• Title/Summary/Keyword: counseling method

Search Result 585, Processing Time 0.028 seconds

Effects of a Yoga Program on School Stress of the Elementary School Children (요가 프로그램이 초등학생의 학교 스트레스에 미치는 효과)

  • Yang, Mi-Ae;Ahn, Ie-Hwan
    • The Korean Journal of Elementary Counseling
    • /
    • v.9 no.2
    • /
    • pp.175-193
    • /
    • 2010
  • The aim of this study is to examine effects of a yoga program for children on school stress of the elementary school children. To achieve this goal, total 10 students out of 231 in 6 classes among the third graders in M elementary school in B city were selected as subjects for this study. After regular school hours, they participated in a children's yoga program for 16 times for 45 minutes per session in the course of 8 weeks. An ethnographic interview was conducted to identify the effects of the program. During the initial stage of the children's yoga program, the participants were interviewed preliminarily. An analysis of areas and an analysis of classifications were made based on the initial interview results, and an area classification table was drawn on the school stress perceived by the elementary school children. After the yoga program ended, a follow up interview was made to apply an analysis of components by comparing changes in the school stress level due to a yoga effect. A research report was written through a cycle of addition and supplement in which the previous data analysis was complemented and corrected by new findings of the study. As a result of the ethnographic interview to analyze the school stress perceived by the elementary school children, and an examination of the changes in the school stress level, the children's yoga program proved to be significantly effective in reducing the school stress. However there were limitations to a certain degree in stress reduction. Details of such findings in each sub-category are as follow. First, as a result of the initial interview analysis, the school stress was classified broadly into 4 categories of study stress, friendship stress, teacher stress, and school environment stress. Second, the study stress as the first category of the school stress was classified into 3 sub-categories of homework, class, and exam stresses. In spite of minor differences among 3 sub-categories, the stress was reduced in general. Third, the friendship stress as the second category of the school stress was also classified into 3 sub-categories of bullying, alienation, and performing one's duty. There were minor differences among sub-categories, however stress reduction also appeared with the exception of the performing one's duty category which had relatively little effect from the yoga program. Fourth, regarding the teacher stress as the third school stress, a classification was made into 3 sub-categories of preference, penalty, and teaching method. Minor differences among the 3 sub-categories notwithstanding, stress reduction appeared with the exception of the teaching method stress which had relatively little effect from the yoga program. Fifth, the school environment stress as the fourth category of the school stress was classified into 2 sub-categories of school meals and facilities. Minor differences between the 2 categories notwithstanding, stress reduction appeared with the facilities stress having relatively little effect.

  • PDF

Father's Communication Style and Children's School Adjustment: Mediation Effect of Ego-Resilience (아동이 지각한 아버지의 의사소통유형과 학교생활적응과의 관계에서 자아탄력성의 매개효과)

  • Kim, Su-Jin;Kim, Hye-Sook
    • The Korean Journal of Elementary Counseling
    • /
    • v.10 no.2
    • /
    • pp.203-221
    • /
    • 2011
  • This research aims to make people realize the importance of styles of father's communication and ego-resilience in school life adaptation and, furthermore, provide necessary data for the communication between father and children by confirming the mediation effect of ego-resilience in the relationship between the styles of father's communication, which the child recognizes, and the school life adaptation. The selected research questions to achieve such research purpose are like the following. First, what is the correlation among school life adaptation, ego-resilience, and communications styles of father that child recognizes? Second, does the ego-resilience show mediation effect in the relationship between the school life adaptation and communication styles of the father that child recognizes? The subjects for this research were 345 children in 5thand 6thgrades from B elementary school in Seo-gu, Incheon. SPSS 18.0 program was used for the collected data, and correlation analysis was performed in order to discover the relationship among variables. Regression analysis was performed to verify the mediation effect of ego-resilience. The summary of this research is like the following. First, as the result of the correlation analysis of the father's communication styles, ego-resilience and the school life adaptation, which the child recognized, the three variables showed statistically significant correlation. Among the functional and dysfunctional communication styles that child recognized, the placating style showed positive correlation with ego-resilience and school life adaptation, and among dysfunctional communication styles, the intellectualizing style, distracting style, and blaming style showed negative correlation with ego-resilience and school life adaptation. Ego-resilience and school life adaptation showed positive correlation. Second, after looking at the mediation effect of ego-resilience in the relationship of the father's communication style and school life adaptation, the result showed that ego-resilience had partial mediation effect in the relationship of the father's communication style and school life adaptation. In this research, it has significance in the aspect that it confirmed the relationship and route between the father's communication styles, school life adaptation, and ego-resilience, which child recognized. Therefore, the effort is required to research and apply desirable communication method between fathers and children in order to help students to adapt well in school life, and moreover, it is also required that ego-resilience improvement program gets developed and applied at the school field.

