Effects of a Social Skills Training Program on Problem Behaviors, Social Skill, and Peer Relationship in Children using a Community Child Center at Vulnerable Area / 정신간호학회지

PURPOSE: The purpose of this study was to investigate the effects of using a social skills training program to address problem behaviors, social skill, and peer relationship in children using a community child center in a vulnerable area. METHODS: The research design was a non-equivalent control group pretest-posttest quasi-experimental study. Participants in the experimental group were 25 children, recruited from a community child center in G-city. Participants in the control group were 25 children, recruited from a community child center in S-city. Data were collected from September, 2014 to January, 2015. Outcomes were measured using the Child Problem-Behavior Screening Questionnaire (CPSQ), Social Skill Rating System (SSRS), and Peer Relational Skills Scale (PRSS). The experimental group participated in the social skills training weekly for 10 weeks. Statistical analysis was performed using the SPSS 18.0 program. RESULTS: Significant differences were found in problem behaviors, social skills, and peer relationship scores between the two groups. CONCLUSION: This social skills training program was found to be effective in reducing problem behaviors and improving the social skill and peer relationship of these children, and is recommended for use in community health services as an effective nursing intervention for children in vulnerable areas.

Factors Affecting Job-Seeking Stress in Nursing Students / 한국직업건강간호학회지

PURPOSE: The purpose of this study was to investigate what factors are affecting job-seeking stress in nursing students. METHODS: Subjects were 463 students from two 3-year and two 4-year colleges of nursing in K-Province in Korea. Data was collected from self-administered questionnaires. t-test, ANOVA, Pearson's and Spearman's correlation coefficients, and hierarchical multiple regression with dummy variables were used for statistical analysis of data. RESULTS: Job-seeking stress was significantly different by school system (t=2.76, p=.006), family economic status (F=3.40, p=.005), characteristics (t=1.99, p=.047), academic achievement (F=6.54, p=.002), current weight control status (t=2.23, p=.026), times of cosmetic surgery (r=.11, p=.022), self-esteem (r=-.47, p<.001) and appearance stress (r=.40, p<.001). However, after controlling for general characteristics, self-esteem, and perceived appearance stress, job-seeking stress was significantly different by grade (1st vs 3rd, beta=0.163, p<.001), academic achievement (low vs. high, beta=-0.121, p=.0321), self-esteem (beta=-0.224, p<.001), and appearance stress (beta=0.099, p<.001). The explanation power of self-esteem on job-seeking stress was greater compared with that of appearance stress. CONCLUSION: Results of this study suggest that it is necessary for nursing students to develop intervention program aimed at reducing job-seeking stress, and it would be effective to focus on improving self-esteem for them.

State Anger, Depression, Resilience and Self-esteem According to School Violence Type of Elementary School Students / 한국간호교육학회지

PURPOSE: The purpose of this study was to investigate differences in the states of anger, depression, resilience and self-esteem according to type of school violence involving elementary school students. METHODS: The participants were 257 elementary school students in the 4th, 5th and 6th grades. Data was collected by structured questionnaires, and analyzed using descriptive statistics, chi2-test, t-test, ANOVA, and Pearson correlation coefficients with the SPSS/WIN 20.0 program. RESULTS: There were significant differences among the states of anger (Fs=16.66, p<.001), depression (Fs=18.04, p<.001), resilience (F=12.77, p<.001) and self-esteem (F=10.39, p<.001) according to the type of school violence. Of all the groups, bully-victim exhibited the highest score for anger and depression, and the lowest score for resilience and self-esteem. CONCLUSION: Based on the findings, developing intervention programs that consider the psychological characteristics of elementary school students is necessary. Also, the results of this study suggest that integrative programs for students that can enhance resilience and self-esteem, such as self-discovery programs, and reduce anger, such as anger control programs, need to be developed.