지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2011.3
- 수록면
- 16 - 24 (9page)
이용수
초록· 키워드
오류제보하기
Objectives：This study examined the prevalence of psychiatric problems in children with scholastic difficulties who had been referred for mental health services from the Office of Education in Ulsan Metropolitan City.
Methods：Child psychiatrists evaluated the referred children using the DSM-IV. Evaluation tools included the Wechsler Intelligence Scale for Children-III, the Children’s Depression Inventory, the Korean form of the State-trait anxiety Inventory for children, the ADHD rating.
Results：Seventy-six children consisting of 64 boys (84.2%) and 12 girls (15.8%) participated in the study. The average age was 10.3 (SD=0.93) years old. Approximately 74% of the children referred for scholastic difficulties were diagnosed with mental retardation. The Axis I diagnosis among these children were ADHD (86.8%), depression (21.1%), learning disorder (9.2%), communication disorder (4.8%), pervasive developmental disorder (3.6%), internet addiction (1.3%), and mood disorder (1.3%). Their overall measure according to the Child Depression Inventory was 22.7 (SD=16.8), that for the State-Trait Anxiety Inventory for Children was 33.3 (SD=7.9)/32.4 (SD=9.5), and that for the ADHD rating scale was 18.9 (SD=10.9).
Conclusion：These results suggest that many children with scholastic difficulties have both complex psychiatric and educational problems.
Methods：Child psychiatrists evaluated the referred children using the DSM-IV. Evaluation tools included the Wechsler Intelligence Scale for Children-III, the Children’s Depression Inventory, the Korean form of the State-trait anxiety Inventory for children, the ADHD rating.
Results：Seventy-six children consisting of 64 boys (84.2%) and 12 girls (15.8%) participated in the study. The average age was 10.3 (SD=0.93) years old. Approximately 74% of the children referred for scholastic difficulties were diagnosed with mental retardation. The Axis I diagnosis among these children were ADHD (86.8%), depression (21.1%), learning disorder (9.2%), communication disorder (4.8%), pervasive developmental disorder (3.6%), internet addiction (1.3%), and mood disorder (1.3%). Their overall measure according to the Child Depression Inventory was 22.7 (SD=16.8), that for the State-Trait Anxiety Inventory for Children was 33.3 (SD=7.9)/32.4 (SD=9.5), and that for the ADHD rating scale was 18.9 (SD=10.9).
Conclusion：These results suggest that many children with scholastic difficulties have both complex psychiatric and educational problems.
목차
서론
방법
결과
고찰
결론
References
참고문헌 (25)
참고문헌 신청
Hong K-EM / 2005 / Korean Textbook of Child Psychiatry / Jungang Moonwha Co
Shin SW / 2001 / Survey of self-concept and depression-anxiety of the elementary school boys with learning disabilities / J Kor Acad Child Adolesc Psychiatry 12:125~137
Kim SP / 1996 / A preliminary study of children with learning disorder in Korea / J Kor Acad Child Adolesc Psychiatry 7:247~257
Torgesen JK / 1992 / Language abilities, reading acquisition, and developmental dyslexia : limitations and alternative views / J Learn Disabil 25:577~581
Nam MH / National wide Basic Academic Achievement Test (2006 year), 3rd grade-total / Korean Institute for Curriculum and Evaluation;2007
Shin SW / 2001 / Survey of self-concept and depression-anxiety of the elementary school boys with learning disabilities / J Kor Acad Child Adolesc Psychiatry 12:125~137
Kim SP / 1996 / A preliminary study of children with learning disorder in Korea / J Kor Acad Child Adolesc Psychiatry 7:247~257
Torgesen JK / 1992 / Language abilities, reading acquisition, and developmental dyslexia : limitations and alternative views / J Learn Disabil 25:577~581
Nam MH / National wide Basic Academic Achievement Test (2006 year), 3rd grade-total / Korean Institute for Curriculum and Evaluation;2007
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UCI(KEPA) : I410-ECN-0101-2014-516-000676162