• The Korean Journal of Elementary Counseling
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• v.10 no.1
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• pp.19-38
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• 2011

The purpose of this study was to develop a cognitive-behavioral academic stress coping training for reduction of elementary school children's academic stress and improvement the ability to handle academically stressful situation with effective way, to examine its effects. For this, we assigned students of Y elementary school in Gyeongnam Province to two groups at random. From a group of 12 each, one group became the experimental group and the other the control group. And the program was applied twice a week to the experimental group who had totally six 40 minutes sessions of the research own making. Moreover, students evaluated the effects of the program via questionnaire regarding to academic stress and strategy for it. From 120 students of Y elementary school in Gyeongnam province for 3weeks, the study gathered data through the questionnaire for academic stressful situation to know this which students of elementary school often experience. From this, the results are reflected in the program. Also cognitive behavioral group counselling program for teenagers in crisis and existing programs used to adjust academic stress was redeveloped as available form for students in elementary school to compose the cognitive-behavioral Academic stress coping training. In short, the results of the study is as follows. In the study, first, It was showed that cognitive-behavioral academic stress coping training decreased stress which can be caused in situation causing academic stress with a school record, lesson, study and task. Second, The cognitive-behavioral academic stress coping training showed the effect to improve coping strategy for academic stress. In detail, a passive-aversive coping strategy and a helpful coping strategy of coping strategy was enhanced meaningfully but the effect getting to an active coping strategy was limited.

• The Korean Journal of Elementary Counseling
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• v.6 no.1
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• pp.247-268
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• 2007

This thesis aims to examine the influences of self-regulatory group counseling on self-regulation and school life satisfaction of the higher grade students in Elementary school. To achieve this aim, the following research questions were posed: First, What kind of influence does the self-regulatory group counseling have on the self- regulation of the higher grade students in Elementary school. Second, What kind of influence does the self-regulatory group counseling have on school life satisfaction scale of the higher grade students in Elementary school. In order to verify these research questions, the self-regulation test and school life satisfaction scale were conducted to both the experimental group and control group in pre-test, next, self-regulatory group counseling was practiced to the experimental group. And finally, a post-test was given to both the experimental group and control group. For this study, 200 students from 6th-grader of S Elementary school located in Incheon were given the self-regulation test and chosen 50 students who received low marks. Then, 50 students were researched into the school life satisfaction scale and chosen 16 students who got average-below score again. It was two matching groups through consideration of their score of the school life satisfaction scale, 8 students were arranged to the experimental group and the rest to the control group. The Self-Regulatory Group Counseling program developed by Eun Hyuck-gi(1999). The program was based on the following three programs: "The development. of the Cognitive-Behavioral Counseling therapy and their reports" by Kim HyeSuk(1996), Group counseling" by Brigman and Early(1991) and the study on the improving program in human relation" by Park KyeongAe(1998). The Self-Regulatory Group Counseling program activity was conducted during 6 weeks. Each session was 60 minutes and it continued for 8 sessions. The data collected to find out a difference in self-regulation and the degree of school life satisfaction between the experimental and control groups were processed by means of SPSSWIN program, and the post-test between both the groups were comparatively analyzed through t-test, a mean difference test. The following conclusions were drawn from the results of this study. First, the self-regulatory group counseling program has obvious effect of improving the self-regulation of the higher grade students in Elementary school. Second, the self-regulatory group counseling program has obvious effect of improving the school life satisfaction of the higher grade students in Elementary school. Particularly, this study shows statistical significance in cognitive facts of the self-regulation and the degrees of satisfaction with general school life, teacher, friend and facilities. Since the self-regulatory group counseling program has positive effects on self-regulation and satisfaction with their school life, It is required to utilize the structured self-regulatory group counseling program in school more widely to help students.

