• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.249-267
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• 2015

This study aims to examine the effect of child-centered group play therapy on the improvement of withdrawn preschool children's daily stress, anxiety, peer interaction and EEG variation. The research subjects are 12 children of 3-5 years of age who are over 65T in the social-withdrawal scale of KPRC(Korean Personality Rating Scale for Children). They were recommended by class teachers due to the withdrawal behavior at D kindergarten in Seoul. The experimental group received 12 sessions of the child-centered group play therapy program, twice a week for 35 minutes. But the control group did not receive any of the child-centered group play therapy program. To verify the effects of the program, a Mann-Whitney-U test of the non-parametric was preceded and homogeneity between the two groups was verified. Also, a Wilcoxon's signed-rank test was conducted to check on the pre-to-post changes of daily stress, anxiety, peer-interaction and EEG variation by using SPSS 18.0. The results of this research showed that the child-centered group play therapy program decreases daily stress and anxiety, while it increases positive peer-interaction and the EQ of withdrawal children. The result of this study serves as a baseline data about the effects of child-centered group play therapy for withdrawal children with emotional difficulties.

• Korean Journal of Human Ecology
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• v.22 no.3
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• pp.391-404
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• 2013

This study examined the moderating role of teacher-child relationship on the relation between children's problem behavior and peer victimization. Participants were 198 children(97 boys, 101 girls; recruited from classes with 5-6 year olds) and their kindergarten teachers. The teachers completed the rating scales to measure the children's peer victimization, problem behavior and teacher-child relationship. The collected data were analyzed using descriptive statistics, t-tests, correlations, and hierarchical multiple regressions. Boys and girls were analyzed separately. Results showed that children's problem behavior had positive relation to their peer victimization. Teacher-child relationship significantly related to children's peer victimization. Hierarchical regression analysis indicated that the interaction of boys' withdrawal behavior and teacher-child closeness predicted boy's peer victimization. Boys' withdrawal behavior, whose teachers demonstrated the lowest level of teacher-child closeness, associated significantly with their peer victimization. Boys' withdrawal and aggressive behavior had significant relation to their peer victimization, especially for the highest level of teacher-child conflictual relationship. Findings suggested the importance of teacher-child relationship in the context of intervention planning for peer victimization.

• Human Ecology Research
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• v.54 no.6
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• pp.565-574
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• 2016

This research examined the trajectories of peer rejection in preschool children. This study also investigated the gender differences in the intercept and slope of the trajectories for peer rejection along with the influences of aggression, withdrawal and language ability on the trajectories of peer rejection. A latent growth curve model investigated peer rejection in 3 to 5 year olds. Three hundred and thirteen 3-year-old children were recruited from five preschools and 14 daycare centers. The children's language ability was measured by a Wechsler Preschool and Primary Scale of intelligence verbal test and teachers completed measurements for aggression and withdrawal. A peer nomination inventory was used to assess peer rejection. Children were asked to nominate three classmates who they do not like to play with. The research findings showed that peer rejection decreased during the preschool years. Compared with girls, boys showed higher levels of peer rejection and a slower change rate of peer rejection. Girls who were aggressive showed high levels of peer rejection and a slow change rate of peer rejection. Moreover, girls who had a high levels language showed low levels of peer rejection and a slow change rate of peer rejection. These findings imply that language ability could be a protective factor of peer rejection for girls.

• Human Ecology Research
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• v.51 no.5
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• pp.473-481
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• 2013

The purpose of this study was to investigate the moderating effects of a size of the friendship network and quality of friendship on the associations between mutual antipathy and maladjustment. The subjects were 678 fifth- and sixth-grade primary school children who were recruited from a public school in Bucheon City. The Peer Nomination Inventory was used to assess mutual antipathy, peer victimization, social withdrawal, aggression, and the friendship network. The children were given a classroom roster and asked to nominate up to three classmates who fit each description. Additionally, the children reported the quality of their friendships using the Friendship Quality Scale. Each child was asked to indicate his or her one best friend and rate how accurately a sentence describe done of their best friends on the scale. The results revealed that the friendship network and friendship quality significantly moderated the relationships between mutual antipathy and social withdrawal, and peer victimization. The magnitude of the association between mutual antipathy and social withdrawal was not significant for large friendship networks and high quality friendships. Although mutual antipathy was significantly associated with peer victimization, the association was stronger at lower levels than at higher levels of the friendship network and quality. However, there was no moderating effect of the friendship network and quality on the association between mutual antipathy and aggression. A large friendship network and high quality friendship could be protective factors among those who have mutual antipathy in peer groups.

• Child Health Nursing Research
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• v.9 no.1
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• pp.85-95
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• 2003

Purpose: The purpose of this study was to compare psychosocial adjustment in children aged 4-11 years with cancer between on and off treatment. Method: The data was collected from parents of children with cancer through interviews with structured questionnaire at the pediatric outpatient department and inpatient ward of one university hospital located in Seoul. The instrument were the Child Behavior Check List(CBCL) developed by Achenbach(1991) and revised to standardize for Korean children by Oh et al(1997). Result: Total behavior problem score for children on treatment was greater than the score off treatment but there was no significant difference. Children on treatment reported higher levels of depression/anxiety, withdrawal, internalizing scores than children off treatment. Social competence score of children off treatment was greater than the score on treatment and the difference of school performance score of children between on and off treatment was not significant. The scores on the withdrawal, somatic complaints, social immaturity, internalizing scales in the cancer group including both on and off treatment was greater than normative findings in the general population. The scores on the school competence of children off treatment were lower than the norms for healthy children. Conclusion: Findings from this study support the importance of nursing interventions to facilitate the adjustment of children with cancer both on and off therapy.

