• The Journal of Korean Academy of Sensory Integration
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• v.22 no.1
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• pp.54-68
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• 2024

Purpose : This study aimed to explore the clinical experiences of occupational therapists who have transitioned from adult to child occupational therapy to provide a basis for developing programs to facilitate rapid clinical adjustment for transitioning occupational therapists. Method : Telephone interviews and Colaizzi's phenomenological research method were employed. The interviewees were six occupational therapists with at least three years of clinical experience who had transitioned from hospital-based adult occupational therapy to sensory integration-focused children's occupational therapy. The interviews were recorded, transcribed, and analyzed with the participants' consent. Results : The analysis of the interview transcripts yielded 3 categories, 7 themes, and 17 meanings. The three categories were the challenges facing transitioning occupational therapists in clinical practice, the strengths gained from their post-transition clinical experiences, and the facilitators needed before the transition to ensure quick clinical adjustment. Conclusion : Training and institutional arrangements must be in place to ensure that adult occupational therapists transitioning to sensory integration-focused child occupational therapy can quickly adapt clinically and professionally to their new environments.

• Korean Parent-Child Health Journal
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• v.1
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• pp.75-87
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• 1998

These days social and economical changes have influence on the structure of family and the role of family members. Working mothers and widowers with children are increasing because of economical difficulties. Support from relatives are decreasing because of the conspicuous trend toward nuclear families. According to these reasons androgynous fathers are required. Today's fathers in Korea socially and culturally have learned about traditional parenting, but they are changing their fathering styles to meet the demands of the times. However they don't have their own fathering models. Therefore nurses who hold an advantageous position to teach and support from clinic have to encourage them to care their infants. The purposes of this study were to define father's care giving in infancy, understand influencing factors on fathering, and the differences between fathering and mothering, then contribute to nursing implementation for supporting fathers. This study was designed to review references about father's care giving. The results were follows: Six aspects of parent participation were direct care. indirect care, play, decision-making concerning the child, amount of time of sole responsibility for the child and overall availability to the child. Direct care involved feeding, bathing, going to child if child awakens. dressing, putting child to bed, taking child to doctor, nurse, or dentist, transporting child to and from sitter, day care, or school, washing child's hair. Indirect care involved cleaning up after child, preparing child's food, fixing child's broken playthings, washing child's clothes, arranging baby-sitting, shopping for child's toys and clothes, transporting baby-sitter to and from your home. Young fathers were gradually participating in direct care like feeding, taking child to doctor. Father's care giving stimulated mothering and promoted parent-infant relationship. Influencing factors of fathering would be divided into father characteristics, surrounding factors, infant attributes. Father characteristics were age, role perception, relationship with parent. Surrounding factors were the opportunity of early contact, support system, spouse's expectation, marital adjustment, feeding type, past experience of care giving. Infant attributes were temperament, behavior, age, sex. The differences between fathering and mothering were reviewed. Fathers were poor at care giving. but their caring was similar to mother's. This subtle difference positively worked upon infant's growth and development. On the basis of these theoretical data, nurses can empower fathers to cooperate with mothers in caring infants.

• Advances in pediatric surgery
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• v.10 no.1
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• pp.1-8
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• 2004

A re-pull-through operation for Hirschsprung's disease is performed when the primary operation has failed because of the remnant or acquired aganglionosis, anastomotic stricture and/or fistula. The purpose of this study is to review our experience of the re-pull-through procedure for Hirschsprung's disease. From May 1978 to July 2003, 26 patients who underwent re-pull-through operations at the Department of Pediatric Surgery, Seoul National University Children's Hospital, were studied retrospectively by means of chart review as well as telephone interview. The mean age at primary operation and re-operation were llmonths (2 months - 10 years) and 43 months (1 year - 23 years 3 months), respectively. Initial operation for Hirschsprung's disease was Duhamel's procedure in 17, Swenson's in 6 and Soave's 3. Causes of failure of primary operation were remains of secondary aganglionic segment (n=23), vascular arcade injury (n= 1), rectoperineal fistula (n=2, due to mesenteric torsion and poor blood supply), Mean interval between the primary operation and the re-operation was 34 months (6 months-22 years). Reoperation methods were Soave's in 12, Duhamel's in 8, APSP (abdomino-posterosagittal pull-through procedure) in 5, and Swenson's in 1 case. In 2 cases of repeated rectoperineal fistula or rectourethral fistula, re-APSP were performed 3 times, respectively. A total of 29 re-pull-through operations were performed. Postoperative complications were wound infection (n=1), adhesive ileus (n=1), rectoperineal fistula (n=3), rectourethral fistula (n=2), and death due to pulmonary embolism (n=1). Mean follow up period of reoperation was 78 months (1 month-23years). In current state, 2 patients have an ileostomy because of repeated rectoperineal fistula and rectourethral fistula. Of the remaining 23 patients, 21(91 %) are totally continent with or without minimal soiling. Reoperation for Hirschsprung's disease was effective and safe for the patients complicated to the initial pull-through operation.

