• Journal of the Korean Society of School Health
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• v.34 no.1
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• pp.22-32
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• 2021

Purpose: Discrimination experienced in the early stages of life among ethnic minority adolescents is known to affect depression and also adversely affect health throughout adulthood and old age. The purpose of this study was to identify whether discrimination experienced by ethnic minority adolescents and their mothers and depression among mothers affect depression in ethnic minority adolescents according to gender. Methods: This was a cross-sectional study using the data of 2018 National Multicultural Family Survey in Korea. The study sample comprised 2,446 ethnic minority adolescents aged 11~18 and their mothers. The data were analyzed using descriptive statistics, pearson correlation analysis, and ordinal logistic regression with SPSS/WIN 25.0 and STATA IC 16. Results: 18.4% of the adolescents (boys: 15.1%, girls: 20.5 %) felt sad or frustrated sometimes or more often for at least two weeks during the past year. Also, 8.3% of the adolescents and 29.6% of their mothers experienced discrimination during the past year. Boys were influenced more than girls by bullying at school (OR=5.17, 95% CI: 2.85~9.38), academic performance (very bad's OR=5.79, 95% CI: 1.54~21.63) and mother's depression (often's OR=2.31, 95% CI: 1.14~4.64). Girls were influenced more than boys by experience of discrimination (OR=2.72, 95% CI: 1.69~4.39). Conclusion: The findings showed that discrimination experienced by ethnic minority adolescents and their mothers in Korean society increases depression in ethnic minority adolescents and has different effects by gender. Therefore, a gender-specific and mother-inclusive intervention is recommended to prevent depression in ethnic minority adolescents.

• The Journal of Korean Association of Computer Education
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• v.17 no.3
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• pp.85-99
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• 2014

Recently youth problems such as school violence and bullying are becoming increasingly lower age. In order to overcome this situation highlights the importance of education and the emotions, which in analyzing the existing mobile app, only the most fun-oriented approach has been made and the information presented. It focuses on the emotion awareness and empathy abilities of learners diagnosis, training, application can be made at the level of educational mobile app prototype was developed. First, self-understanding, self-expression, others-understanding, and empathy of emotional competency derived from review of emotional awareness skills training programs. Second, by analyzing the existing emotion recognition app macro-principles and micro-strategy of mobile app's designs were derived. Third, accordi was conducted on prototype of storyboard and app the completed prototype was completed. The proposed app is a fun and learning by doing, also Depending on students' level of performance can be customized. The proposed mobile app is efficient and effective, engaging learning space as a systematic training in the diagnosis and the emotions through the elementary students will be able to improve emotional awaeness competency.

• Journal of Korean Home Economics Education Association
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• v.28 no.1
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• pp.19-39
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• 2016

The purpose of this study was to develop the safety theme-based integrated teaching learning process plans for the middle school Home Economics(HE) Instruction and ultimately to contribute for the middle school students to live their safe lives. To achieve the goals of this study, HE curriculum documents from the 1st to the 2015 revision were analyzed and a survey was conducted to identify the middle school students' current status of safety accidents and needs on the HE safety education. The respondents of the survey were the 512 students of one ${\bigcirc}{\bigcirc}$ Girls' Middle School in Busan. And then, the seven integrated themes were selected, each seven integrated theme-networks were formed, and safety theme-based Home Economics curriculum and learning materials were developed. The results of this study were as the follows. The safety education content has continually been included from the first HE curriculum of 1954 to the 2015 revised HE curriculum. The middle school student respondents highly needed the content of 'the methods to deal with sexual violence and prostitution prevention', 'suicide prevention', and 'bullying net' for the HE safety education. All the 42 items were needed for the HE safety education by the respondents. The safety theme-based HE teaching learning process plans developed finally included the seven integrated themes, which were (1) dietary life safety, (2) adolescents' sex and safety, (3) adolescents' relationships with friends and safety, (4) family life and safety, (5) dwelling life and safety, (6) adolescents' egos and safety, and (7) social environment and safety. Each integrated theme consisted of three to six small themes, which amounted to total 28(for 35 lessons). Each small theme was presented with learning objectives and particular goals. The total 157 learning materials including the Home Economics curriculum were developed, which offered learning objectives and content for each safety theme, total 28 teaching and learning plans(for 35 lessons) were developed, which offered specific instructions for the easy implementation of the curriculum in the classroom, 28 PPTs, 25 film materials, four reading materials, 61 workbooks, 14 activity sheets, 16 evaluation sheets, 3 test sheets, 2 reference materials, and 4 learning material models(the refrigerator model, traffic lights for discussions, food tray model and stickers, and food mileage card). In this study, the safety education themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety' were not addressed because these theme were not needed highly by the respondents. Therefore, for the further development of the teaching learning process plans for the HE safety education, it is necessary to develop and evaluate the teaching learning process plans to address the themes of 'clothing life and safety', 'conflict and safety', 'professional life and safety', and 'consumer and safety'.