• Korean Journal of Human Ecology
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• v.23 no.3
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• pp.379-393
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• 2014

This study aimed to investigate how child neglect abuse by parents, children's intimacy with teachers and peer attachment influenced boys' and girls' psycho-social maladjustment(aggression, social withdrawal and depression). The subjects were 2,264 elementary school students(boys: 1,180, girls: 1,084) in upper grades participating in the Korea Child Youth Panel Surveys. The data were analyzed with descriptive statistics, correlations and hierarchical regressions. The main results of this study were as follows. Firstly, regardless of children's sex, as child abuse levels by parents are higher, so children's aggression levels are higher. Also, children's intimacy with teachers and peer attachment moderated the effects of child neglect abuse by parents on both boys' and girls' aggression. But the patters of moderating effects were differed in children's sex. Secondly, child neglect abuse by parents didn't influence boys' and girls' social withdrawal and boys' peer attachment moderated the effects of child neglect by parents on boys' social withdrawal. Finally, child abuse by parents strongly influenced boys' depression, but child neglect by parents strongly influenced girls' depression. Also, there were no moderating effects of children's intimacy with teachers and peer attachment on the relation between child abuse neglect by parents, and boys' and girls' depression.

• Journal of Families and Better Life
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• v.26 no.5
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• pp.211-224
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• 2008

The Ecological variables studied in relation to children's school adjustment were organisms(grade, sex, perceived competence, aggression and withdrawal), microsystems(parental support, marital conflict and supervision, peer victimization and perceived teacher attitude), mesosystems(family-peer relationships, family-school relationships) and the exosystem(neighborhood environment). The sample consisted of 565 fifth and sixth grade children. Instruments were the School Adjustment Scale and Index of organisms, microsystems, mesosystems, and exosystem variables. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, Pearson's correlation and multiple regression. Several major results were found from the analysis. First, children's school adjustment showed positive correlations with perceived competence, parental support and supervision, perceived teacher attitude, family/peer and family/school relationships and neighborhood environment but showed negative correlations with grade, aggression, withdrawal and parental marital conflict and peer victimization. Second, the most important variable predicting child's relationship with teacher, his/her academic adjustment and satisfaction in schoolwas perceived teacher attitude. And the most important variable predicting children's peer relationships in school was perceived social competence.

• Journal of Music and Human Behavior
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• v.6 no.1
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• pp.33-53
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• 2009

The purpose of this study is to examine the effects of a singing program on withdrawal behaviors of children in low-income families. To measure the effects of the singing program, the researcher compared the results of K-YSR and TRF withdrawal scales before and after the program. Finally, the researcher did research on the subjects' musical and non-musical behaviors related to withdrawal through a record of behavior observation. The results of this study were asfollows: First, after comparing the results of K-YSR and TRF withdrawal scales conducted before and after the singing program, the mean of the scores was decreased by 6.4 and 3.6 points respectively (p = .042). Second, an analysis of withdrawal-related behavioral changes in music activities after the program showed an increase in frequency of eye contact, as well as tone and volume of subjects' voices. The results of this study indicate that the singing program has positive effects on withdrawal behaviors of children in low-income familiesin addition, it is effective in alleviating withdrawal-related behaviors.

• Korean Journal of Human Ecology
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• v.14 no.1
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• pp.59-68
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• 2005

The purposes of this study were to investigate the relationship between children's private speech during the individual session and maternal scaffolding during mother-child session. Subjects were twenty 3-year-old children and twenty 5-year-old children and their mothers recruited from day-care centers in Seoul. Mother-child interaction was videotaped for 15 minutes and maternal utterances were transcribed for analysis maternal scaffolding. Individual session of child after 3-5days was videotaped for 15 minutes and children's utterance was transcribed. Subcategories of maternal scaffolding were significantly related with children's private speech during individual session. There did appear to be an age difference in this relationship. In verbal strategy for scaffolding that 3-year-old's mother used, other-regulation and control, praise strategy was significantly related with children's private speech. In verbal strategy for scaffolding that 5-year-old's mother used, other-regulation and control, teaching strategy was significantly related with children's private speech. In maternal physical control strategy, withdrawal of mother physical control the maze task over time was significantly related with children's private speech. Withdrawal of mother physical control 5-year-old's physical performance was significantly related with children's private speech.

• Journal of Families and Better Life
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• v.15 no.4
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• pp.27-40
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• 1997

The purpose of this study was to investigate adolescents' maladjustment in terms of type and source of social support. The main results of this study were as follows; 1. In social support source the mean score of peer support was higher than family support. In social support type the mean score of expressive support was higher than other support type. 2. Social support source was found significantly different according to sex of the children educational level of the father and mother. Malajustment were found significantly different according to sex of the children educational level of the father and mother income and marital satisfaction of the mother. 3. In social support source it was significantly different according to all maladjustment subscale in family support and to over-anxiousness social withdrawal and hyperactivity in peer support. In social support type it was significantly different according to over-anxiousness and social withdrawal in expressive support to socia withdrawal over-anxiousness hyperactivity and delinquency in esteem support and to over-anxiounsness in informational support.