  • PDF

Development of A Cognitive-Behavioral Anger Control Program and It's Effects on Elementary School Children Under the Anger-inducing Situation (초등학생의 분노유발상황에 초점을 둔 인지행동적 분노조절 프로그램의 효과)

  • Lee, Mi-Gyeong
    • The Korean Journal of Elementary Counseling
    • /
    • v.6 no.1
    • /
    • pp.141-169
    • /
    • 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.

  • PDF

Nutritional Status of Korean Toddlers: From the Korean National Health and Nutrition Examination Survey 2007~2009 (한국 유아의 영양 섭취 현황: 2007~2009년 국민건강영양조사를 바탕으로)

  • Kim, Young-Ho;Lee, Sun-Gun;Kim, Shin-Hye;Song, Yoon-Ju;Chung, Ju-Young;Park, Mi-Jung
    • Pediatric Gastroenterology, Hepatology & Nutrition
    • /
    • v.14 no.2
    • /
    • pp.161-170
    • /
    • 2011
  • Purpose: The aim of this study was to investigate the feeding patterns, use of dietary supplements, and nutrient intake of Korean toddlers. Methods: We used data for 930 toddlers who participated in the 4th Korean National Health and Nutrition Examination Survey (KNHANES) from 2007 to 2009. Feeding patterns and use of dietary supplements were assessed using standardized questionnaires, and nutrition intake was assessed using the 24 hr recall method. Results: In 2007~2009, 48.7% of toddlers used dietary supplements. Most parents (95.4%) initiated a regime of dietary supplements for their children following the advice of friends or relatives. Only 0.4% of parents followed the advice given by their doctors for dietary supplements use. In the survey of nutrient intake for toddlers, the prevalence of inadequate calcium intake was 53.9% for subjects aged 1 year, 55.2% for 2 years and 65.6% for subjects aged 3 years. The prevalence of inadequate iron intake was 52.0% for subjects aged 1 year, 48.7% for 2 years and 48.4% for subjects aged 3 years. In the survey performed on feeding patterns of toddlers during the infant period, mixed feeding accounted for 57.4%, breast feeding for 32.2%,and formula feeding for 10.4%. Sixty-five percent of toddlers began weaning between 4 and 6 months. Conclusions: This study indicated that a number of toddlers were at risk of inadequate calcium and iron intake. The role of professionals in counseling for qualified dietary intake and dietary supplement use is therefore necessary for Korean toddlers.

The Effects of A Cognitive-Behavioral Anger Control Training on Anger Control Ability and Peer Relationships of Children (인지행동적 분노조절 훈련이 아동의 분노조절능력과 교우관계에 미치는 효과)

