• Journal of the Korean Home Economics Association
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• v.43 no.3 s.205
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• pp.233-249
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• 2005

The aim of this study was to construct a pre-parent education program for unmarried university students on theological, practical, and psychological bases. Literature related to this subject was reviewed. and the social needs of pre-parent education, the developmental-psychological needs of university students, and the satisfaction of a pre-parent education program were investigated. A pre-parent education program consisting of 3 thematic areas was identified for future parents: the need to improve knowledge, attitudes, and skills. The program content areas were; self awareness, family life-cycle and parental role and social issues arising from dysfunctional family behavior. Multiple instructional strategies were used such as lectures, video tapes, reflective thinking, discussions, debates, role-plays, group presentations, and personality inventories over the course of 16 weeks. The assessment also identified 3 thematic areas and demonstrated improvement of knowledge, altitudes, and skills in the 3 areas.

• Journal of Family Resource Management and Policy Review
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• v.12 no.2
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• pp.173-190
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• 2008

The purpose of this study is to develop and evaluate the effectiveness of the pre-parent education program and its application to adolescents in residential care. The following research question will be used in the evaluation of the program's effectiveness: a change in self-esteem of the adolescents in residential care and a change in defining an ideal family. With these research questions, a survey of the requirements for its contents and previous studies were researched, and adolescents in residential care participated in the program in 12 sessions of 4 stages. The research showed a meaningful change of p>.001 for self-esteem and the ideal family in pre, post-test to the experimental group and control group. That proved the effectiveness of the pre-parent education program. Observing the experimental group's change process, the researcher proved the following results. At the beginning of the program experimental group showed hopelessness and disliked participating in the program. At the end of this, they had active attitudes, confidence and challenge to the vision. This study contains theory and various practical family activities. This study made a contribution to help adolescents in residential care enhance self-esteem and define the future ideal family.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.183-197
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• 1999

A pilot education program was developed, applied in a practical setting, and evaluated. The program was designed on the basis of various educational philosophies and characteristics of parents as learners in various developmental stages. Specialists in the fields of parent education, early childhood education and child development were consulted. The comparative results between the pre- and post-tests of parent behaviors demonstrate that this program has a positive influence on the behaviors of participating patents. It was concluded that this program can be applied usefully in the development of and application to various parent education programs in Korea.

• Journal of the Korean Home Economics Association
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• v.36 no.5
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• pp.167-185
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• 1998

The propose of this study was to develop the new pre-parent education program for couples in i=transition to parenthood. This program was consisted three process, total eight sessions. The first process(the basic process) has two sessions. This process was designed to understand the whole parenthood, and to cope the role strain in early parenting period. The second process has three sessions, designed to enrich the marital relationship before the baby was born. And the Third process(parent-child process) has three sessions, too. Especially in last sessions, parent can exercise infant caring, and adapt fetus to their family member.

• Korean Journal of Human Ecology
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• v.16 no.6
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• pp.1119-1130
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• 2007

The purposes of this current study were to develop a pre-parent education class for university students and to examine the difference in their beliefs after the program. The subjects of this study were 86 students who were selected from one university in Kyunggido, South Korea. Students had pre-test and post-test to measure the changes caused by the program. Two instruments were used: Beliefs of Appropriate Education and Child Rearing Attitudes. The results of this study were as following: In the post-test, students showed higher scores on affectionate child rearing attitudes. More specifically, students endorsed expression of affection toward a child, positive mother-child relationship, emotional involvement, giving a child equal right after having pre-parent education class. In terms of beliefs on appropriate education, in the post-test students became put more value on process, child, play, experience- oriented learning compared to their pre-test scores. In sum, this pre-parent education class is an effective one, which improve future parents' beliefs and attitudes on appropriate education and child rearing practices.

