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메뉴The present study was designed to evaluate the effects of staff training in PBS on the behaviors of staff and children with developmental disabilities in an inpatient unit. The perceived significance of children's problem behavior and staff's caring stress significantly decreased with the intervention. A satisfaction survey reported staff's high satisfaction with the process and results of staff training. This study suggests that PBS is a socially valid and positive intervention with problem behavior of children with developmental disabilities. The implications and limitations of this study, with directions for future research, are also discussed.
This study focused on teachers’ positive experiences related to counseling education at graduate school of education. Depth interview was performed with ten teachers and the data from interview was analyzed by CQR. Some examples of the positive experiences the teachers had during the counselor education program at the graduate school of education included self-changes, relation-changes, and positive responses from others. Self-changes included counseling knowledge acquisition, self-understanding, self-acceptance, changes of perspective and attitude toward students, changes of their own emotions, and a better understanding of others. Relation-changes included relationship with family, the classroom atmosphere, and interpersonal relationships. In particular, there were nine cases that expressed feeling relief or solving unresolved emotions with their original families. Teachers’ positive changes were identified by positive feedback from students, parents, and spouses. The importance of counselor education and studying counselor education at the graduate school of education were discussed.
The present study was intended to examine the reliability and validity of the Korean Coping Response Inventory for Youth(CRI-Youth) developed by Moos(1993). For the current study, inventory items were culled from the following sources: the American Coping Response Inventory for Youth(CRI-Youth), and a survey of Korean adolescent coping. The preliminary items for each scale were administered to 205 middle school students through high school students and then selecting the final 48 items. In order to check on reliability, internal consistency, convergence and discrimination reliability of the final items and scales, the data were collected from 999 middle school students through high school students. The study results can be summarized as follows. Internal consistency of the coping response inventory showed the range between .62-.83, and test-retest reliability between .59-.75. The results of a factor analysis indicate that the scale consists of 2 factor: Approach coping and Avoidance coping and regarding correlations between various existing indices and scales related to 8 scale scores, both convergence reliability and discrimination reliability were found to be fair. These results suggest that Korean CRI-Youth will be useful in school and counseling practice.
The purpose of this paper is to discuss recent trends in the field of cognitive assessment for children with a focus on CHC theory and to review K-WISC-Ⅳ. CHC theory, which is the most influential psychometric theory of cognitive abilities in contemporary cognitive assessment, has provided a theoretical framework for several recently revised intelligence tests for children and has led to the development of cross-battery assessment. Stated differently, this theory has contributed to reducing the gap between theory and practice in terms of the development, administration, and interpretation of intelligence tests over the past decade. From the CHC perspective and based on standards for educational and psychological testing, we reviewed K-WISC-Ⅳ that has been published lately with four revision goals including update in theoretical foundations, increased developmental appropriateness, improved psychometric properties, and enhanced test convenience. We provided some suggestions about the administration and interpretation of K-WISC-Ⅳ, and discussed implications for future research in the area of child cognitive assessment.
This study investigated psychological types based on the locus of control and the tolerance of uncertainty that might lead to the individual differences in the perceived career barriers of the Korean adolescents. A total of 648 male and female adolescents in middle and high schools completed a questionnaire. The data was analyzed using cluster analysis and MANOVA. Cluster analysis with the internal locus of control, the external locus of control, and the tolerance of uncertainty yielded four types: Internal control group with security, external control group with insecurity, high engagement group with insecurity, and low engagement group with insecurity. Security and insecurity represented the high and low levels of the tolerance of uncertainty. Internal control indicated a high level of internal locus of control and a low level of external locus of control. External control was labeled for the condition with a high level of external locus of control and a low level of internal locus of control. High engagement reflected high levels of both internal and external loci of control, and low engagement was indicated by low levels of both internal and external loci of control. MANOVA was conducted to examine the differences between four groups in the perceived career barriers. The result showed that internal control group with security perceived the lowest level of career barriers across all types of career barriers. On the other hand, both high engagement group with insecurity and low engagement group with insecurity reported the greatest level of career barriers. These findings indicate that the tolerance of uncertainty, along with the locus of control, may serve as an important factor for perceived career barriers.
This study examined coping strategies and perceived changes of the Chinese international students in South Korea. A total of 56 Chinese students participated and data was analyzed using the concept mapping method. The results showed that Chinese international students adopted developing language proficiency and using social networks as important coping strategies. They also perceived a wide range of changes including changes in the cultural and personal self. However, the perception of these coping strategies and changes differed by the length of stay. Chinese international students who stayed longer reported using specific coping strategies for mood regulation, which was distinctive from the coping strategies used by students who stayed for a shorter period of time. Students who stayed longer perceived negative changes as well as positive changes, while students who stayed for a shorter period reported predominantly positive changes. The findings indicate that university staff needs to understand and sensitively respond to the distinctive experiences of Chinese international students which vary across time.