• Journal of Korean Public Health Nursing
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• v.30 no.1
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• pp.70-82
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• 2016

Purpose: The purpose of this study was to develop a multicultural education program for nursing students and to examine its effects on multicultural sensitivity and efficacy. Methods: A research design for this study was a non-equivalent control group, non-synchronized pre-post test. The experimental group (n=34) participated in a 13-week multicultural education program while the control group (n=35) attended regular classes having no relation with multiculture for the same period as that of the experimental group. Multicultural sensitivity and efficacy were measured before and after the program. Data were collected using self-administered questionnaires and analyzed using the PASW 18.0 program. Results: Total scores for multicultural sensitivity and efficacy were significantly increased in the experimental group compared with the control group after the program. The subcategories of multicultural sensitivity; 'respect for cultural differences', 'interaction enjoyment' and multicultural efficacy; 'general functions', 'considering multicultural families' were increased respectively, whereas others were not changed. Conclusion: Based on these results, it can be suggested that a 13-week multicultural education program is effective for improving nursing students' level of multicultural sensitivity and efficacy.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.3
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• pp.373-381
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• 2015

Purpose: This study was conducted to examine the effects of a multicultural course on nursing students' multicultural acceptability and competency. Method: The research design for this study was a non-equivalent control group, non-synchronized pre- and post-test. The experimental group (n=28) took 13 weeks of the multicultural course, while the control group (n=28) received only regular classes over the same period. Pre- and post-tests were done to identify the effects of the program. The data were collected using self-administered questionnaires and analyzed using the PASW 18.0 program. Results: All indices of multicultural acceptability and competency in the experimental group were significantly higher than that of control group after the program, except for two: universality (a measure of multicultural acceptability) and multicultural awareness (a measure of multicultural competency). Conclusion: These results suggest that the multicultural course was effective in elevating the level of multicultural acceptability and competency among nursing students.

• Journal of the Korean Home Economics Association
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• v.51 no.2
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• pp.195-206
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• 2013

This study was conducted in order to investigate the variables that relate and affect the internalizing and externalizing problems of multicultural children. 159 multicultural children in the $3^{rd}{\sim}6^{th}$grade were selected from elementary schools in Gwangju and the Jeollanamdo area. The data was analyzed by using the frequency, Cronbach's ${\alpha}$, t-test, ANOVA, Pearson's correlation and hierarchical regression by SPSS 12.0 program. The results were as follows: first, the internalizing problems were different according to the socio-demographic variable: (gender, subjective economic level), multicultural characteristic variable: (mother's communication ability, likability of mother's nationality, etc.), parent-child relationship variable: (relationship with mother, relationship with father) and social support variable: (peer support, teacher support). Further, the externalizing problems were different according to the socio-demographic variable: (gender), multicultural characteristic variable: (mother's nationality, mother's communication ability, etc.), parent-child relationship variable: (relationship with mother, relationship with father) and social support variable: (peer support, teacher support). Second, the influential variables regarding the internalizing problems were children's stress from cultural adaptability and the likability of the mother's nationality of the multicultural characteristic variable group, peer support of the social support variable group and the subjective economic-level of the socio-demographic variable group. Moreover, the influential variable on the externalizing problems was children's stress from the cultural adaptability of the multicultural characteristic variable group. The most influential variable of such variables was children's stress from cultural adaptability of the multicultural characteristic variable group. The results of this study will provide information for the development of educational and therapeutic intervention program for multicultural children.

• Cross-Cultural Studies
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• v.32
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• pp.133-166
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• 2013

Using the observation technique and in-depth interview, the current study compared various aspects of multicultural education between Korea and Canada and suggested the direction Korea's multicultural education needs to take. As a part of class curriculum, the researcher interviewed the representative of Ansan Foreign Center (AFC) and the president of the Kosian's House, a NGO for multicultural educations. The observations and experiences of the researcher were also used in this study. The results of the current study are as follows. First, multicultural education is provided for the minority group in Korea, whereas multiculturalism is included and taught for every student in Canada. In addition, the current multicultural education of Korea focuses on language and culture acquisition to help the students to adjust. Canada, on the other hand, focuses on accepting other cultures and ethnic equality, creating both identities as their ethnic origin and as Canadians. Second, in language educations, both countries had students enrolled in lower school years than their age. However, the differences occurred in terms of emotional support and availability of expert teachers. Third, comparing teacher's attitude towards multicultural education, Korean teachers were not free from perceiving the multicultural student as 'different', whereas Canadian teachers have been taught since little to consider multicultural students as Canadians, but accept their ethnic backgrounds. Based on the results, the current study suggested multicultural education program for the majority group, increase in number of expert language teachers and teaching assistants, and an education program to teach multiculturalism as part of an identity of humankind. The limitations and suggestions for future studies were provided afterwards.

• Korean Journal of Child Education & Care
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• v.17 no.1
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• pp.29-50
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• 2017

The purpose of this study is to investigate the effects of multicultural education based on 'World Cultures' project activities on young children's multicultural acceptability and caring thinking. This study's research questions are: 1) How do 'World Cultures' project activities affect young children's multicultural acceptability?; 2) How do 'World Cultures' project activities affect young children's caring thinking? The participants were thirty-five five year olds in a day care center in Y city, Gyounggi-do and were divided into two groups. The experimental group participated in a 'World Cultures' project, whereas the control group performed activities of 'Fall' and 'World Cultures' themes of Nuri Curriculum. The measurement of multicultural acceptability was developed by Kim and Jung (2010) for elementary school students, and revised and supplemented for young children by Bak (2013). The instrument of caring thinking originated with Lipman (2003) and was translated and modified by Lee (2007). Data was analyzed using the SPSS Win 18.0, and t-tests were performed to compare the means of the two groups. Results of this study are: first, there were statistical differences in multicultural openness and multicultural relationship skills between the groups. The experimental group scores were higher than those of the control group. However, there were no significant differences in multicultural awareness and multicultural empathy. Second, there was a statistically significant difference in care thinking between the experimental group and the control group. The score for the experimental group was higher than the score for the comparative group. This result verified that "World Cultures" project activities show a positive impact on multicultural acceptability-the proper understanding and acceptance of foreign cultures. In addition, the project activities have a positive impact on caring thinking, which was related, not only to understanding and accepting other races, but also to respecting and understanding others' emotions.

