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
- 2014.9
- 수록면
- 128 - 135 (8page)
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초록· 키워드
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Objectives：The purpose of this study was to evaluate the effect of social skills training (SST) for children in two different community settings, an elementary school and a child community center.
Methods：Two separate groups of 15 children (10 boys and 5 girls) and 13 children (4 boys and 9 girls) participated in a SST program twice per week at an elementary school and a child community center, respectively. Age range of participants was from 8 to 10 years. Sixty-minute-long sessions of SST were continued twice per week for 4 weeks. Korean-Child Behavior Checklist (K-CBCL), Conner’s Rating Scales, Korean-Attention-Deficit Hyperactivity Disorder Rating Scale (K-ARS), Social Skills Rating System (SSRS), and Matson’s Evaluation of Social Skills with Youngsters (MESSY) were evaluated by their parents before and after the SST program.
Results：Pre-and-post analysis of SST indicated no significant statistical differences in the elementary school group. However, the child community center group showed significantly increased scores for total social ability (p<.05) and decreased scores for attention problem (p<.05) on the K-CBCL. In addition, scores of MESSY were significantly increased (p<.05). These differences between the two groups were still significant after controlling pre-SST scores ; and difference of SST scores between the two groups disappeared after SST.
Conclusion：Results suggest that SST in the community setting is an effective tool for prevention of social deficits and problems in attention by promoting social function and attention.
Methods：Two separate groups of 15 children (10 boys and 5 girls) and 13 children (4 boys and 9 girls) participated in a SST program twice per week at an elementary school and a child community center, respectively. Age range of participants was from 8 to 10 years. Sixty-minute-long sessions of SST were continued twice per week for 4 weeks. Korean-Child Behavior Checklist (K-CBCL), Conner’s Rating Scales, Korean-Attention-Deficit Hyperactivity Disorder Rating Scale (K-ARS), Social Skills Rating System (SSRS), and Matson’s Evaluation of Social Skills with Youngsters (MESSY) were evaluated by their parents before and after the SST program.
Results：Pre-and-post analysis of SST indicated no significant statistical differences in the elementary school group. However, the child community center group showed significantly increased scores for total social ability (p<.05) and decreased scores for attention problem (p<.05) on the K-CBCL. In addition, scores of MESSY were significantly increased (p<.05). These differences between the two groups were still significant after controlling pre-SST scores ; and difference of SST scores between the two groups disappeared after SST.
Conclusion：Results suggest that SST in the community setting is an effective tool for prevention of social deficits and problems in attention by promoting social function and attention.
목차
서론
방법
결과
고찰
결론
References
참고문헌 (30)
참고문헌 신청
1. [학술지(정기간행물)] - Han ES / 2001 / The social skills training in children with attention-deficit hyperactivity disorder (ADHD) / J Korean Acad Child Adolesc Psychiatry 12 : 79 ~ 93
2. [학술지(정기간행물)] - Brownell CA. / 1986 / Convergent developments: Cognitive-developmental correlates of growth in infant/toddler peer skills / Child Development 57 : 275 ~ 286
3. [단행본] - Hong KE. / 2005 / Korean Textbook of Child Psychiatry / Jungang Munhwasa : 16 ~ 37
4. [학술지(정기간행물)] - 백명재 / 2009 / ADHD 초등학생을 위한 학교 중심 사회성기술 훈련 프로그램의 효과에 대한 연구 / 소아 청소년 정신의학 20 (2) : 82 ~ 89
5. [학술지(정기간행물)] - Coleman WL / 1992 / Interpersonal disabilities: social skill deficits in older children and adolescents. Their description, assessment, and management / Pediatr Clin North Am 39 : 551 ~ 567
2. [학술지(정기간행물)] - Brownell CA. / 1986 / Convergent developments: Cognitive-developmental correlates of growth in infant/toddler peer skills / Child Development 57 : 275 ~ 286
3. [단행본] - Hong KE. / 2005 / Korean Textbook of Child Psychiatry / Jungang Munhwasa : 16 ~ 37
4. [학술지(정기간행물)] - 백명재 / 2009 / ADHD 초등학생을 위한 학교 중심 사회성기술 훈련 프로그램의 효과에 대한 연구 / 소아 청소년 정신의학 20 (2) : 82 ~ 89
5. [학술지(정기간행물)] - Coleman WL / 1992 / Interpersonal disabilities: social skill deficits in older children and adolescents. Their description, assessment, and management / Pediatr Clin North Am 39 : 551 ~ 567
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UCI(KEPA) : I410-ECN-0101-2015-510-002728385