• Journal of dental hygiene science
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• v.16 no.3
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• pp.210-216
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• 2016

The purpose of this study was to examine the relationship between anger expression and self-esteem of female college students of dental hygiene. Participants were 598 female students who majored in dental hygiene from randomly selected colleges, located in Daejeon and Chungcheongbuk-do. Data were gathered from May 20 to June 5, 2014, using structured questionnaires. The major findings of the study were as follows: the correlation between anger expression and self-esteem was analyzed, and self-esteem was found to have a weak significant negative correlation with anger expression. On analyzing data to explore which variables affected self-esteem, it was found that self-esteem was influenced by grade, school record, harassment, language psychological violence, and bullying. The above-mentioned findings suggest that anger expression is related to self-esteem. After graduation from college, dental hygiene students, encounter a variety of interpersonal relationships in their work. Therefore self-esteem programs need to be developed and implemented at an individual, departmental, and collegiate level to help students learn to respect themselves and others, and to provide appropriate care.

• Korean Journal of Social Welfare Studies
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• v.43 no.1
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• pp.203-227
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• 2012

This study analyzes the effect on depression of mutual relational aggression experienced by elderly residents at charity nursing home. It also verifies the mediated effect of adaption by the residents to the nursing home. For this end, the researchers conduct a survey for 182 elderly residents in 7 charity nursing homes in Seoul and Kyonggi Province. The statistical methods for the analysis were SPSS version 18.0 and AMOS 7.0program. Following are the findings. First, there turns out to be no statistical significant effect between mutual relational aggression and depression. Second, elderly residents' adaption to the nursing home is proved to serve as a mediated effect between mutual relational aggression and depression. In other words, the more the relational aggression, the more difficult it is for residents to be adapted to the nursing home, and the more depressed the residents are prone to be. Following are suggestions based on the findings. First, nursing home staffs need to establish a system in consideration both of relational aggression and of resident's adaption, to reduce its elderly residents' consequential depression. Second, nursing home staffs need to take measures to help adaption of new residents to prevent or reduce their depression. For example, new residents can be allowed to bring their belongings to the nursing home as much as they want and the nursing home can stand. Third, nursing homes also need to develop programs to prevent or reduce any negative relation, including bullying or casting out, among peer residents in the nursing home.

• (The) Korean Journal of Educational Psychology
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• v.32 no.3
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• pp.549-569
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• 2018

The purpose of this study is to examine the relationship between peer rejection and victimization among schoolchildren and to test whether conflict norms in the classroom moderated this relationship. The analysis used the third year data derived from ClassNet research (Park, et al., 2017) supported by the National Research Foundation of Korea. The sample comprised fourth-grade through sixth-grade students in 52 classrooms of 7 elementary schools in South Korea (N = 1194). A series of multi-level analyses were performed to fulfill the study's purpose using variables obtained by peer nomination, such as social rejection, victimization, bullying perpetration, and teacher-student conflict. The results found that boys experienced more victimization than girls and peer rejection significantly increased victimization. Furthermore, conflict norms in the classroom moderated the relationship between peer rejection and victimization. Peer rejection significantly increased the extent of victimization in classrooms with relatively high levels of conflict norms. The study concludes with a discussion on the significance of conflict norms and the educational implications of the results with a focus on ways that teachers can facilitate healthier classroom environments.

• The Journal of Korean Philosophical History
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• no.29
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• pp.375-396
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• 2010

The aim of this paper is to suggest some ways of moral education for the building of children's social awareness and relationship skills as social and emotional competencies. Based on the social and emotional learning(SEL), this paper is tried to provide the effective ways to develop children's social awareness and relationship skill. According to SEL, social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. And it is also the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions. Five key competencies such as self-awareness, social awareness, responsible decision making, self-management, relationship skills are taught, practiced, and reinforced through SEL programming. Moral education and social and emotional learning have emerged as two prominent formal approaches used schools to provide guidance for students' behavior. social awareness and relationship skills are necessary for succeeding in school, in the family, in the community, in life in general. Equipped with such skills, attitudes and beliefs, young children are more likely to make healty, caring, ethical, and responsible decisions and to avoid engaging in behaviors with negative consequences such as interpersonal violence and bullying.

• Journal of Service Research and Studies
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• v.13 no.4
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• pp.70-96
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• 2023

Recently, the high turnover rate of nursing staff and the problems caused by increased job stress have been highlighted as social issues, and the problem of 'Taeoom' in nursing organizations has received increasing attention. Therefore, the purpose of this study is to propose a solution to the Taeoom problem, including bullying in the nursing work environment, as there is an urgent need to find a solution to prevent and overcome this problem. For this purpose, based on the S-O-R framework and previous studies, job stress and turnover intention were derived as outcome variables of Taeoom and communication competence as an antecedent factor, and a research model was constructed with the expectation that mindfulness and social support would serve as moderating variables to help overcome this problem. Data were collected through a survey of 300 nurses who had experienced Taeoom within the past year, and the hypotheses were tested using a structural equation model. The results revealed that the higher the communication competence of nurses, the less they perceived the damage of Taeoom, and that the damage caused by Taeoom leads to turnover intention through high job stress. In addition, mindfulness and social support significantly attenuated the positive effects of burnout on job stress and job stress on turnover intention, respectively. The significance of this study is that it proposed an extended P-S-O-R framework by adding a prevention stage to the existing S-O-R framework, and further tested the moderating effects of mindfulness and social support variables. It is expected that the findings of this study will provide concrete guidelines to prevent and overcome the Taeoom problem that can be applied in practice.