• Journal of Korean Ophthalmic Optics Society
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• v.16 no.2
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• pp.195-200
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• 2011

Purpose: We analyzed the influence of myopic's eye-glasses wearing on myopia progress after cycloplegic refraction. Methods: The 33 people (66 eyes) were school children from 8 years to 12 years having no experience eye-glasses wearing, they were taken cycloplegic refraction at the 100th, the 200th and 300th days in order to evaluate myopia progression. We investigated the eye-glasses wearing group (experimental group, 32 eyes) and the non-eye-glasses wearing group (control group, 34 eyes). The eye-glasses power of the experimental group were -0.50 D, -0.75 D, -1.00 D, -1.25 D and -1.50 D. We compared experimental group with control group for myopia progress according to period, age, and refraction error and investigated the myopia progress according to the eye-glasses power of experimental group. Results: At the 300th day from the first cycloplegic refaction, spherical equivalent for the experimental group increased as -1.03${\pm}$0.43 D (t=13.36, p<0.001) and for the control group increase as -0.61${\pm}$0.35 D (t=10.05, p<0.001) and two groups were statistical difference. Myopia power for experimental group increased 60.75%, for control group increased 56.66% at the 300 days. According to eye-glasses power increased 41.19${\pm}$15.25% at -1.50 D, 36.74${\pm}$19.29% at -1.25 D, 56.57${\pm}$20.21% at -1.00 D, 87.26${\pm}$49.38% at -0.75 D and 106.69${\pm}$59.60% at -0.50 D. Conclusions: The myopia power for the eye-glasses wearing group was 0.46 D faster than the non-eye-glasses wearing group at the 300th day from the first cycloplegic refraction. We will consider the effect of non-eye-glasses wearing to protect the progressing myopia and prescribe the under correction for school children having no experience eye-glasses wearing.

• Pediatric Infection and Vaccine
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• v.18 no.2
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• pp.163-172
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• 2011

Purpose : The purpose of this study was to review our recent experiences with deep neck abscesses in children and adolescents and to provide helpful information in treatment and diagnosis by comparing them with those in other available literatures. Methods : Medical records of 36 children and adolescents admitted for deep neck abscess at two hospitals from January 2000 to October 2010 were reviewed retrospectively. Results : Male to female ratio was 1.4 : 1 and the mean age was 6.5 years. Painful neck swelling and fever were the most frequent symptoms in patients under thirteen years of age whereas trismus and headache were frequent symptoms in patients over fourteen years of age. Submandibular space was the most common site of deep neck abscess in patients under thirteen years of age, whereas peritonsillar space was the most common site in patients over fourteen years of age. The results of bacterial cultures were positive in 61.5% of drained cases. Staphylococcus aureus was the most commonly identified bacteria in 6 patients (37.5%) and 5 of them were under 2 years of age. Twenty six patients received surgical drainage while the others were treated with antibiotics only. There were no statistically significant differences in the durations of admission, fever after admission, and antibiotic treatment between surgical and medical treatment groups. Conclusion : The common sites of deep neck abscess, associated symptoms, and causative organisms were different between children and adolescents. As there were no differences in durations of admission, fever, or antibiotics treatments between surgical and medical treatment groups, surgical drainage may be avoided by early recognition and suspicion. However, if there is no improvement of symptoms or size of abscesses within 48-72 hours of antibiotic treatment, surgical drainage should be considered.