• Journal of the Korean Home Economics Association
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• v.44 no.7 s.221
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• pp.53-62
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• 2006

The purpose of this research was to evaluate the effectiveness of the Counseling-Utilized Parent Education for Mothers (CUPEM). CUPEM was developed based on Developmentally Appropriate Practices, Solution-Focused Therapy, Satir's Experiential Family Therapy, and Cognitive-Behavioral Therapy. The subjects were 51 mothers of 4 and 5 year old children and randomly assigned either to the intervention group (n=26) or the comparison group (n=25). Mothers in the intervention group had 10-2 hour intervention sessions while those in the comparison group received the intervention after this study was completed. Both groups received pre-and post-test evaluation, and a follow-up test. The data were analyzed by t-test and paired t-test. The results showed that participanting mothers' parenting stress was lessened while sense of parenting competence and positive maternal behaviors during mother-child interaction were increased significantly. Second, these mothers' self-confidence and maternal attitude toward childrearing were improved. Third, this effect lasted for at least one month after the termination of this program.

• Journal of the Korean Home Economics Association
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• v.50 no.5
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• pp.125-138
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• 2012

The purpose of this study was to analyze the research literature on play therapy intervention for children with ADHD. Thirty-nine studies, conducted from 1995 to 2010, were analyzed. The results of the literature review are as follows: The most commonly studied subjects were elementary school children in grades 1-3. The most common subject selection method was to select ADHD tendency children. The most typical intervention setting used was a counseling center. The most frequent intervention was 11-15 sessions of group counseling. Pre-post experimental-control research designs were the most commonly used. In the analyzed studies, play therapy-game play therapy, CBPT, CCPT, sand play therapy, and theraplay- was used for ADHD children. The studies found that game play therapy and cognitive-behavior play therapy are effective for improving ADHD children's attention, impulsiveness, and self-control. The major game play therapy activities used were dart games, "Simon says" games, fishing games, dominoes, Jenga, Beat the Clock, the board game "Stop," and "Ice, break., ice, break." Based on these findings, this article presents implications and discussion for play therapy intervention for ADHD children.

• Journal of the Korean Home Economics Association
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• v.48 no.1
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• pp.111-125
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• 2010

The purpose of this study was to develop and evaluate the efficacy of a Family Relationship Enhancement Program for runaway youth. The theoretical framework of this program was based on Solution-Focused, Satir's Experiential, and Cognitive-Behavioral models. Need assessment analysis of youth shelter workers, focus group interviews with runaway youths, and advisory council meetings were used as a complementary resource for this study. Thirty-one runaway youths from 6 youth shelters in Seoul and Kyunggi participated in 4 two-hour sessions of this Family Relationship Enhancement Program. All participants were subjected to pre-test and post-test analysis in order to assess the efficacy of the program. The results of this study showed that the Family Relationship Enhancement Program had significantly increased the participants' self-esteem, communication capability, and understanding of family values.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.6 no.1
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• pp.100-108
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• 1995

The purpose of the present study was to examine whether Interpersonal Cognitive Problem Solving(ICPS) skill training would enhance interpersonal solving skills and behavioral adjustment of mildly mentally retarded adolescents in the junior and high school. The program used in the present study was shortened and adapted for mildly retarded adolescents from Shure and Spivack(1982) program which was developed to improve the adjustment of children in the intermediate grades 5-6. The subjects were 22 mildly retarded adolescents, and they were assigned to either the experimental(11) or the control group(11). The experimental group were given ICPS training 4 times a week over a period of 8 weeks with a total of 32 sessions in all. The results showed a significant improvement of alternative thinking and consequential thinking in the experimental group compared with the control group. With regard to behavioral ratings by the parents and teachers, there were no significant differences between the groups. The results indicated that the training was effective in increasing the ability to generate alternative solutions and to predict consequences, but the significant improvement of interpersonal cognitive problem solving skills did not lead to noticeable improvement in behavioral adjustment. It was suggested that a longer training period for over-learning, concomitant parent education program, and more behaviorally oriented social skill training combined with the cognitive approach would yield significant training effects, maintenance and transfer.