  • Kim, Mi-Ra;Lee, Young-Man
    • The Korean Journal of Elementary Counseling
    • /
    • v.7 no.2
    • /
    • pp.101-115
    • /
    • 2008
  • The purposes of this study were to consist an anger control program in order to help children confirm and modify their cognitive errors in peer anger-provoking situations(Lee Mi-gyeong, 2006), that and to examine the effects of this program on anger-provoking experience, anger controllability and peer relationship. The cognitive-behavioral anger control program was consisted of 16 sessions. The focus of the program were placed on perceiving angry feelings, confirming automatic thinking and cognitive errors and acquiring how to correct the cognitive errors(1st-10th sessions), and checking cognitive errors in 13 anger-provoking situations and practicing way to correct the errors(11th-15th sessions). To examine the effects of the program, 10 children who had a lot of anger-provoking experiences, and were poor at anger control and faced difficulties with peer relationship were selected. The cognitive-behavioral anger control program was implemented for eight weeks, twice a week, 40 minutes each. The collected data were analysed by the ANOVA method using the SPSS and Kwakstat(Kwak Ho-wan, 1993). What cognitive errors children made and how they modified the errors during the program were checked. The findings of the study were as follows: The cognitive-behavioral anger control program served to cut down on the anger-provoking experiences, to improve their anger controllability, to boost their peer relationship, and that effect lasted till six weeks later. And the cognitive errors they made during the program were in the order as follows: stating the oughtness of their behavior, followed by naming, seeing everything in black and white, emotional judgment, mind reading, linking the situation to themselves, overgeneralizing, and hasty conclusion. The ways to correct the cognitive errors were in the order as follows: putting oneself in another's place, explaining in a different manner, looking for proof, thinking of it is so difficult to indure, thinging of there is moral to it, and thinking of how angry after passing time.

  • PDF

A Case Study of 'Smart Farm' Model Product Manufacturing and Recognition of Model Manufacturing Lesson Based on IoT(Internet of Things) by Pre-service Technology Teachers (예비기술교사를 대상으로 한 사물인터넷 기반의 모형 제작 수업에 대한 인식 및 '스마트 농장' 제작 사례 분석)

  • Kim, Seong-Il;Choi, Woon-Shik;Kim, Ki-Sun;Hwang, Sun-jong;Ju, Eun-Hee;Kang, Huyn-Jong
    • 대한공업교육학회지
    • /
    • v.43 no.1
    • /
    • pp.158-176
    • /
    • 2018
  • The purpose of this study is to analyze the satisfaction of the manufacturing process and the satisfaction of manufacturing lesson in the lesson of model product manufacturing based on IoT(Internet of Things) for pre-service technology teachers. and we also analyzed 'smart farm' model production manufacturing among various products. The survey questionnaires with 8 questions to investigate satisfaction level of model manufacturing process, difficulties in manufacturing, and the satisfaction level of manufacturing lesson were collected from the 15 pre-service technology teachers and analyzed by using SPSS program. and The results of this study were as follows: First, the lesson satisfaction average level of pre-service technology teachers was high(M=4.22) in model product manufacturing process for the 'smart farm' model making based on the IoT. Second, the average satisfaction level of 'patent search and prior art search report writing education' was as high as 4.07. Therefore, the application of 'prior art search report writing education' showed that it helped to make the product. Third, the best high satisfaction level in the model production manufacturing procedure was 'education of inventive thinking method'(M=4.40). Therefore, the pre-service technology teachers showed that the 'education of inventive thinking methods' was very helpful from the idea design to the optimal selection of idea. The next order of satisfaction level was high(M=4.33) in 'design education and counseling' and 'guidance through selection of professor who guide the production manufacturing in addition to professors who are in charge of lesson'. Because they were helpful in solving the lack of knowledge of pre-service technology teachers. Fourth, satisfaction level with 'the presentation of model making results and exhibitions', 'presentations and participations of external event' was high (M = 4.13). Although the results of interviews with pre-service technology teachers showed that they suffered from lack of knowledge in various technologies, but it was an opportunity to learn things and felt a sense of accomplishment.

Effects of Nutrition Education Using a Ubiquitous Healthcare (u-Health) Service on Metabolic Syndrome in Male Workers (u-헬스 케어 (Ubiquitous Healthcare) 서비스를 이용한 영양교육이 직장 남성근로자의 대사증후군에 미치는 영향)