• Journal of Korean Academy of Nursing
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• v.43 no.5
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• pp.690-696
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• 2013

Purpose: This study was done to examine the effects of a multicultural education program on nursing students' cultural competence, empathy, and self-efficacy. Methods: In this quasi-experimental study, the participants were assigned to an experimental group (n=40) or a control group (n=40). The data were analyzed using independent t-test, Chi-square or Fisher's exact test, and paired t-test with the SPSS windows 18.0 program. Results: After receiving the multicultural education program, the levels of cultural competence and self-efficacy in the experimental group were higher than in the control group. The level of empathy increased slightly in the experimental group while it decreased in the control group. Conclusion: The results of this study indicate that multicultural education is effective in raising the level of cultural competence and self-efficacy in nursing students. Thus, there is a need for continuous effort to integrate multicultural education programs in the nursing curriculum. Repeated study to test effects of these multicultural education programs should be also necessary.

• Journal of Families and Better Life
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• v.28 no.6
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• pp.1-18
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• 2010

The purpose of this study is to develop and verify the effectiveness of a group art therapy program to help children from multicultural families adapt to school life by using Kinetic School Drawing(KSD). The result of this study showed that the group art therapy program of the multicultural family's children may have a positive effect in aiding their school life adaptation. The results showed considerable and statistical outcome in the fore and after drawing inspection of the dynamic KSD. Also, the size of the self-image became bigger and their expressions has been increased. The qualitative analysis also showed a huge change in dynamistic personal relationships due to the relationship with their peers with the same aged and the tutor. This study emphasizes the importance of the group art therapy program to be applied before children are admitted to school because of growing recognition of concern about the maladjustment of rapidly growing multicultural family's children. It is also suggests that the group art therapy program of growing multicultural family's children should be viewed with an ecological point of view.

• Industry Promotion Research
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• v.5 no.1
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• pp.63-72
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• 2020

This study is to consider that group art therapy is necessary for the psychological adaptation that children of multicultural families need in the growth process, and discusses the effects of group art therapy. The research results are as follows. First, children from multicultural families were able to express themselves gradually through art work experiences and interactions with researchers, and experienced the objectification, acceptance and resolution of their emotions, thoughts and inner desires through artistic expression. Second, children from multicultural families were newly aware of themselves in an unstructured group art therapy environment that promoted active self-expression, spontaneity, and emotional expression, and gradually experienced an active attitude, that is, recovery of spontaneity. Third, children of multicultural families were able to develop positive self-concept in the process of group art therapy experience. In conclusion, by applying the group art therapy program, children who are experiencing difficulties in the psychological adaptation of children of multicultural families through the unique unique aspects of art therapy can provide a place where they can talk with each other in ways that language alone could not. have.

• The Journal of Korean Academic Society of Nursing Education
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• v.28 no.4
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• pp.389-399
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• 2022

Purpose: This study aimed to develop a multicultural education program that includes contact with persons from multiple cultures and to report on the program's effects on intercultural communication competence and nursing professionalism. Methods: A multicultural education program that included contact with persons from multiple cultures was developed, and a quasi-experimental study was performed using a non-equivalent control group pretest-posttest design. The experimental group comprised 32 participants, and the control group comprised 26 participants. An online survey was conducted before and immediately after the intervention to collect data. Results: The experimental and control groups' mean scores for intercultural communication competence before the intervention were 3.67 and 3.84, respectively, while their mean scores for nursing professionalism were 3.87 and 3.69, respectively. After the intervention, both the intercultural communication competence score and the nursing professionalism score improved to 4.02 in the experimental group. The study demonstrated significant improvement in intercultural communication competence and nursing professionalism after the multicultural education program was conducted. Conclusion: The study's results demonstrate the need to develop a multicultural education program including contact and communication with persons from multiple cultures, such as international students, women who immigrated for marriage, immigrant workers, and multicultural families.

• Research in Community and Public Health Nursing
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• v.28 no.3
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• pp.240-250
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• 2017

Purpose: In South Korea, suicide mortality has rapidly increased, so it has become a major public health concern. Multicultural adolescents are regarded as a high-risk group due to their situation. In this study, we compared the prevalence and risk factors of suicide ideation between Korean and multicultural adolescents. Methods: Data from the eleventh Korean Youth Risk Behavior Web-based Survey (2015), collected by the Korean Centers for Disease Control and Prevention, were statistically analyzed using the descriptive statistics and multivariate logistic regression. The total participants were 63,376 in numbers. They were composed of 62,649 (98.9%) Korean and 727 (1.1%) multicultural adolescents. Results: I found that the prevalence of suicide ideation was significantly higher among the multicultural adolescents (15.8%) compared with those of Korean (11.3%). The risk factors of suicide ideation in the Korean group were co-residence without family, poor perceived health status, depressive mood, high stress level, poor perceived happiness level, and experience of violence. Conversely, the risk factors of the multicultural group were smoking, depressive mood, and experience of violence. Conclusion: These findings suggest that appropriate and practical prevention strategies should focus on psychological and environmental factors in order to prevent suicide ideation and reduce suicide behavior in Korean and multicultural adolescents.