학령기 아동 공격행동에 대한 부모반응교육 프로그램 개발

안성원 ( Seong Won Ahn ),김순옥 ( Soon Ok Kim ) 한국가족관계학회 2015 한국가족관계학회지 Vol.19 No.4

This study, based on the relationship between children’s aggressive behaviors and parental reactions to aggressive behaviors discovered through previous studies, was conducted with the purpose of developing an education program for parental reactions to school aged children’s aggressive behavior. In this study, the education program was developed through the process of 4 stages: establishing theoretical basis, program composition, implementation, and evaluation. The program targeted parents who reported of their school aged children’s aggressive behaviors. The program``s goal is to reduce the school aged children``s aggressive behaviors by appropriately reacting to aggressive behaviors and helping the parents build trust in their abilities as parents. The program is composed of 8 sessions of 90 minute period session. Each session``s topic is ‘parental awareness of self, understanding of school aged children``s aggressive behavior, understanding of parental reactions to school aged children``s aggressive behavior, understanding feelings, effective self-expression, limiting behavior & developing sense of responsibility, praising, encouraging parents themselves’. The program consisted of lectures, worksheet recording, discussion, role playing, and watching video. First in this study, the program was conducted on parents who reported of aggressive behaviors on their 1st, 2nd, 3rd grade children in elementary school. And then evaluation of the program was done by evaluating the effectiveness of the program and the satisfaction of the program. Based on the evaluation result of the program, participants’ appropriate parental reactions increased and inappropriate parental reactions decreased, as well as a positive change of increased parental efficacy, and such changes affected the children, leading to decreased school aged children``s aggressive behaviors. In addition, participants expressed high-level of satisfaction on the overall program, content of each session. As above, the education program for parental reaction to school aged children``s aggressive behavior developed in this study not only positively contributed to the parental reactions to aggressive behaviors as well as changing the parental efficacy, but it empirically demonstrated also that the changes in parents lead to changes in children.

A Narrative Research Trend Analysis Focused on School-Aged Children

Hyun Jin Chang(장현진) 한국언어치료학회 2021 언어치료연구 Vol.30 No.3

Purpose : This study aims to analyze studies of school-aged children in academic journals published in the area of language therapy in Korea and present the direction of future school-aged narrative research by organizing school-aged narrative research. Methods : A total of 28 narrative papers related to school-aged children published from 2010 to 2019 were looked at. Keyword analysis was performed on the title and abstract of each study. Trends were analyzed for 28 research subjects, research areas, research contents, and measurement methods for narrative sample analysis. Results : As a result of the key word frequency analysis, the high frequency words were reflected in the narrative characteristics of school-age language. In Korea, the trend of studies related to school-aged children by year has been studied in less than four articles. The study subjects were divided into grade level and disorder type. As a result of the grade analysis, most studies were conducted on student in the first to third grades of elementary school with 25 studies; as for the results of the analysis on the type of disorder, 15 studies were conducted on general children. Areas of research included 26 characteristics, 1 diagnosis, and 1 intervention. The research contents were in the order of syntax, semantics, and others. Finally, the measurement method for narrative samples in each paper were in the order of speech sample analysis, answering questions, writing, and others. Conclusions : In this study, the narrative samples used were categorized and presented by analyzing existing studies. It is thought that it will be possible to accurately identify the characteristics of the subject through more detailed story samples and to collect information for narrative intervention of school-aged children.

