• Title, Summary, Keyword: Social Problem Solving

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The Effect of Social Support and Problem Solving Ability of Low-Income Divorced Family's Children on Problem Behavior (저소득층 이혼가정 아동의 사회적지지 및 문제해결력이 문제행동에 미치는 영향)

  • Jung, Ji-Yun;Han, Eu-Gene
    • Korean Journal of Human Ecology
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    • v.16 no.3
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    • pp.491-504
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    • 2007
  • This study was based on resilience approach to find out elementary first, second, and third year students' differences of social support and problem solving ability defending on their family situation (low-income divorced family or normal family) by comparing their sex and age. In addition, the purpose of this study was to find out the effect of factors (social support, problem behavior, and problem solving ability) of children defending on their family situation and age. Moreover, it was aimed to find out the effect of social support and problem solving ability of low-income divorced family's children on their problem behavior. Subjects were 165 children in elementary school (grade 1, 2, and 3). For this study two groups were used for comparison. First, low-grade elementary school children with low-income divorced parents (N=87), "group D" and second, with low-income non-divorced parents (N=78) "group N". The questionnaire, picture cards, and teacher's report was used to determine social support perception, problem-solving ability, and problem behavior, respectively. Results showed that "Group D" was determined to show regarding social support, problem-solving ability, and problem behaviors worse than "group N". In conclusion, problem behaviors of "group D" were affected by social support and their problem-solving ability.

Factors Affecting Social Problem-solving Ability of Community-residing Alcohol-dependent Patients: Focused on Gender Differences (지역에 거주하는 알코올의존 환자의 성별에 따른 사회적 문제해결력 영향요인)

  • Byun, Eun Kyung;Kim, Mi Young;Kim, Jung Hee
    • Journal of Korean Academy of Community Health Nursing
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    • v.28 no.3
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    • pp.313-323
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    • 2017
  • Purpose: The purpose of this study is to investigate factors affecting social problem-solving ability of alcohol-dependent patients with a focus on gender differences. Methods: Participants were 250 alcohol-dependent people(men 140, women 110) who were living in B, G and Y cities. Data were collected from January 10 to March 31, 2017 using self-report questionnaires. Abstinence self-efficacy, alcohol insight, unconditional self-acceptance, and social problem-solving ability were investigated. For data analysis, t-test, one-way ANOVA, Pearson correlation coefficients and multiple regression were employed. Results: Factors influencing social problem-solving ability for men were unconditional self-acceptance and age. The explanatory power was 28%. Factors influencing social problem-solving ability for women were unconditional self-acceptance, stress, religiousness, age, occupation and abstinence self-efficacy and the explanatory power was 72%. Unconditional self-acceptance and age were significant variables of social problem-solving ability in both men and women. Stress, occupation, religiousness and abstinence self-efficacy were significantly associated with social problem-solving ability in women but not in men. Conclusion: The results suggest that it is necessary to consider gender characteristics in order to develop effective management programs for social problem-solving ability in alcohol-dependent people.

The Relationships between Social Knowledge about Hypothetical Social Dilemmas and Interpersonal Problem Solving Strategies of 4- and 5-year-olds (가상적 딜레마 상황에 대한 만 4세 및 5세 유아의 사회적 지식과 대인간 문제해결 전략의 관계)

  • Sung, Mi-Young
    • Korean Journal of Human Ecology
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    • v.16 no.2
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    • pp.227-235
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    • 2007
  • This study investigated 4- and 5-year-olds' social knowledge and interpersonal problem solving strategies according to their sex, age, and hypothetical situation, and the relationships among them. Subjects were 116 preschoolers (73 boys and 43 girls; 68 four and 48 five-year-olds). Results showed that preschoolers had the higher scores of freindliness in potential entry situations than in support situations. Also, 4-year-old children were higher in forceful problem solving strategies than 5-year-olds. Furthermore, children's social knowledge assertiveness scores were positively related to their relevant problem solving strategies in conflict situations, while children's social knowledge friendliness scores were negatively related to their forceful problem solving strategies in conflict and potential entry situations.

