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조수철 大韓神經精神醫學會 1996 신경정신의학 Vol.35 No.1
본 연구는 絶對의 어원적 의미에 대하여 살펴보고, 이에 입각하여 다음과 같은 문제들을 연구하였다. 첫째, 絶對의 어원적 의미가 동양의 고전 특히 노자의 도덕경과 장자에서 어떻게 기술되고 있는가? 둘째, 절대의 의미가 일상생활에서 어떻게 적용될 수 있는가? 셋째, 절대의 의미가 정신의학에서 어떻게 적용될 수 있는가? 넷째, 성찰에 있어서 절대의 어원적 의미가 어떻게 이용될 수 있는가? "絶對"라는 단어의 어원적 의미는 "서로 마주 보고 있는 상황(對)을 끊는다(絶)"이다. 따라서 이러한 어원적 의미에 입각한다면, 모든 대극적인 상황이 하나로 통일이 됨을 의미한다. 도덕경에서 기술되고 있는 得一思想이나 장자의 萬物齊同思想은 絶對의 어원적 의미와 정확하게 일치되는 개념이라고 할 수 있다. 이를 정신의학의 이론이나 치료적인 측면에 적용한다면, 생물학적 접근 또는 심리적인 접근, 이 둘이 분리되는 것이 아니라 하나로 통괄이 되어야 한다. 또한 사고, 감정 그리고 행동의 이 대극적인 상황을 하나로 통괄시켜주는 과정이 즉 정신치료나 정신분석의 과정이라고 할 수 있다. 더 나아가, 이러한 개념을 임상적인 상황과 연결을 시켜, "나와 남"의 대극적 상황의 차별상을 없애고 하나로 통괄하여 모든 인간이 "타인에 대한 사랑", "타인의 존재의 중요성에 대한 인식", "타인의 고통을 자신의 고통으로 받아들이는 자세"등, 인간 심성의 긍정적인 측면이 실천될 수 있도록 노력을 기울여야 한다. This study is to elucidate the etymological meaning of the absoluteness(絶對, Cherl Dae), and based on this etymology, the author investigated the following issues ; 1) How was the etymology of absoluteness described in oriental classics such as Tao Te Ching and Chang Ja? 2) How can the etymology of absoluteness be applied in everyday life? 3) How can the etymology of absoluteness be applied in psychiatry? 4) What will be the way of introspection using the original concept of absoluteness? The etymological meaning of Cherl Dae(絶對) is to cut off(絶) the contrast(對), thus the seemingly contrast concepts become one concept based on this concept of Cherl Dae. In Tao Te Ching, we can find the "Thought of Getting One(得一思想)" which is the exactly same concept as Cherl Dae. In Chang Ja, we can find "Thought of 'there is no discrimination in everything'(萬物齊同思想)". This also means that there is no contrasting concept in everything, and in this sense, this "Thought in Chang Ja" is the exactly same concept as Cherl Dae. In psychiatry we usually have dichotomous thinking such as psychological versus biological approach. But it is impossible to divide human psyche into two independent structures. Based on the concept of Cherl Dae, these two concepts should be integrated into one concept, and thinking, emotion and behavior also should be integrated into one wholeness. Finally we can apply this concept in the practical clinical settings. If psychiatrists could cease the discrimination between them and patients, they will be able to take care of the psychiatric patients as if they themselves were the patients.
조수철,Hyo-Won Kim,김붕년,신민섭,유희정,김재원,Soo-Young Bhang,조인희 대한신경정신의학회 2011 PSYCHIATRY INVESTIGATION Vol.8 No.1
Objective The present study investigated whether teacher ratings and parent ratings of inattentive or hyperactive/impulsive symptoms were differently associated with intelligence or cognitive performance in Korean children. Methods Six hundred sixty-seven children were recruited from nine schools in five Korean cities. The teachers and parents of 580 of these children (9.0±0.7 years old, 333 boys and 306 girls) completed the Korean version of the Attention-Deficit/Hyperactivity Disorder Rating Scales (K-ARS), and the children performed the abbreviated form of the Korean Educational Development Institute-Wechsler Intelligence Scales (KEDI-WISC) and a neurocognitive battery consisting of the continuous performance test, the Children’s Color Trails Test, and the Stroop Color-Word Test. Diagnosis of full-syndrome and subthreshold attention-deficit/hyperactivity disorder (ADHD) were based on the Diagnostic Interview Schedule for Children Version-IV (DISC-IV). Results The level of agreement between teacher and parent ratings was low (r=0.21-0.26) in children with full-syndrome and subthreshold ADHD and low to moderate (r=0.31-0.41) in the normative sample. Teacher-rated ARS showed significant correlations with most sub-scores of KEDI-WISC and the neurocognitive battery both in the normative sample (r=-0.50-0.37) and in children with full-syndrome and subthreshold ADHD (r=-0.26-0.29). Correlations between parent-rated ARS and cognitive tests were lower and were found in fewer subscales of tests. Conclusion These results suggest the importance of considering the teacher’s report of a child’s school functioning during the assessment of ADHD.