학교생활적응과 부모양육태도가 학령기 아동의 우울에 미치는 영향 - 부모양육태도 유형의 조절효과 -

최태산,김자경 한국청소년학회 2015 청소년학연구 Vol.22 No.12

The purpose of this study is to analyze the influence of school adjustment and the moderating effects of perceived parental attitude on the depression of school-aged children. This study used data from the 4th wave of Korean Children and Youth Panel Survey(KCYPS) and was conducted using hierarchical regression analysis. The Participants of this study were 2,119 4th grade in elementary school students. The results of this study were as follows: First, both school adjustment and perceived parental attitude significantly effect depression of school-aged children. Second, three sub-variables of parenting attitudes(monitoring, inconsistency, and parental intrusiveness) had moderating effects on relationship between school adjustment and depression. The result means that depression of school-aged children who are even under the good school adjustment could be modulated according to certain types of parental attitudes(monitoring, inconsistency and parental intrusiveness). Thus, these results revealed the importance of parenting attitudes in the explaining the depression of school-aged children. It suggests that it is needed to change parenting attitudes such as monitoring, inconsistency and parental intrusiveness to preferred parenting attitudes in order to prevent or alleviate depression in school-aged children. 본 연구는 아동의 학교생활적응과 부모양육태도가 학령기 아동의 우울에 미치는 영향을 알아보고, 학교생활적응과 우울 사이의 관계에서 부모양육태도 유형에 따른 조절효과를 검증하였다. 이를 위해 한국아동·청소년 패널 자료(KCYPS)중 초1 패널 4차년도 자료인 초등 4학년 2,119명을 대상으로 위계적 회귀분석을 실시하였다. 연구결과 첫째, 아동의 학교생활적응과 부모양육태도는 학령기 아동의 우울에 유의미한 영향을 미치는 것으로 나타났다. 둘째, 부모양육태도 중 감독, 과잉간섭, 비일관성은 아동의 학교생활적응이 우울에 미치는 영향을 유의미하게 조절하는 것으로 나타났다. 이는 학령기 아동이 학교생활에 잘 적응하더라도 부모의 감독, 비일관성, 과잉간섭의 수준에 따라 아동의 우울 수준이 조절되는 것을 의미한다. 이러한 결과는 학령기 아동의 우울을 설명하는데 부모양육태도의 중요성을 밝힌 것이다. 본 연구 결과는 학령기 아동의 우울을 예방 또는 완화하기 위해 부모의 낮은 감독, 비일관성, 과잉간섭의 양육태도를 바람직한 양육태도로 변화시키기 위한 맞춤형 부모교육의 필요성을 시사한다.

학령기 아동 건강에 대한 사회적 결정요인의 상호작용 효과

김미영 ( Mi Young Kim ),박미석 ( Mee Sok Park ) 대한가정학회 2016 Human Ecology Research(HER) Vol.54 No.5

This study investigated social determinants and their interaction effects on the health of school-aged children in diverse environmental factors pertaining to the individual, family, and peers from an ecological systematic perspective. Data were drawn from the first wave of the Korean Children and Youth Panel Survey (KCYPS) developed by the National Youth Policy Institute and conducted in 2010. Data were analyzed by descriptive statistics, Cronbach a, correlation, and hierarchical regression analysis using SPSS ver. 18. The results from this study showed that sex and age were related to the health of school-aged children, as social determinants. Self-rated levels of the health of boys and younger children were more positive than girls and older children; in addition, levels of self-resilience, satisfaction of peer relation, and parenting rearing attitude were found to have a positive impact on self-rated levels of the health of school-aged children as protective factors. Especially, according to the result of interaction analysis between factors, self-resilience, and parenting rearing attitude were moderators of the effects on between sex and household income and self-rated level of the health of school-aged children respectively. The findings from this study suggested the need to expand the social intervention range to improve school-aged children`s health.

돌봄이론에 기반한 활동중심 집단미술치료 프로그램이 취약계층 아동의 자아개념에 미치는 효과

김수희 사)한국아동발달지원연구소 2023 임상미술심리연구 Vol.13 No.3

The purpose of this study is to investigate the impact of an activity-oriented group art therapy program based on care theory on the self-concept of school-aged children from underprivileged classes. The subjects of the study were eight students from underprivileged classes attending B Regional Children's Center in City A who had difficulties due to unstable behavior and were recommended by the center director. The activity-oriented group art therapy based on care theory was conducted with a total of 10 sessions, 1 to 2 times a week, 90 minutes each. The self-concept test was conducted before and after the program to verify effectiveness. For statistical processing, SPSS 23.0 was used to compare and analyze changes between pre- and post-tests using a paired-samples t test. Additionally, an assistant observer videotaped the entire process and described the content. To summarize the results, first, activity-centered group art therapy based on care theory was effective in improving the self-concept of underprivileged school-aged children. Second, the activity-centered group art therapy program based on care theory improves behavioral adaptability, intellectual ability and school status, physical appearance and characteristics, freedom from anxiety, popularity, and changes in happiness/satisfaction among the sub-factors of self-concept of underprivileged school-aged children, and which shown to be effective. The results show that activity-oriented group art therapy based on care theory had a positive effect on the self-concept of underprivileged school-aged children. Therefore, the activity-centered group art therapy program based on the care theory of this study presented basic clinical data for improving the self-concept of underprivileged school-aged children.

