• Journal of the Society of Disaster Information
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• v.18 no.1
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• pp.173-181
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• 2022

Purpose: The purpose of this study was to examine the safety awareness and safety behaviors of personal assistant for visual impairments. Method: This study was targeted at 263 personal assistant for blind people from May to June 2021. Research subjects who wished to participate in the study expressed their intention to participate through the recruitment documents and gave written consent before participating in the study. Result: First, the safety awareness and safety behavior were high among the personal assistants who had practical fire extinguisher practice experience and education on how to act in a disaster situation. In addition, when the emergency rescue method was educated, the life safety awareness and fire safety awareness were high, but there was no difference in the awareness of disaster safety, and the safety behavior was higher. Third, the higher the life safety awareness, fire safety awareness, and disaster safety awareness of personal assistant for the visually impaired, the higher the safety behavior. Conclusion: This study revealed that it is important to provide appropriate safety education to personal assistant and implement a program to raise safety awareness so that the visually impaired can live a safer life.

• 한국노년학
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• v.41 no.3
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• pp.373-396
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• 2021

This study aims to examine the effect of housing characteristics of older adults on the willingness to continue living in local communities in order to realize the Aging in place of the elderly in Korea. Considering that the health status of the elderly is important for aging in place, both healthy and unhealthy cases were analyzed in the analyses. Housing characteristics include home ownership, housing cost burden, housing convenience, housing satisfaction, and residential environment satisfaction. The study sample is 9,798 elderly people from the 2017 survey on the elderly. Key findings are as follows: First, while 6,704 older adults (68.4%) chose to continue living in the community, 3,094 (31.6%) of the elderly did not choose to live in the local community. Second, the elderly who chose to stay in the local community are likely to have more real estate assets and less burden of housing expenses than the elderly group who did not. Third, the results report that older adults with more real estate assets and lower the housing cost burden are likely to choose sustainable living in the local community. The findings suggest that the majority of the elderly actually preferred Aging in place. This study concludes with practice and policy implications for realizing aging in place considering the elderly's needs.

• Korean Journal of Social Welfare Studies
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• v.42 no.1
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• pp.399-432
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• 2011

The purpose of this study is to understand the adjustment process of families adopting an older child, and to generate a substantial theory. To achieve this purpose, we conducted in-depth interviews with mothers adopting an older child and analyzed data with qualitative analysis approach. From the analysis, theoretical model has been made, and the model includes the adoptive families' diverse experiences, barriers to adjustment as well as resources and strategies that they mobilized and used for smooth adjustment. Their experiences in the process of adjustment consisted of five phases: unfamiliar meeting, shock, fighting alone without support, control, and stability. Barriers to adjustment process were composed of adoptees' problem behaviors, loss of time, lack of preparation, lack of experiences, repetition of the vicious circle, withstanding alone, improper resources, lack of support, and being criticized. Resources and strategies that families adopting an older child utilized were individual resources and ability such as rearing experiences, intellectual ability, willingness, belief, and perspective change; family system such as spouse and other offsprings; informal support system such as extended families, relatives, friends, neighbors, and other families adopting an older child; formal resources such as adoption workers and helping professionals. From our results, we suggested policy and practice guidelines to help adjustment experiences for families adopting an older child.

• Korean Journal of Social Welfare Studies
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• v.41 no.1
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• pp.175-201
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• 2010

The purpose of this study was to examine the mechanism through which youth school-based mentoring program impacts mentees' psychological and school-related outcomes such as self-esteem, self-efficacy, and attitudes toward school. The hypothetical model was assumed that mentors could improve their mentees' developmental outcomes through positive relationships with mentors as good role models and enhancement of help-seeking orientation. To investigate the mediating effect of process-related outcomes, structural equation modeling was used. The 97 adolescents were recruited through referral and random selection from middle schools in Seoul. The result showed that the effects of program participation were mediated by proximal changes in connectedness to role models and development of help-seeking orientation that, in turn, led to facilitate more positive attitudes toward school and academic activity, and improve psychological outcomes. Practice and policy implications as well as further research topics were discussed to aid the search for highly effective mentoring programs.

• Journal of Korean Academy of Nursing
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• v.4 no.2
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• Journal of Digital Convergence
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• v.19 no.5
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• pp.449-460
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• 2021

The purpose of this study explained the experience of volunteering activities and the relationship of subjective self-awareness in order to examine the social meaning of volunteer activities. For adults aged 20 or older, 312 volunteering experience and social support awareness were analyzed on the level of self-identity by allocation sampling method depending on gender and age. The analysis results of this study were as follows. First, it was found that those who have experienced volunteer activitiies have a relatively simple willingness to participate in professional volunteer activities and those who have experienced volunteer activities. Second, social support and self-identification were different depending on whether they have experienced volunteer activities. Third, age, volunteer participation, willingness to participated in volunteering, and social support were analyzed as explanatory factors predicting self-identification of research participants. Based on the research results, volunteer activities to positively promote self-awareness suggested the need to practice volunteer activities according to the life cycle so that social meaning can be given. As a policy suggestion, the need for volunteer activities was closely analyzed to enable healthy self-forming for well-aging from adulthood to old age to discussed the need for policies and systems to strengthen volunteer motivation as leisure activities.