• Journal of Appropriate Technology
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• v.6 no.2
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• pp.151-162
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• 2020

Education is one of the priority sectors specified in Tanzania, and it has committed to provide 11 years of compulsory free basic education for all from pre-primary to lower secondary level. Despite the Government's efforts to provide free basic education to all children, there are 2.0 million (23.2 per cent) out of 8.5 million children at the primary school age of 7-13, who are out of school in Tanzania. The ICT class should be offered as a regular class in all secondary schools in Tanzania, recommended by the ministry of education. However, many schools are struggling to implement this mandate. Most of schools offer the ICT class with theory without any real hardware. Some schools were given with computers but they were not maintained for operation. There is a huge task to make ICT education universal. Main issues include: remoteness (off-grid area), lack of ICT teachers, lack of resources such as hardware, infrastructure, and lack of practical lessons or projects to be used at schools. An innovative blended ICT/STEM education program is being conducted not only for Tanzanian public and private/international schools, but also for out-of-school adolescents through institutions, NGO centers, home visits and at the E3 Empower academy center. For effective STEM education to take place and remain sustainable, more practical curriculum, and close-up teacher support need to be accompanied concurrently. Practical, project-based simple coding lessons have been developed and employed that students experience true learning. The effectiveness of the curriculum has been demonstrated in various project centers, and it showed that students are showing new interests in exploring new discovery, even though this was a totally new area for them. It has been designed for an easy replication, thus students who learned can repeat the lessons themselves to other students. The ultimate purpose of this project is to have IT education offered as universally as possible throughout the whole Tanzania. Quality education for all children is a key for better future for all. Previously it was hoped that education with discipline will improve the active learning. But now more than ever, we believe that children have the ability to learn on their own with given proper STEM education tools, guidelines and environment. This gives promising hope to all of us, including those in the developing countries.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.13 no.1
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• pp.15-23
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• 2002

Knowledge regarding the resilience factors and risk factors of the childhood trauma on the developental trajectory is in its infancy due to the lack of prospective follow-up studies in the childhood trauma and limited understanding of the complex reciprocal interactions between childhood trauma, develop-ent and various aspects of children's environment. These difficulties in the conceptual framework and research methods in the childhood trauma are partly reflected in the inconsistencies, even controversies, of the results in the childhood trauma researches. Despite these difficulties, common aspects of the risk factors and resilience of the childhood trauma on the development can be identified from the previous studies. The resilience to the negative outcome on the development by childhood trauma includes：sex female before puberty, male after puberty or infancy), high socioeconomic status, no organic problem, easy temperament, no previous experience with early loss or separation, younger age at the trauma, better problem solving capacity, high self-esteem, internal locus of control, high coping skills, ability to identify interpersonal relationships, ability to play, sense of humor, having capable parents, having a warm relaionship with at least one of the parents, high education and participating in the organized religious activities. These commonalities of the results suggest that risk and resilient factors of the childhood trauma are interdependent, each factor has multiplicity in the impacts on the children's development according to the developmental stage of the child, family and children's other environment, trauma and stressor have diverse effects according to their intensity and risk and resilience factors could have synergistic or antagonistic effects to each other. To develop comprehensive understanding on the relationship between childhood trauma and developmental psychopathology, risk and resilience factors and to develop effective and efficient prevention and intervention, research on the effect of the stress on the neurodevelopment, on the individual differences of the response to the trauma including genetic factors and constitution, and on the brain plasticity should be accompanied in the future.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.263-288
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• 2002