Effects of Emotionality, Interpersonal Problem Solving Strategies, and Maternal Behaviors on Children's Social Competence (아동의 사회적 유능성에 영향을 미치는 정서성, 대인간 문제 해결 전략 및 어머니 행동)

  • Kwon, Yeon Hee;Park, Kyung Ja
    • Korean Journal of Child Studies
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    • v.24 no.3
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    • pp.27-44
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    • 2003
  • This study examined effects of children's emotionality, interpersonal problem solving strategies, and maternal behaviors during mother-child interaction on children's social competence as rated by teachers. Data were analyzed separately for boys and girls. A total of 102 children(60 boys, 42 girls; aged 5-6) and their mothers were studied. Children's positive and negative emotionality were related to their social competence. Positive solving strategies were positively related to boy's social competence; negative solving strategies had negative to both boy's and girl's social competence. Mother's negative affect related negatively to boy's social competence and mother's sensitivity/guidance related positively to girl's social competence. When children's emotionality and interpersonal problem solving strategies were controlled, maternal behaviors during mother-child interaction did not contribute to children's social competence.

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The Relationships of Maternal Attachment, Social Competence and Interpersonal Cognitive Problem-Solving Skill in Kindergarten Children (유아의 애착행동과 사회적 능력 및 대인문제해결력과의 관계)

  • 조복희
    • Journal of the Korean Home Economics Association
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    • v.35 no.6
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    • pp.249-259
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    • 1997
  • The purpose of the study was to investigate the relationships of maternal attachment, social competence and interpersonal cognitive problem-solving skill. fifty-four children aged 5 and 6 years and their mothers were observed and videotaped in a strange situation. Children were interviewed in order to assess interpersonal cognitive problem solving skill. teachers rated children's social development using modified ISCE(Iowa Social Competency Scale : Preschool Forma). The results showed that there were significant relationships of maternal attachment, social competence and interpersonal cognitive problem-solving skill. children of the secure attachment to mothers were greater social activator, cooperative, alternative solution thought and consequential thought. In contrast, children of insecure attachment to mother were less social activator and cooperative, and more hypersensitive and apprehensive. Children's social competence was related to the interpersonal cognitive problem-solving skill.

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The Rise of Korean Innovation Policy for Social Problem-Solving: A Policy Niche for Transition?

  • Seong, Jieun;Song, Wichin;Lim, Hongtak
    • STI Policy Review
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    • v.7 no.1
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    • pp.1-16
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    • 2016
  • Technology supply has been the main thrust of the Korean government's science & technology policy, focusing on the development and acquisition of new technology in line with the catching-up strategy of economic growth and industrial development. However, new social or societal problems have become major government policy issues, heralding new innovation policy aimed to address them. Such new policy initiatives for social problem-solving present a niche where the existing system of government innovation policy process is challenged, including such processes as goal-setting, planning, implementation, project management, and evaluation. The rigidity of the existing institution of government innovation policy, however, still shapes the content and progression of innovation policy for social problem-solving. This study reviews Korean innovation policy for social problem-solving as a policy niche, and aims to clarify its challenges and opportunities. It uses a system transition framework to explain the emergence and evolution of the innovation policy niche in Korea. The main research question is to what extent and in what aspect the existing innovation policy regime shaped innovation policy for social problem-solving. The study examines the inertia of the current paradigm of innovation policies and R&D programs, and sheds light on the search for a distinctive identity for innovation policies that tackles social problems.

The Relationship between Social Competence and Interpersonal Problem-solving Strategies in Middle Childhood (아동의 대인간 문제 해결력과 사회적 능력과의 관계)

  • Lee, Kyung Hee;Choi, Kyoung Soon
    • Korean Journal of Child Studies
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    • v.13 no.2
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    • pp.83-97
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    • 1992
  • The purpose of the present study was to investigate the relationship between social cognition (interpersonal problem-solving ability) and social competence. Subjects were 142 male and 148 female fifth graders randomly selected from two elementary schools located in Seoul and their fathers. The children and fathers were administered the Means-Ends Interpersonal Problem-Solving (MEPS) test and the Social Competence Scales based on Choi's inventory(1992). The results indicated significant positive correlations between two subvariables (capability and leadership) of social competence and MEPS. Girls showed significantly higher MEPS scores than boys in the variables of overall problem solving, effective problem solving, and dependent strategy.

