ISSN : 1229-0688
This Study reviewed the therapies of sexual abuse and outcome research. The Goal of this review study was to identified the common factor and the specific factor for healing of sexual abuse and was to suggest major issues in future research. The reviewed therapies was classfied in three approach, cognitive behavioral approach, feminism, and experiential approach. The effects which was reported from the research in three approaches were generally significant, but it still had various limits. A number of considerations that merit special attention in future sexual abuse therapy and outcome study are identified in five areas. First, cognitive restructuring and feminism as common factor. Second, Trauma-Focused vs Present Functioning. Third, Eclectic approach tendency in the sexual abuse therpay. Fourth, The instruments problems of the outcone. Finally, in order to examine the mechanism of treatment in sexual abuse, process-outcome study was actively recommended.
The purpose of this study was to identify attachment relevant experiences of high school students, and classify sub-groups to compare within these sub-groups. For the data collection, thirty cases of high school students were interviewed about attachment relevant experiences. In all, twenty-four cases of high school students are analyzed through the discussion and consensual process by primary team of five judges. As a result, adolescents' attachment relevant internal working model was classified into three groups by compounding of parent representation and self representation; secure attachment group of understanding and acceptance about parent and self, unsecure attachment group of negative or idealized representation about parent and self, and mixing attachment group of mixing representation about parent and self. In secure attachment group the process of separation - individuation from parent was formed naturally, while adolescents in mixing attachment group had difficulty in separation - individuation from parent. And, in unsecure attachment group relationship with parent(especially mother) was cut-off. Also, in secure attachment group, adolescents were well attuned to parent who had different needs with self, formed harmonious interpersonal relationship, and could regulate affect in time of distress. In unsecure attachment group, adolescents avoided conflict with parent, formed superficial interpersonal relationship, and couldn't regulate affect under the distress. In mixing attachment group, adolescents couldn't keep the balance of needs between parent and self, formed passive interpersonal relationship with others, and couldn't regulate affect under the distress. The findings of this study are expected to provide counselor significant information of understanding adolescents and forming therapeutic relationship and intervention.
This study is about what Middle and High School Teachers perceive the School Maladjustment Behavioral Index and its subfactors, and then about how these indexes could be different to middle school teachers and high school teachers. For this 665 items were collected from preliminary survey of 84 teachers, from which 74 question statements were made for the teacher test. 562 teachers are involved, among whom 307 are from middle schools, with average 11.56 teaching years 255 from high schools, with average 8.55 teaching years. By analyzing result of teachers' answers, 31 behavioral indexes could finally be recognized through reliability test and exploratory factor analysis. There were 6 general factors in the questionnaire, such as problematic behavior (10question items), depressive response (5 items), classroom- and academic-related behavior (5 items), aggressive/repulsive behavior (4 items), peer relationship (4 items), and teacher relationship items) (total variance explained 64. 55%). We find it one of the significances of this study to use behavior lists, which were prepared from teachers working in the school's actual field. Furthermore it can help to know constructive concept of school maladjustment and develop measurement tool for it.
This study is about what Middle and High School Teachers perceive the School Maladjustment Behavioral Index and its subfactors, and then about how these indexes could be different to middle school teachers and high school teachers. For this 665 items were collected from preliminary survey of 84 teachers, from which 74 question statements were made for the teacher test. 562 teachers are involved, among whom 307 are from middle schools, with average 11.56 teaching years 255 from high schools, with average 8.55 teaching years. By analyzing result of teachers' answers, 31 behavioral indexes could finally be recognized through reliability test and exploratory factor analysis. There were 6 general factors in the questionnaire. such as problematic behavior (10question items), depressive response (5 items), classroom- and academic-related behavior (5 items), aggressive/repulsive behavior (4 items), peer relationship (4 items), and teacher relationship items) (total variance explained 64.55%). We find it one of the significances of this study to use behavior lists, which were prepared from teachers working in the school's actual field. Furthermore it can help co know constructive concept of school maladjustment and develop measurement tool for it.
The process and outcome of counseling may be effected by client's readiness for counseling which composed of his thoughts, attitudes and emotions about counseling. Client's readiness for counseling is known as an essential factor for counseling process and outcome. Some trials to define and measure client's readiness for counseling are reviewed and new measument is developed. The measurement is composed of 3 sub-scales and 28 items. 3 sub-scales are attitudes for counseling, knowledges of counseling, and emotions for counseling. The process of development of the measurment and it's reliavilty and validity are tested. It was administered to college students and college student clients. College student clients' readiness for counseling is some higher than college students' and some pre-counseling education can make college student's readiness for counseling higher. The validity and usefulness of the measurement are discussed and some ways to increase client's readiness for counseling are proposed.
This study investigated the differences of individual factors(internalized-externalized problems, self-esteem, social skills) and familial factors(parent-child communication, parenting behaviors, parental conflicts) between well-adjusted and maladjusted group to school life. The relative effectiveness of above factors on school adjustment and variables which classify between well-adjusted and maladjusted group were also investigated. The survey was administered to 535 elementary school students(boy 259, girl 276) in Seoul and Kyungki area. Correlation analysis showed that school adjustment was positively correlated to self-esteem, social skills, communication with parent, and parenting behavior and negatively correlated with internalized-externalized problems. However, perceived parental conflicts showed no significant relations to school adjustment. The well-adjusted group showed higher level of self-esteem, social skills, lower internalized-externalized problems, positive communication with their parents, and they perceived their parenting environment as more affectionate and democratic than maladjusted group. Regression analysis showed that self-esteem among individual factors and communication with father among family factors explained the most of school adjustment variance. Discriminant analysis showed that self-esteem, social skills, and externalized problems classified well-adjusted and maladjusted group with 84% level of accuracy. The implications and the limitations of this study were discussed.
This study examined the acculturation type and the change process of North Korean adolescents refugees in South Korean society. The South Korean - North Korean Cultural Identity Scale was developed and used to identify the acculturation types of 70's North Korean adolescents refugees. Those who lived for 4 months under national protection have 'assimilation' - high on south korea directed identity dimension and low north Korea dimension - identity type. Adolescents living in South Korea more than 4 months but less than 16 months showed 'separation'(high North, low South) identity type. Adolescent more than 16 months less than 28 months showed low scores on both dimensions - 'marginalization' type. Finally the scores of adolescents living in South Korea more than 28 months were high on both dimensions - 'integration' type. This result is consistent with “U” pattern proposed by the model( Atkinson, Morton, and Sue, 1998) and four strategy types proposed by Berry (1970, 2002). The implication of this study is that the North Korean adolescent refugees may experience different patterns of acculturation based on the length of living in South Korea. This result suggests that different strategies of helping this population need to be developed.