'Science Garden' is a science program that develops acquirements of science & technology at an early stage through experiential study and inspire the spirit of scientific inquiry by carrying out laboratory work, science movie, science lecture, scientific work, outdoor activities, computer classes and science experiment which is hard to do through the regular educational course. It is targeted grade 4,5,6 students during summer and winter vacation. 'Science Garden' is conducted by selective participation freely. It is a wholelistic activity that develops children's potential talents or creativities, improves interest and attitude toward science, and also gives opportunity for self-realization by extending capacity for inquiry to show each student's ability. This study is observed and is compared how it is conducted in elementary school using qualitative study. This study is used narrative observation, in-depth interview and document analysis. Objects of narrative observation are two elementary schools, each from Jellabukdo and Gyeonggido, and 7 teachers were interviewed in-depthly. Here are results of the study. 1 A teacher in school G never takes part in student activities, tends to be indifferent to classes, but focuses on observation and experiment in laboratory. And feedback or evaluation about student's activity is never done. On the other hand, a teacher in school S guides students to understand the principals of science on themselves, and wide variety forms of activities such as role playing, discussion, and games are being done. But an effort to evaluate student's activity is not being made properly. 2. Teachers set a high valuation on the need of 'Science Garden'. Observing the way of conducting 'Science Garden', usually teachers who is in charge of science for official work is selected as a teacher in charge, and groan under a heavy burden of conducting it without anyone's help. Participating students are selected by volunteering or teacher's recommendation, but because of low Participation rate, teachers have difficulty in conducting it. Plan for conducting ‘science Garden’ is made 20 days before it, after getting an official document from Office of Education, refering to booklets produced by National Jungang Science Institute, or data from Office of Education, and internet. Teachers evaluate rarely Most school principals have interest in 'Science Garden' but parents are not well aware of it, The budget is made at the same time with the plan, and scale is varied between 200,000∼500,000 won. Because of the improper way of selecting teacher in charge, difficulty in selecting students, heavy works caused by planning, conducting the program, as well as reporting teacher's work, and lack of parents' awareness, 'Science Garden' has been conducted formally and superficially. Next gives you direction to change, for the right way of conducting' Science Garden'. It is important to motivate competent teachers to instruct students actively. For students' active participation, They should publicize thoroughly beforehand, and develope 'Science Garden' program for teachers to be able to make better use of it. Evaluation of student activities and program should be done in the aspect of developing students’ faculties. Beside of school facilities, they need to put diverse local facilities and places to practical use for immediate natural experience. And not only separate schools but also associated form of schools to conduct it is necessary.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.629-655
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• 2014

This study aims to explore the characteristics of environmental catalysts which have affected the development of music giftedness of the disadvantaged students. For this purpose, this study deals with nineteen disadvantaged gifted in music and examines their self-evaluation test, personal statement, and interview. Based on Gagn$\acute{e}$'s environmental catalysts of differentiated model of giftedness and talent(DMGT), the analysis of the interviews conveys the milieu of the disadvantaged gifted hardly exerts positive influences on their musical activities and studies. While concerning music and supporting their children financially and emotionally, parents unintentionally tend to exert negative influences on their children for their misapprehension of giftedness and incompetent advice. On the whole, the disadvantaged gifted hardly admit their teachers as experts in music. In relation to provisions, most students participate in extra school and local program and none of them participates in music gifted program. They are not satisfied with the quality in education. Despite the importance of the events such as crystallizing experience, award-winning, and performance, most students don't have enough events for inspiring their giftedness. As a conclusion, this study gives a proposition for a strategy to improve the environmental catalysts for the disadvantaged gifted in many different ways: the improvement of social recognition, the enhancement of parent consulting and teachers training programs, and the development and diffusions of more qualified gifted programs and so on.

• Pediatric Infection and Vaccine
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• v.19 no.3
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• pp.141-148
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• 2012

Purpose : Ventriculoperitoneal (VP) shunt insertion is an important treatment modality in children with hydrocephalus. VP shunt infection is a major complication and an important factor that determines the surgery outcome. This 15-year study was performed to evaluate the epidemiology of VP shunt infections in pediatric patients treated at our center. Methods : A retrospective review of medical records was performed in patients 18 years old or younger who underwent VP shunt insertion surgery from April 1995 to June 2010. Results : Three hundred twenty-seven VP shunt surgeries were performed in a total of 190 pediatric patients (83 females, 107 males). The median age of the patients was 2.4 years (range, 0.02-17.9 years). Having a malignant brain tumor was the most frequent cause for VP shunt insertion. The shunt infection rate was 6.7% (22/327) per 100 operations and 9.5% (18/190) per 100 patients, and the incidence rate was 0.45 infection cases per 100 shunt operations-year. The most common pathogen was coagulase-negative staphylococcus (n=7) followed by methicillin resistant Staphylococcus aureus (n=1). Ten cases were treated with vancomycin and beta-lactam antibiotic (cephalosporin or carbapenem) combination therapy and 7 cases were treated with vancomycin monotherapy. The median duration of antibiotic treatment was 26 days (range, 7 to 58 days). Surgical intervention was performed in 18 cases (18/22, 81.8%). Conclusion : Epidemiologic information regarding VP shunt infections in pediatric patients is valuable that will help guide proper antibiotic management. Additional studies on the risk factors for developing VP shunt infections are also warranted.