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pISSN : 1738-463X / eISSN : 2734-0112

2020 KCI Impact Factor : 2.11
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2019, Vol.16, No.1

  • 1.

    The Concurrent and Lagged Effects of Parental Neglect and Abuse on Longitudinal Changes in Late Childhood School Adjustment

    Subin Choi | YOO MEE SOOK | 2019, 16(1) | pp.1~15 | number of Cited : 5
    Abstract PDF
    The purpose of this study was to explore the concurrent and lagged effects of parental neglect and abuse on longitudinal changes in late childhood school adjustment. This study utilized survey data from the fourth through seventh iterations of the Korean Child Youth Panel Study conducted on fourth-year elementary school students through first-year middle school students. The data was analyzed using latent growth modeling. The results were as follows. First, the level of school adjustment decreased gradually. Second, both neglect and abuse had concurrent effects on school adjustment. Third, neglect had lagged effects on school adjustment but abuse did not. The paper discusses the implications of these results. The results of this study can be used to better understand and support children who have suffered neglect or abuse adjust to school during late childhood.
  • 2.

    The Relationship between Child Abuse and School Violence: The Mediating Effects of Aggression and Depression

    Min Kyung Jo | Jo, Hanik | 2019, 16(1) | pp.17~38 | number of Cited : 6
    Abstract PDF
    This study was conducted to identify the relationship between child abuse and school violence and whether aggression and depression have any mediating effects on this relationship. This study analyzed the responses of 1,937 eighth grade students. The main results of this study were as follows. First, child abuse was positively correlated with school violence aggression and school violence victimization. Second, aggression and depression mediated the effect of child abuse on aggression and victimization, respectively. Third, aggression mediated the effect of child abuse on victimization. Fourth, although there was a reciprocal causal relationship between aggression and victimization, school violence victims who were abused by their parents were less likely to be the perpetrators of violence themselves. These findings have implications regarding the use of counseling intervention to prevent violence in schools.
  • 3.

    Teacher Perception about Barriers to Consultation with School Counselors

    kim Ji Yeon | Altteuri Park | 2019, 16(1) | pp.39~63 | number of Cited : 6
    Abstract PDF
    The purpose of this study was to explore how teachers perceive barriers to consultation with school counselors. For this purpose, the opinions of 16 teachers working in Seoul, Gyeonggi, Incheon, Chungcheong, and Daegu were collected through one-on-one interviews and qualitatively analyzed using the concept-mapping method. A second set of data was gathered to classify the similarity and importance of the teachers’ statements through one-on-one interviews or the mail. The data was analyzed using multidimensional scaling and hierarchical cluster analyses. The results were as follows. The barriers to the consultation with school counselors as perceived by teachers were represented in 51 statements. Dimensional statement analysis revealed two dimensions: (a) ‘School counseling’s traits - School counselors’ traits’ and (b) ‘Psychological difficulties - Environmental difficulties’ Hierarchical cluster analysis identified 5 clusters: ‘The responsibilities as homeroom teachers interfere with communication with counselors’, ‘Teachers lack of awareness of their ability to seek consultation with counselors’, ‘Teachers lack of trust in school counselors’, ‘Perceptions of the school counselors’ role and lack of relevant experience with school counselors prevent teachers from seeking consultation‘, and ‘School counselors are overworked due to the school counseling environment’ The most important cluster was ‘Teachers lack of trust in school counselors’.
  • 4.

    Influence of Adult Attachment Perceived by Secondary School Teachers on Depression: The Moderating Effect of Social Support

    Chong-chol Park | DONGGWI LEE | 2019, 16(1) | pp.65~87 | number of Cited : 2
    Abstract PDF
    The present study investigated the relationship between adult attachment and depression and the moderating effects of social support in secondary school teachers. Survey data was collected from 231 secondary school teachers working at three middle and high schools in the Seoul and Gyung-gi areas. Correlation and hierarchical multiple regression analyses were used to test the relationships among the main variables, namely adult attachment, social support, and depression, and the three moderating effects of social support in the relationship between adult attachment and depression, respectively. The main results were as follows. First, each sub-dimension of adult attachment, namely dependent attachment, anxiety attachment, and close attachment, were significantly correlated with depression levels. All of the variables except senior support and dependent attachment were significantly correlated with depression. Second, social support had a moderating effect in the relationship between anxiety attachment and depression. Colleague and family support had moderating effects in the relationship between dependent attachment and depression though senior support did not.