• Korean Journal of Human Ecology
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• v.19 no.4
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• pp.625-639
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• 2010

This study compared male and female university students' perceptions of parenthood and their need for pre-parental educational program. Responses of 579 university students in 5 universities were collected using a questionnaire developed by the researchers. Data were analyzed using a T-test and Pearson's chi squared test. Results showed that (1) systematic and pre-parental education may increase opportunities for university students to prepare parent and child rearing skills. (2) Any pre-parent educational program developed should cover practical and such as communication skills, child-rearing techniques and ways of disciplining children. In this way an educational program could provide university students suitable guidance and give them a positive and proper attitude toward parenting should they become parents in the future.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.30 no.4
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• pp.178-184
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• 2019

Objectives: The aim of this study was to measure the effect of a group-based parent education program on parenting stress and attitude and comparing the same according to adult attachment styles. Methods: Twenty-two mothers who enrolled in the parent education program participated in our study. The participants filled in the Korean version of the Experience in Close Relationship Revised (ECR-R), Korean-Parenting Stress Index-Short Form (K-PSI-SF), Maternal Behavior Research Instrument (MBRI), and Symptom Checklist-90-Revised (SCL-90-R) before and after the program. We compared the pre - and post-scores of the groups and compared the differences in effect according to adult attachment styles. Results: For all study participants, the Parent Distress (p=0.023) and Total Parenting Stress (p=0.018) significantly declined after the parent education program. There were no differences in other variables. Within the secure attachment group, the Total Parenting Stress (p=0.008), Parent Distress (p=0.015), and Difficult Child (p=0.011) scores in the K-PSI-SF significantly decreased after participating in the program. The Difficult Child scores (p=0.040) significantly dropped in the K-PSI-SF post program within the secure attachment group, compared to the insecure attachment group. Conclusion: The group-based parent education program impacted parenting stress. Depending on the adult attachment styles, the effect of the program varied.

• Journal of the Korean Home Economics Association
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• v.35 no.6
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• pp.41-53
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• 1997

The primary purpose of the present study was to investigate the pre-parents' motivations for parenthood, concept of marital role and demands for pre-parent education. the subjects were 179 women, who are planning to have a child and already are pregnant, and their husbands. 1. Among 7 motivations for parenthood presented, strong ties for couples and maturity demands were selected the most important. Economic and emotional dependency was valued the least. 2. The harmonious relationships between husband and wife chosen as the most important marital role concept. 3. For the contents of the pre-parent education program, the postnatal care, fathering, nutrition and exercise during pregnancy, and others were desired. 4. Over two-thirds of respondents preferred a joint participation (husband-wife together).

• Journal of Families and Better Life
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• v.25 no.1 s.85
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• pp.113-125
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• 2007

The purpose of this study is to examine the effect of educational program on maternal child-rearing attitude. The program consisted of 6 sessions, 3-hours weekly meeting per session with 12 mothers who have participated at parent education program. Before and after the program, tests were carried out with child-rearing attitude scale md qualitative research to analyze personal changes of participants. The results of the study were as follows. First, the pre-test and post-test with the maternal child-rearing attitude scale showed some changed recognition that maternal child-rearing attitude would be more affectionate, autonomous and unrejectable. Second, parent education program had positive effect on the maternal self understanding. Participants reported that various tests used for this program helped them to identify themselves. This program also positively influenced maternal children understanding through searching the developmental task and characteristics of children.

• Journal of Families and Better Life
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• v.29 no.4
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• pp.89-107
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• 2011

The purpose of this study was to develop Parent Education Program for Learning Coaching which enhances parent's learning-support behaviors, as well as, children's self-Efficacy and self-regulated learning capability, and to implement and evaluate the program for the families with school aged children. The results of this study were as follows. First, the contents of the experimental model of 'Parent Education Program for Learning Coaching' were specified as five factors namely; offering options, offering democratic rules, pursuing appropriate results, offering school-related information, offering self-regulated learning skills for children. Second, significant differences in the experiment group were found in pre- and post-test scores of parent's learning-support behaviors and children's self-efficacy and self-regulated learning capability, but not for the control group. Thus, based on these findings, a modified model of 'Parent Education Program for Learning Coaching' was presented as a conclusion.