  • Park, Se-Yun;Yang, Yoon-Jung;Kim, Yu-Ri
    • Journal of Nutrition and Health
    • /
    • v.44 no.3
    • /
    • pp.231-242
    • /
    • 2011
  • The objective of this study was to investigate the effects of nutrition education based on ubiquitous healthcare (u-health) service on changes in dietary habits, nutrition intake, and risk factors for metabolic syndrome in male workers. In total, 72 male office workers with at least three risk factors of the National Cholesterol Education Program-Adult Treatment Panel III were recruited as subjects. Anthropometric measurements and biochemical analyses were conducted on all subjects. Dietary habits and nutrient intake were determined by a questionnaire using the 24-hour dietary recall method before and after nutrition education. Subjects measured their body composition, blood pressure, and physical activity more than once per week during the 12 weeks using the u-health care equipment and sent these data to a central database system using a personal computer. Individual nutrition counseling was provided four times on the first, fourth, eight, and twelfth weeks. The results showed significant decreases in abdominal circumference, body fat (%), diastolic blood pressure, serum triglycerides, and serum total cholesterol during the 12 weeks. Subjects with more than 12 measurements showed significant reductions in abdominal circumference, body fat (%), serum triglyceride, and serum total cholesterol. Mean intake of dietary fiber, animal calcium, potassium, vitamin C, and folic acid after nutrition education were higher than those before nutrition education. Participants showed significant increases in the frequencies of consuming protein foods (meat, fish, eggs, beans, tofu, etc.) and vegetables. In conclusion, nutrition education through the u-health service resulted in positive effects on the risk factors for metabolic syndrome, nutrient intake, and dietary habits.

Occupational Stress of Hospital Workers (병원종사자의 직업성 스트레스에 관한 연구 - 서울시내 500병상 이상 병원종사자를 중심으로 -)

  • Lee, Woo-Cheon
    • Korea Journal of Hospital Management
    • /
    • v.3 no.1
    • /
    • pp.1-33
    • /
    • 1998
  • The purpose of this thesis is to study theoretical access to the methods that have been used for the research of occupational stress, thereby providing management methods of occupational stress of hospital workers. With a stress model of hospital workers set up from the viewpoint of organization management, 929 sets of questionnaires were collected from intern doctors, resident doctors, nurses, nursing aides, pharmacists, medical technicians, workers in patient affairs(reception and medical insurance workers), administrators and clerks from the 8 hospitals in Seoul with more than 500 beds. Upon variance analysis, correlation analysis and regression analysis of the collected questionnaires, this work examined how differences in stress caused by specific occupations and formulated a method of stress management for the hospital workers. The results are as follows. 1) If some duties of the nurses suffering from role-overloaded stress are transferred to the nursing aides dissatisfied with insufficient role, the two grunting groups can be satisfied at the same time. It is also necessary to transfer some jobs of the overloaded workers in patient affairs to the administrators, or the other way around. To reduce stress of conflict and ambiguity of role caused by the obscure division of roles between the workers, the role of each occupation should be delineated and the clear division of roles should be translated into action strictly according to that delineated. 2) Stress of inefficiency of organization from which the student doctors suffer can be relieved by management of participation. If they have access to the process of decision-making in general hospital affairs and consequently their understanding and the autonomy of job performance are promoted, such stress will be reduced. 3) To cope with stress of career development from which nurses, medical technicians, administrators, workers in patient affairs suffer, it is necessary to establish whether they have a chance to revive their careers, whether there are any ways of remotivation for less contributive workers, and whether they encourage each other to develope their careers. If they are given a chance to develope their careers, such stress will be relieved. 4) Pharmacists, suffering from stresses of living and personal relations, have strong cohesive power among themselves and organize a well-integrated team; thereby reducing the stress of personal relations and increasing productivity. 5) For administrators and student doctors confined to lesser social supports and for nurses and workers in patient affairs whose recognition of stress and job satisfaction are affected by social supports, emotional and informational supports for job performance help alleviate an individual's mental, and physical stress. 6) In addition to the above-mentioned stress-management methods, if an organizational coping strategy is provided according to the types of stress from the general viewpoint of the whole group of hospital workers, it would be of great help to managing stress. For example, the redesign of jobs, the management of objective, the improvement of working environment, the formation of an autonomous working group and various working plans can be set up for those who suffer from stress related to inappropriate role, while career counseling and development of career process can be provided for those dissatisfied with career development. Participation in the process of decision-making and the restructuring of the organization are needed for those who suffer from stress of malfunctioning organization, whereas creation of a supportive organizational atmosphere is desired for those who feel stressed due to personal relations. As well, such organizational coping strategies. as the increase of welfare facilities, seminars and educational programs and provision of health-promotion facilities can be provided.