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.448-465
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• 2020

This study analyzed the effect of self-determination of the intellectually disabled on the quality of life, focusing on the effect of controlling family functions, with the intellectually disabled as the subject of the study. In order to achieve this goal, it was designated as an intellectual disabled person at the early age of 18 to 25 who were diagnosed with intellectual disabilities, and it was selected as a disabled person living in the community, and it selected major welfare institutions that were most frequently used by people with intellectual disabilities in the early age of 20 years, considering the difficulties of conducting the survey. The research results are as follows. First, "self-determination, psychological capacity, and self-realization" of the intellectually disabled were found to affect the quality of life (physical well-being, physical well-being, social well-being, productive activities and development, psychological and emotional well-being). Second, differences in "self-determination (self-reliance, psychological capacity, self-realization)" did not occur in accordance with the "population statistical. Third, differences occurred in the "quality of life (physical well-being, physical well-being, social well-being, productive activities and development, psychological and emotional well-being" of the intellectually disabled. Fourth, the relationship between "self-determination" and "quality of life" of the intellectually disabled resulted in the adjustment effect of family functions. This study is meaningful in that it demonstrated the service practice that should be provided to people with early adult intellectual disabilities in the field of practice by verifying the relationship between self-determination, family function and quality of life viewed from the perspective of the parties.

• Journal of the Korean Society of Child Welfare
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• no.57
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• pp.83-112
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• 2017

This study aimed to investigate the mediating effects of spiritual well-being and ego resilience in the association between parent-child relationships and cultural adaption among children from multi-cultural families. For this purpose, surveys were administered to 4th to 6th graders in 200 elementary schools (150 multi-culturally focused and 50 in preparation for multi-cultural education) located in seven provinces in Korea. For the current study, we analyzed data collected from 706 children in 119 schools by utilizing structural equation modeling. To verify the mediating effects and its significance, a Sobel test was conducted. The results showed that parent-child relationships within the multi-cultural families was positively and significantly associated with spiritual well-being and ego-resilience in children, but not with children's cultural adaptation. Also, the results of the Sobel test showed significant mediating effects of spiritual well-being and ego-resilience in children in the association between parent-child relationships and children's cultural adaptation. Based on these results, policy and practice implications for children from multi-cultural families are suggested.

• Journal of the Korean Society of Child Welfare
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• no.27
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• pp.121-151
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• 2008

The purpose of this study is to examine the moderated mediation effects of parenting functioning on the relations between deviant peer's influences and delinquent behaviors in adolescence. To investigate the moderated mediation effects, simple slope test and bootstrapping method based on multiple linear regression(MLR) model were used. This study used data from wave 1-2(2003-2004) of the Korea Youth Panel Survey(KYPS). Results showed that poorer parenting increased the probability that adolescents would affiliated with deviant peers, and more association with deviant peers, in turn, was related to delinquency. There was statistical significant interaction between affiliation with deviant peers and parenting in the model for delinquency. It implied that the relation between deviant peers and delinquency depends on the quality of parenting. Finally, indirect effect of earlier parenting on delinquent behavior through affiliation with deviant peers was moderated by later parenting. These results help clarify the conditions under which exposure to parenting behaviors can buffer the negative effect of deviant best friends on delinquent behaviors in adolescence. Practice and policy implications as well as further research topic were discussed to aid the search for highly effective preventive and treatment interventions.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.190-203
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• 2016

Based on the premise that a systematic career process was one of the essential elements of successful task performance both for individuals and the organization in the field of social welfare, this study set out to empirically analyze factors influencing the career commitment of social workers at a multidimensional level and provide practical implications for the directionality of career management on the basis of data with theoretical and statistical accuracy. For those purposes, the study collected individual and organizational characteristics data from 787 social workers at 46 agencies through a structured questionnaire and analyzed influential factors through the multilevel analysis technique by taking organizational effects into account. The analysis results show that explanations by the organization characteristics recorded significant 15% in the total variance of career commitment and that its influential factors included such significant variables as the protean career attitude, desire for growth, human network, and self-efficacy at the individual level and also the qualification compensation system at the organizational level. The study then proposed and discussed integrated practice strategies between individuals and agencies as the measures to promote career success through the activation of individual factors based on the consideration of organizational effects such as the application of an employee assistant program, provision of incentives to professional career development, and shift to a learning organization.