치료과정등의 임상적 특징을 살펴보았다. 연구대상은 1992년 1월부터 1993년 12월까지 국립서울정신병원 외래를 방문한 소아청소년 성학대아 10명을 대상으로 하였다. 가족내 성학대의 경우 가족외 성학대인 경우보다 좀더 만성적인 경과와 더 심한 가족병리를 보였고 학령전기에는 주로 신체적 증상과 불안이, 학령기에는 우울반응, 위축이 좀더 두드러졌다. 가족의 반응에서는 분노와 죄책감이 가장 흔하였고 치료는 위기개임중재, 놀이치료, 필요한 경우 입원치료가 시행되었다. 치료의 유지는 부모의 회피와 억압으로 어려움을 겪었다.

• Child Health Nursing Research
• /
• 제23권3호
• /
• pp.300-311
• /
• 2017

Purpose: There are many forest and outdoor programs being offered but systematic reviews of effects are lacking. This study was done to identify content, format, and strategies of forest therapy programs for elementary school students. Methods: Literature search using keywords in English and Korean was performed using 6 electronic databases in December 2016. Search participants were elementary school students and interventions conducted in the forest. Seventeen forest therapy studies were selected for evaluation. Risk of Bias Assessment tool for non-randomized study was used for quality assessment. Results: All studies were quasi-experimental designs. Forest therapy programs included various activities in forests such as experience of five senses, meditation in the forest, walking in the forest, ecological play, observation of animals and insects. All studies used psychosocial health variables and forest healing programs had positive effects on sociality, depression, anxiety, self-esteem, stress, aggression, anger, and school adjustment. Limitations of these studies were vague reporting of the study, lack of ethical review and rigorous research designs. Conclusion: Forest therapy for elementary school child can be an effective way to improve psychosocial health. Future studies with rigorous study designs are needed to assess long-term effects of forest therapy on physical and psychosocial health.

• 아동학회지
• /
• 제31권6호
• /
• pp.15-34
• /
• 2010

The present study examines the sex differences in 5-year-old preschoolers' aggression according to the type of aggression (overt, relational) and the effect of components of social information processing (SIP : interpretation, goal clarification, response generation, response evaluation) and emotional factors (emotionality, emotional knowledge, emotion regulation) on their aggression. The subjects were 112 5-year-olds (56 boys, 56 girls) and their 11 teachers recruited from 9 day-care centers in Seoul and Kyung-Ki province. Each child's SIP and emotional knowledge were individually assessed with pictorial tasks and teachers reported on children's aggression, emotionality, and emotion regulation by questionnaires. Results indicated that there was a significant sex difference only in the preschoolers' overt aggression. Overtly aggressive response generation in SIP was the strongest predictor of preschoolers' overt aggression while anger of negative emotionality in emotional factors was the strongest predictor of preschoolers' relational aggression.

• 아동학회지
• /
• 제11권1호
• /
• pp.29-44
• /
• 1990

The present study investigated the concept of Buddha in 9- 12- year-old children who were in the concrete operational stage. The concept of Buddha was investigated in the following dimensions:form, competence and role of Buddha, feelings toward Buddha, and prayer to Buddha. Questionaire data were gathered from 143 children attending the Bulkwang Sunday School Statistical analysis was by Chi square. The children perceived Buddha as (1) a statue or a monk living in their mind and in heaven; and (2) unrestricted and superhuman but different from the creator, keeping an eye on them all the time and everywhere. The role of Buddha was perceived as one of giving blessing with good things to those who pray. The children had diverse feelings of awe, thankfulness, fear and anger toward Buddha. Most of the children were confident that Buddha would respond to their prayers but a few showed some doubt. Children in the concrete operational stage were less credulous than those in the pre-operational stage. More than half of the childen reported that they experience the fulfilment of their prayers. The children had deep faith in attaining Buddhahood.

• 아동학회지
• /
• 제31권2호
• /
• pp.197-207
• /
• 2010

The aim of this study was to examine the effectiveness of a Laughter Therapy Group Counseling Program on overcoming anxiety, depression, and improving the self-esteem of mothers. The State-Trait Anger Scale, the Beck Depression Inventory, and the Self-Esteem Scale were used as a pre-test, post-test, and follow-up test respectively. The test results were analyzed using a t-test, a one-way analysis of variance. Twelve mothers suffering from anxiety and depression participated in eight sessions of the program, and were then compared with twelve mothers in the control group who did not receive the treatment. The treatment group showed statistically significant improvements in self-esteem, and reduced levels of anxiety and depression, in comparison to the control group. It was concluded that the program was effective in overcoming anxiety, depression, and improving self-esteem in mothers.

• 아동학회지
• /
• 제23권2호
• /
• pp.31-47
• /
• 2002

In this study, the perceptions and responses of 136 kindergarten children from middle SES families were recorded in one-to-one interviews about the cause, reasons for expression, and responses to negative emotions. Results showed that children perceived he causes of anger and sadness as 'interpersonal events' and they perceived he cause of fear to be 'fantasy/scary events'. The children tended not to express their negative emotions because they expected negative responses from their peers and mothers, but when they did, the expressed their negative emotions to their mothers rather than to peers. Children responded to the negative emotions of their peers with 'problem-solving focused strategies', but they responded to their mothers' negative emotions with passive strategies, such as 'emotion focused response' and 'avoidance'.