  • PDF

Developing Measurement Tool of Entrepreneurship for Young Entrepreneurs (청년 창업자를 위한 창업역량 측정도구 개발)

  • Lee, Ji An;Ahn, Young Sik
    • Asia-Pacific Journal of Business Venturing and Entrepreneurship
    • /
    • v.13 no.4
    • /
    • pp.197-209
    • /
    • 2018
  • Recently, many start-up failures occur as the number of attempts to start a business increases in a social atmosphere that encourages start-up. In particular, young entrepreneurs have a lower survival rate than general entrepreneurs because young entrepreneurs are challenging just with a simple idea to overcome the difficulties of employment while lacking prior knowledge and experience of business. Therefore, the reason for the failure of start-up is lack of preparation for start-up and lack of entrepreneurship. The purpose of this study is to develop a measurement tool to build a basic framework for entrepreneurship development and start - up preparation activities for young people. To develop an entrepreneurship measurement tool, researchers developed a preliminary question through qualitative research methods such as literature research, focus group interview, and expert verification. After that, researchers surveyed 102 entrepreneurs using quantitative research method and to verify the construct validity of the measurement tool, the final entrepreneurship measurement tool was completed through exploratory factor analysis and confirmatory factor analysis. The entrepreneurship measurement tool developed through this research process consists of 7 components and 15 measurement items. First, in the step of 'confirming entrepreneurial intention', two items of 'self-analytic competence', three items of 'ability of establishing start-up philosophy'are contained. Second, in the step of 'drawing up a start-up model', two items are contained in each category such as, 'ability of eliciting entrepreneurial idea,' 'ability of analyzing idea validity,' 'competence of planning a venture start-up model'. Third, in the step of 'planning the venture start-up,' two items are contained in each category such as, 'business-plan presentation competency,' 'ability of implementing organizational system.'. The measurement tool of entrepreneurship is meaningful as it could help young entrepreneur find out their lacking competence in preparing their start-ups and strengthen necessary competences by measuring their own entrepreneurship. Rather in the entrepreneurship education, basic data that can diagnose the entrepreneurship of young entrepreneurs is provided.

Students' and Parents' Perceptions of Nutrition Education in Elementary Schools (초등학교 영양교육에 대한 학생과 학부모의 인식도 조사)

  • Kim, Hyun-Hee;Park, Yoo-Hwa;Shin, Eun-Kyung;Shin, Kyung-Hee;Bae, In-Sook;Lee, Yeon-Kyung
    • Journal of the Korean Society of Food Science and Nutrition
    • /
    • v.35 no.8
    • /
    • pp.1016-1024
    • /
    • 2006
  • The purpose of this study was to investigate students' and parents' perceptions of nutrition education. In this survey, 7,577 elementary school students and 6,003 of their parents across the country were surveyed about the necessity of implementing nutrition education, its present status and problems and future methods for nutrition education implementation. The results showed that 96.6% of the parents and 62.8% of the students responded that nutrition education was urgently needed, at least once per week in the lower grades of elementary school, and that it should be related to and coordinated with special activities class. In addition, the survey showed that students and their parents wanted nutrition teachers to establish a nutrition counseling room, a practical cooking class, a special activity class, and/or dietary camp during school breaks. With regard to the status of nutrition education at home, there was statistical evidence that suggests significant differences between urban and rural schools. Approximately 63% of the parents indicated that they had difficulty teaching nutrition education in their own homes, because it was difficult to determine the dietary habits and nutritional status of their children. When asked about attending a dietary class for parents, 74% expressed their intent to attend. Parents were most interested in learning about cooking practices, diet therapy, and food information in that order. The results showed that the most effective method of dietary education was to teach appropriate nutritional practices in school and at home simultaneously. Hence, necessary information and education should be provided through special lectures, special cooking classes, and dietary classes for parents. The conclusions of this study suggest that a variety of education programs should be developed to achieve effective nutrition education for students and their parents.