ISSN : 1229-0718
Based on the multi-faceted control concept of Shapiro, this study investigated the patterns of control modes used by mothers, and their impact on adaptation of mothers and their children. The 153 5th or 6th grade of elementary school and their 153 mothers participated in this study. The combination of the four control modes of mothers formed four clusters, which were named; ‘the assertive group’ using positive and negative assertive type control modes in the main, ‘the yielding group’ using positive acceptive type control mode in the main, ‘the lethargy group’ using negative acceptive type control mode in the main, and ‘the integration group’ using all the 4 types control modes. The integration group had significantly higher sense of control and life satisfaction, while the lethargy group had low sense of control and life satisfaction. Children of the integration group were reported to show significantly higher school adaptation compared other groups. But children of the integration type group showd higher autonomy only compared to the assertive group. The importance of balanced use of control modes was discussed.
This study examined Korean mothers’ emotion-related beliefs and their relationships with mother’s emotion-related parenting behaviors and children’s emotion-regulations. For this purpose, mothers who had a child who was 3～6 years old completed questionnaires regarding emotion development-related beliefs, the mother's coping strategies for children's negative emotion expression, and children’s emotion-regulations. We found that 12 emotion-related beliefs influenced children’s emotion-regulations, which were mediated by mothers’ parenting behaviors. “Negative emotions are valuable”, “positive emotions are valuable”, “emotion fluidity” and “parents should guide” were positively related to the mothers’ supportive responses and children’s emotion-regulations. In contrast, “contempt”, “manipulation” and “the danger of emotion” were positively related to mothers’ non-supportive responses and children’s emotion-negativity. Also, “mothers’ supportive parenting behavior” was positively related to children’s emotion-regulations and “mothers’ non-supportive parenting behavior” was negatively related to children’s emotion-regulations. In addition, “positive emotions are valuable”, “the danger of emotion”, “parents should guide”, and “contempt” indirectly accounted for children’s emotion-regulations, which were mediated by mothers’ parenting behaviors. “Control”, “emotion fluidity”, “privacy”, and “manipulation” directly accounted for children’s emotion-regulations.
This study aimed to examine the relation of pragmatic language deficits and low empathy to peer relation problems in children with Attention Deficit Hyperactivity Disorder(ADHD) by comparing them with the control group. For this purpose, the research and final analysis were performed with 56 children(10-13 years old) and their parents (29 with ADHD, 27 in the normal range of behavior). The results of this study were as follows: first, the group ADHD group showed higher pragmatic deficits and higher peer relation problems than the control group. Second, each group presented a distinct pattern of findings on pragmatic deficits and empathy associated with peer relation problems. These findings discussed above suggest that children with ADHD may experience difficulties in peer relationships due to their lacking of abilities to communicate appropriately to insituational contexts and that they may excessively control their friends with a self-centered attitude due to the deficit of their cognitive empathy.
This study examined the variables of birth history, physical diseases, motor development, language development, social development, and childcare environment, and the clinical characteristics of young children aged 2-3 years with developmental delay, by comparing them to typically developing children. The comparison revealed that higher rates of unexpected pregnancy and physical diseases were found among the children with developmental delay than among the typically developing children. The children with developmental delay were slower in achieving one-word utterances and independent walking, had less stranger anxiety, and showed intermittent eye contact. Mothers of the children with developmental delay had higher levels of depression and anxiety than mothers of thetypically developing children and reported negligent childcare (25%) due to their mental health problems, lack of childcare knowledge and skills (19%), and excessive exposure to digital media (19%). Regarding the clinical characteristics of the children with developmental delay, the biggest problem reported by mothers was delayed language development (55%), followed by a low number of interactions (40%) and overall developmental delay (29%). Problems accompanying developmental delay included child-parent relationships (54%) and control (40%). The level of sensory processing disorder stood at 21.6-62.2% depending on the sensory area with under-responsiveness being prominent among children aged under 36 months. For emotional and behavioral problems, children aged under 36 months with developmental delay showed less peer aggression, and more depression/withdrawal and negative emotions, than thetypically developing children. Children aged 36 months or older with developmental delay showed more problems of hyperactivity, withdrawal, and attention, and other atypical problems, than their counterparts.