• The Journal of the Korea institute of electronic communication sciences
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• v.8 no.4
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• pp.517-526
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• 2013

This thesis revolves around dual sensory therapy techniques using perception arts group counseling program focused on Popcorn Brain phenomenon. The program emphasizes intrinsic motivations for changes by activating the brain's dual sensory such as a sense of smell, tactile sensation and vision to deal with brain issues caused by digital devices addiction. Perception arts group counseling program is based on voluntary satisfaction of relationship desires, which can lead to a sense of accomplishment and belonging. Expression methods using dual sensory were presented as an alternative to resolving digital devices addiction by blending cognitive-behavioral counseling technique and group art therapy technique. The blending method offers an environment that can maintain a change to a senseless and lackluster brian due to excessive uses of digital devices, the main cause of Popcorn Brain, by emphasizing "thoughts${\rightarrow}$emotions${\rightarrow}$behavior" with a structural expression approach. If perception arts group counseling program is established in more systematic fashion and used strategically to offer such environment, it may be used as a treatment for brain issues described above. In addition, the program can be used a basis for encouraging voluntary treatment to satisfy relationship desires.

• The Korean Journal of Elementary Counseling
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• v.6 no.1
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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.

• Journal of Korean Public Health Nursing
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• v.34 no.2
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• pp.263-276
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• 2020

Purpose: This paper systematically reviewed the effects of smoking cessation (SC) intervention among female smokers. Methods: A systematic search was performed targeting articles published on eight electronic databases, from January 1, 2010, to February 25, 2020. Nine studies were included in the systematic review. The risk of bias (RoB) tool was used to evaluate the quality of scientific evidence. Results: A randomized controlled trial (RCT) was performed in all nine studies. Interventions were classified as exercise (n=4), cognitive behavioral counseling (n=2), motivational counseling (n=1), group counseling with self-help group (n=1), and pharmacotherapy (n=1). The SC rates were measured using a 7-days point prevalence abstinence in 55.6% of the studies. Exercise studies showed higher SC rates in the experimental groups than control groups after the intervention, but the differences were not significant. Other interventions were employed in two or fewer studies or did not conduct long-term follow-up, thus we were unable to examine effects of these interventions. Conclusion: It is necessary to develop SC programs for female smokers by carefully considering the characteristics of female smokers. Further research will be needed to confirm the effects of SC programs in certain subgroups among females. Also more experimental studies on SC intervention should be carried out with scientific rigor.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.471-499
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• 2019

The purpose of this study was to develop a program that reduces adolescent delinquency and enhances adolescents' social problem-solving, emotional regulation, and self-control skills and to assess the effectiveness of the program. The program was administered in the form of a role-playing game ("RPG") to increase the participants' motivation to participate in and the effectiveness of the therapy. The subjects in this study were 36 adolescents who engaged in delinquent behavior and their 18 homeroom teachers in middle schools located in Seoul and Gyeonggi Province. The subjects were randomly assigned to the experimental group or the comparison group. The experimental group received the proposed RPG-based cognitive behavioral group therapy while comparison group received problem-solving group therapy. Teachers in the experimental group were educated about how to guide their students following each therapy session while teachers in the comparison group did not receive any education. The dependent variables in this study were incidences of delinquent behavior and social problem-solving, emotional regulation, and self-control skill level. Each variable was assessed before treatment, immediately after the end of the full treatment program, and two months after the end of the full treatment program. At the end of the full treatment program, the experimental group engaged statistically significantly in fewer delinquent behaviors and displayed statistically significantly higher levels of social problem-solving, emotional regulation, and self-control skills than the comparison group. These differences persisted until the assessment two months after the end of the full treatment program. Moreover, the experimental group reported higher levels of satisfaction with the treatment program than the comparison group. The findings of this study suggest that this RPG-based cognitive behavioral group therapy program is effective at reducing adolescent delinquency, improving adolescents' social and emotional management techniques and strategies for avoiding delinquency, and in motivating delinquent adolescents to engage more actively in treatment.