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2006, Vol.19, No.3

  • 1.

    The effects parents-related variables and self-related variables on children's emotional and behavioral problems

    백혜정 | Hyejung Hwang | 2006, 19(3) | pp.1~27 | number of Cited : 91
    Abstract
    This study investigates the effects of parents-related variables and self-related variables on children's emotional and behavioral problems with 2844 4th graders in elementary schools. They are the 2005 panel of Korean Youth Panel Study by Korea Institute for Youth Development. According to the covariance structure analysis, this study found the effects of parnets-related variables such as parental attachment, family violence, and parent supersion, and self-related variables such as self-esteem and self-control on children's emotional and behavioral problems. The self-related variables, in comparison with parents-related variables. are more likely to have direct and considerable influences on the emotional and behavioral problems and the self-esteem is the most influential variable. A interesting finding is that the direct and the indirect effects of parent supersivion on the emotional and behavioral problems are contrary to each other. The direct effect showed that the level of the emotional and behavioral problems increases as the level of parent supervision increases. On the other hand, as the level of parent supersion increases, the level of the emotional and behavioral problems decreases through increasing the level of self-esteem. These findings are thoroughly discussed.
  • 2.

    Neurochemical bases of attachment behaviors

    SONG, HANA | 2006, 19(3) | pp.29~45 | number of Cited : 5
    Abstract
    Attachment behaviors in human and animals can be characterized as infants' preference of mothers, and showing intensive distress when they were separated from the mothers. It has been suggested that these affiliative and distress behaviors in mother-child attachment is influenced by neurochemical activities. This study reviewed literatures and research articles on neurochemical bases of attachment behaviors, particularly focusing on the function of three neuropeptides: (1) stress hormones including catecholamine and cortisol, (2) endogenous opioids like morphime and naloxone, and (3) pituitary hormone oxytocin and vasopressin. Previous studies have reported that each of these neuropeptides plays a critical role in establishing affective bonds, and coping with stress from separation. Findings of animal research provides researchers with valuable information on neurochemical paths of attachment behaviors, but cannot be solely applied to the human.
  • 3.

    Self-Consistency, Perceived Self-Control and Subjective Well-Being: the mediating effect of perceived control on the self

    육근영 | 방희정 | 옥정 | 2006, 19(3) | pp.47~65 | number of Cited : 20
    Abstract PDF
    The current study examined the mediating effect of perceived control on the self-consistency. The purpose of this study was to investigate the causal relationship among self-consistency, perceived control on the self, and subjective well-being. Subjective well-being(SWB) refers to people's own evaluations of their lives. Participants were 247 undergraduates at the 6 universities in Seoul. They completed Self-Consistency scale;. Satisfaction withj Life Scale(SWLS), Intensity & Time Affect Scale(ITAS), and Perceived control on the self scale. The data were analyzed with Pearson's correlation, multiple regression and path analysis by the AMOS 5.0 program. The currenct study demonstrated that perceived control on the self mediated self-consistency and subjective well-being. Specifically, self-consistency did not have a direct effect on the life satisfaction and positive affect when the effect of perceived control on the self was removed. So the association between self-consistency and subjective well-being might be spurious.
  • 4.

    Children's Understanding of Psychogenic Bodily Reactions

    정명숙 | 2006, 19(3) | pp.67~88 | number of Cited : 4
    Abstract PDF
    This study examined how children from 5 to 11 years of age and adults reason about psychogenic bodily reactions, that is, physiological responses with origins in the mind(e.g., stress-induced headache). Understanding psychogenic bodily reactions requires children to integrate knowledge between the two domains of bodily response and psychology. Children and adults were asked whether various familiar psychogenic bodily reactions were possible(e.g., can someone gets a stomachache from worrying?). The results showed an age-related increase in children's understanding of psychogenic bodily reactions. While most of adults reported that psychogenic bodily reactions were possible. children from 7 to 11 years usually denied that psy chogenic bodily reactions could occur. Unlike older childre, however, the youngest children (5-year-olds) tended to accept psychogenic phenomena. The results suggest that from 7 years of age children begin to honor an ontological distinction between body and mind, while they do not accept that these domains may interact. But the results suggest that younger children do not honor the distinction yet, setting aside the possible interaction of the tow domains.
  • 5.

    Therapeutic education fo developmentally delayed behaviors through the task analysis and fading techniques

    홍준표 | 2006, 19(3) | pp.89~108 | number of Cited : 5
    Abstract
    This study attempted to develop, and test the effectiveness of, therapeutic-educational programs based on the behavioral techniquea such as task analysis, shaping, and prompt fading to teach new behaviors to children with severe developmental disorders such as autistic and pervasive developmental disorders. The subjects were four developmentally delayed youn children with the age of 2.0 to 6.0 years. The target behaviors were selected from the areas of language and cognitive development using the diagnostic procedure of developmental behavior checklists (E-LAP and LAP-D). They were: (1) finding a group of objects same to a sample presented by a trainer; (2) completing a 5-piece puzzle; (3) pointing to correct pictures when asked verbally; (4) discriminating the size difference between a long one and a short one. The results revealed that the programed therapeutic procedures designed on the basis of the behavioral techniques such as task analysis, chaining, and prompt fading were highly effective to teach a new behavior to children with autistic and developmental disorders.