초등학교 저학년 자녀의 학교생활 파악과 취업모의 일-자녀교육 갈등의 관계: 양육역량의 조절효과

박인숙,이재림 가정과삶의질학회 2023 가정과삶의질연구 Vol.41 No.3

The purpose of this study was to examine (a) whether maternal knowledge of children’s school experiences and parenting competence were associated with work-child education conflict among Korean employed mothers with second-grade elementary school children and (b) whether their level of parenting competence moderated the relationship between knowledge of children’s school experiences and work-child education conflict. Using data from the second wave Panel Study of Korean Parental Educational Involvement (2018), we selected a sample of 175 mothers who were engaged in economic activities at the time of the survey. The findings indicated that a higher level of maternal knowledge regarding their children’s school experiences was associated with a lower level of conflict between their work and their children’s education. We also found that the mothers’ parenting competence moderated the relationship between their knowledge of children’s school experiences and work-child education conflict. Among employed mothers with relatively higher levels of parenting competence, greater knowledge of children’s school experiences was linked to lower conflict between work and child education. However, for mothers whose parenting competence was relatively lower, the relationship between the two variables was not significant. These results underscore the significance of employed mothers’ awareness of their children’s school experiences in predicting conflict between work and child education. This study suggests that elementary schools and communities should offer support to employed mothers in enhancing their parenting knowledge and competence.

주 양육자의 삶의 만족도와 학령기 아동의 자아존중감과 우울 간의 종단연구

김혜금,조혜영 한국보육지원학회 2016 한국보육지원학회지 Vol.12 No.5

The purpose of the present study was to investigate the longitudinal relationship between main caregivers’ life satisfaction and depression and self-esteem of school-aged children, and to provide plans for improving the lives of the school-aged children. For this purpose, we analyzed the three years’longitudinal panel data (2011-2013) of the Korean Children and Youth Panel Survey (KCYPS) including 2,342 first grade elementary school children employing the latent growth model using SPSS 18.0 and AMOS 22.0. Analysis results were as follows. First, main caregivers’life satisfaction and school-aged children’s depression increased as time passes and linear change model was selected. Second, the initial status of main caregivers’life satisfaction had effects on the initial status of their children’s depression, but initial status and rates of change of life satisfaction did not have an influence on the rates of change of the depression. However, it was found that the main caregivers’ life satisfaction had effects on the school-aged children’s self-esteem and it worked as a mediator on the longitudinal relationship between the main caregivers’life satisfaction and the children’s depression. School-aged children’s self-esteem was a partial mediator on the initial status of their depression and full mediator on these rates of change. These findings suggests that programs improving school-aged children’s self-esteem should be developed.

학령기 단순언어장애아동의 이야기글과 설명글에서의 듣기이해

이현정(Hyun Jung Lee) 한국언어치료학회 2015 언어치료연구 Vol.24 No.3

Purpose: Listening comprehension is a primary skill for learning and school-aged children spend much time listening in school. School-aged children need good listening comprehension with various text types. However, school-aged children with specific language impairment (SLI) may have listening comprehension difficulties due to their reduced language abilities. This study aims to examine the listening comprehension of school-aged children with SLI according to text types.Methods: A total of 30 children in fourth and fifth grade participated in this study, with 15 children have SLI and 15children having typical development (TD). Four narrative texts and 4 expository texts were used to test literal andinferential listening comprehension. Results: First, children with SLI had low listening comprehension abilities (total scores,narrative text scores, expository text scores) compared children with TD. Second, children with SLI had low literal listening comprehension abilities as well as inferential listening comprehension abilities in narrative and expository texts compared with children with TD. However, both groups showed higher literal listening comprehension abilities than inference. There were differences between the two groups in inferential listening comprehension abilities. The children with TD showed higher mean scores in narrative than expository texts, otherwise children with SLI showed higher mean scores in expository than narrative texts. Conclusions: As a results of this study, children with SLI showed lower listening comprehension abilities than children with TD. There were similarities between the two groups in listening comprehension abilities by text types, however there were differences in inferential listening comprehension abilities. This study suggests that children with SLI need to learn particular skills for improving their listening comprehension abilities by text types and need to improve their language knowledge for inferential listening comprehension abilities

