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이윤형 한국아동권리학회 2014 아동과 권리 Vol.18 No.1
A review of the legislation history of early childhood special education in the U.S. was carried out in this article as well as a close examination on its provisions regarding children's and families' educational supports and services. Early intervention was established in the Education of All Handicapped Children Act (EHA) of 1986 in response to the need for a program for children with disabilities that fosters their learning within the context of families. The central principle of the program was to provide services and resources that help both children and families build necessary competences in their lives. This principal of family-centered services in early intervention, which has been reported to enhance the overall quality of supports for both children and families, has been carried forward within current federal legislation, the Individuals with Disabilities Education Act (IDEA). Based on the results, the paper suggests that current lawmakers in Korea should be aware that the outcome of educational supports may be impacted by other overlooked factors, such as understanding who service beneficiaries are. That is, we should keep in mind that both children and families are actual service beneficiaries, thus provisioning family-centered practice may increase the overall outcome of service provisions.
Profiles and Predictors of Families Using Grandparent Care in Korea
이윤형 한국아동권리학회 2015 아동과 권리 Vol.19 No.4
Korean families tend to favor home-based childcare especially when their child is young. In particular, many families utilizing non-parental care at home prefer their parents to look after their children. However, little attention has been paid to home-based grandparent care in the literature as well as in the current childcare policy in Korea. The present study examined the profiles and predictors of families utilizing non-parental grandparent care. Using the first wave of the survey of the Panel Study of Korean Children, 297 families engaging in non-parental home-based care were included in the study. Multiple analysis measures, including bivariate and binary logistic regression analyses, were conducted to see the differences between grandparent care(control group) and other home-based care(comparison group) as well as the predictors of each group. Results indicate that mothers’ age, fathers’ age, caregivers’ education, and childcare cost affect the type of non-parental care families select. The two groups' income was also significantly differed. Infants’ temperament did not significantly affect the prediction of families using grandparent or other home-based care arrangement. Needs for future studies in this area are urged. Possible suggestions are offered for future policy development.
부모의 도덕적 이탈 유도가 청소년의 도덕적 이탈을 통해 청소년의 반응적 공격성에 미치는 영향
이윤형,한세영 한국인간발달학회 2022 人間發達硏究 Vol.29 No.3
The main purpose of the study is to examine the effects of parent’s moral disengagement induction on adolescent’s reactive aggression through adolescent’s moral disengagement. A total of 253 high school students completed a self-report questionnaire, including measures of parent’s moral disengagement and adolescent’s moral disengagement and reactive aggression. The data were analyzed using descriptive statistics, correlations, and path analysis. Also, bootstrapping was performed to confirm the significance of the indirect effect. The main findings of this study are as follows. First, father’s moral disengagement induction had direct effects on adolescent’s reactive aggression. Second, both mother and father’s moral disengagement induction had a significant effect on adolescent’s moral disengagement. Third, adolescent’s moral disengagement had a significant effect on adolescent’s reactive aggression. Fourth, parent’s moral disengagement induction had an indirect effect on adolescents’ reactive aggression through moral disengagement. In conclusion, this study emphasizes the importance of moral disengagement as a mediator between parent’s moral disengagement induction and adolescent’s reactive aggression. These results can be used on the development of parent education programs or moral enhancement programs for the prevention and reduction of adolescent’s reactive aggression and problem behavior.