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A Study on Social Intuitionist Model of Haidt in Mathematical Problem Solving (수학문제해결 측면에서의 Haidt의 사회적 직관주의 모델에 관한 고찰)

  • Choi, Kyounga;Kang, Moonbong
    • Journal of Educational Research in Mathematics
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    • v.26 no.3
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    • pp.565-581
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    • 2016
  • Intuition in the mathematical problem solving has been stressed the importance with the logic because intuition is the cognition that give significant clue or idea to problem solving. Fischbein classified intuition by the origin; primary intuition and secondary intuition And he said the role of the personal experience and school education. Through these precedent research, we can understand the social influence. This study attempt to investigate social intuition model of Haidt, moral psychologist that has surfaced social property of intuition in terms of the mathematical problem solving. The major suggestions in problem solving and the education of intuition are followed. First, I can find the social property of intuition in the mathematical problem solving. Second, It is possible to make the mathematical problem solving model by transforming the social intuitionist model. Third, the role of teacher is important to give the meaningful experience for intuition to their students. Fourth, for reducing the errors caused by the coerciveness and globality of intuition, we need the education of checking their own intuition. In other words, we need intuition education emphasized on metacognition.

Effects of Social Capital on the Problem-solving Ability of Rural Communities in the Context of Developers (농촌마을 내 사회자본이 주민주도 문제해결에 미치는 영향 : 업무담당자들의 시각을 중심으로)

  • Kim, Jung-Tae
    • The Korean Journal of Community Living Science
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    • v.25 no.1
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    • pp.51-64
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    • 2014
  • With a shift in the rural development process toward a bottom-up approach, the need to enhance the endogenous capacity of communities has become the core of rural development. In this regard, scholars have paid close attention to social capital to identify ways to facilitate endogenous rural development but focused mainly on relationships between social capital and local environment. That is, few studies have investigated the relationships between social capital and its various dimensions in the context of rural development initiatives. This study examines the effects of social capital on the problem-solving ability of community residents'rural development initiatives and assesses the types of social capital associated with such initiatives to propose optimal path for improving this ability. To distinguish between major dimensions of social capital, a questionnaire was developed by considering various stages of the rural development process. The survey considered a sample of 59 employees from public rural development institutions. According to the results, four paths were significant at the 5% level. Among these four paths, three set common goals. The effective channel was the path [common goals${\Rightarrow}$network${\Rightarrow}$cooperation${\Rightarrow}$problem-solving ability]. The key factor in improving problem-solving skills, the endogenous ability of community residents to facilitate rural development initiatives. The results suggest that governments should strengthen education and training programs to help residents set their common goals.

Stress-Buffering Effects of Social Support and Social Problem Solving Skills in the Adjustment of Children (아동의 적응에 있어서 사회적 지지와 사회적 문제해결 기술의 스트레스 완충 효과에 대한 연구)

  • Kang, Seong Hee;Lee, Jae Yeon
    • Korean Journal of Child Studies
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    • v.13 no.2
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    • pp.175-188
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    • 1992
  • This study investigated the relation between stressful life events and adjustment in elementary school children, with particular emphasis on the potential main and stress-buffering effects of social support and social problem solving skills. 4-6 graders (N=170) completed the Social Support Appraisals Scale(SSAS) and social problem solving skills task. The SSAS is a 31-item measure that taps the child's perceptions or appraisals of family, peer, and teacher support. Their parents provided ratings of stress in the child's environment and ratings of the child's behavioral adjustment. Teachers provided ratings of the child's behavioral and academic adjustment. Hierarchical multiple regression analyses and graphic display were used to analyze the data. The major findings were that (1) The results for parent-rated problems supported a stress-buffering model for family support and problem solving. (2) The results for teacher-rated problems were consistent with the stress-buffering model of social support. (3) The results for grade-point average supported a main effect model for problem solving. peer support, and family support. In addition, teacher support had the strongest stress-buffering effect on grade-point average.

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