주의력결핍과잉행동장애를 지닌 교회학교 아동들을 위한 상담프로그램의 개발

장은진 한국기독교상담심리학회 2006 한국기독교상담학회지 Vol.11 No.-

The purpose of this study is to develop counseling program for the children who show the tendency of Attention-deficit hyperactivity in church school setting. The children counseling program is designed to reduce the primary symptoms and behavior problems to enhance appropriate skills and behaviors of the church school children with attention-deficit hyperactivity tendency. The children counseling program developed for this study is designed based on cognitive-behavior therapy for Attention Deficit-Hyperactivity Disorder(ADHD) children by Braswell and Bloomquist, integrating multi-components like social problem solving, self-esteem, anger control ability, and so forth. In addition to that program, Christian spiritual contents like "God loves us unconditionally, God never gives us up " were added. The children counseling program was made up to be practiced twice a week for 6 weeks(total 12 sessions). The main focus of this study is that the church school-based children counseling program was made for high risk group of children who show the tendency of Attention-deficit hyperactivity. This study implies a meaningful fact that church school-based children counseling program can reduce children's behavior problems and improve children's appropriate skills and behaviors. And this study also suggests church school can have a new role not only in Christian education but also in cultural and counseling functions for high risk children.

부모의 양육행동 및 부모 자녀간 의사소통이아동의 학교생활적응에 미치는 영향

장영애,박정희 한국아동가족복지학회 2008 한국가족복지학 Vol.13 No.2

The purpose of this study is to investigate the effect of parenting behavior and parent-child communication on school adjustment among school-aged children. The subjects were 215 children whose grade levels were 3rd and 5th,selected from an elementary school in Incheon. The findings from the present study suggested, in part, that academic achievement and birth order turned out to bestatistically significant variables on children's school adjustment, as did gender and grade. Correlation analysis showed that school adjustment was positively correlated to affective parenting behavior and open-minded communication between mothersand their children. Results of the multiple regression analyses showed that the etiologic model of this study was proper, and parent-child communication explained children's school adjustment variance more than parenting behavior. In conclusion, parents who have school-aged children should be more attractive parenting and have open-minded parent-child communication to support their children's school adjustment. 본 연구는 부모의 양육태도와 부모-자녀간 의사소통이 초등학교 아동들의 학교생활적응에 미치는 영향력을 살펴보는 것을 목적으로 하였다. 이를 위해 초등학생 202명을 대상으로 조사연구를 실시하였으며, 본 조사에서 얻어진 연구결과는 다음과 같았다. 첫째, 성별과 학년에 따라서는 학교생활적응에서 통계적으로 의미 있는 차이가 발견되지 않았으나, 학교성적에서는 자신의 성적을 ‘상’이나 ‘중’으로 보는 아동들이 ‘하’라고 보는 아동들보다 높게 나타났다. 출생순위에 따라서는 첫째들이 외둥이나 둘째 이상의 자녀들에 비해 학교행사에 더 잘 적응하였다. 둘째, 부모의 온정․수용적 양육태도는 학교생활적응 총점과 비교적 높은 정적 상관관계가 있었던 반면, 거부․제재 및 허용․방임적 양육태도와는 다소 미미한 부적 상관관계가 있었다. 또한 부모와의 개방적 의사소통은 학교생활적응과 비교적 높은 정적 상관관계를 보여, 부모가 자녀와 대화를 많이 하면서 즐거운 시간을 보내도록 노력한다면 자녀가 학교생활에 잘 적응하는데 어느 정도 기여할 것으로 보인다. 셋째, 전반적으로 부모의 온정․수용적 양육태도가 높을수록, 부모와 개방적인 의사소통이 이루어질수록 학교생활적응을 잘 하고 있어, 부모가 온정․수용적 양육태도를 취할수록 학교생활 일반이나 친구관계, 학교행사에 대해 더 잘 적응하였으며, 부모와 개방적으로 대화할수록 학교수업, 교사와의 관계, 학교환경, 학교행사에 더 잘 적응하는 것으로 나타났다.