• The Journal of the Korea Contents Association
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• v.13 no.8
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• pp.109-117
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• 2013

This research is for selection of animal and establishment of guideline which for animal robot design for the purpose of emotionally disturbed children's psychotherapy. In the case of emotionally disturbed children because of poor expression about themselves's emotional condition, there are many restriction in the existing cure and educational method. Using research method of animal shape robot which is starting to make attempt since the late 1990s is effective to learning disturbed children. For the development of animal robot for psychotherapy of emotionally disturbed children first of all which animal is selected is very important. Therefore at the early stage of research preference surveyed to children including emotionally disturbed children and decide an object of animal robot. And what kind of shape is very preferred is also preference surveyed. Through focusing group interview about shape, color, facial expression, sound, and move which have an influence on outward shape design of robot, present the guideline which is needed to animal robot design for emotionally disturbed children.

• Communications for Statistical Applications and Methods
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• v.21 no.2
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• pp.135-145
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• 2014

The present study surveys Bayesian modeling structure for inferences about transition probabilities of Markov chain. The motivation of the study came from the data that shows transitional behaviors of emotionally disturbed children undergoing residential treatment program. Dirichlet distribution was used as prior for the multinomial distribution. The analysis with real data was implemented in WinBUGS programming environment. The performance of the model was compared to that of alternative approaches.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.28 no.4
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• pp.197-212
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• 2017

Objectives: This study aims to supplement the limitations of the preliminary study and expand the use of the Child-Adolescent Functional Assessment Scale by providing standardized T-scores for measuring function in different areas, as well as guidelines for their interpretation. Methods: The Child-Adolescent Functional Assessment Scale and Korean-Child Behavior Checklist were administered to a total of 623 individuals, including 467 parents of emotionally and behaviorally disturbed elementary school students, 45 parents of emotionally and behaviorally disturbed middle school adolescents and 111 parents of elementary school students with developmental disorders, as well as to a control group consisting of 186 parents of mainstream elementary school children in the Seoul metropolitan area. Results: In contrast to the preliminary study, the emotional domain was disassociated into two factors, negative affect and emotion regulation, and the coefficient of determination for misconduct was increased significantly. Also, the overall reliability and validity of the Child-Adolescent Functional Assessment Scale were similar to those in the preliminary study, and the item structure was consistent. This study provides standardized T-scores of function in different areas based on the revised scale, and provides guidelines for their interpretation. Conclusion: The Child-Adolescent Functional Assessment Scale can assist the Child Global Assessment in Functioning in providing the information necessary for case management and treatment planning by comparing the impairment severity in each area of functioning, and also determining changes in behavior and function after treatment interventions. On the other hand, this scale has yet to clearly distinguish between rebellious behavior and misconduct. Further research is necessary to provide standards for more diverse age groups and for its utilization.

• Management Science and Financial Engineering
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• v.12 no.2
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• pp.19-35
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• 2006

We use the hierarchical Bayesian approach to describe the transition probabilities of a binary nonhomogeneous Markov chain. The Markov chain is used for describing the transition behavior of emotionally disturbed children in a treatment program. The effects of covariates on transition probabilities are assessed using a logit link function. To describe the time evolution of transition probabilities, we consider two modeling strategies. The first strategy is based on the concept of exchangeabiligy, whereas the second one is based on a first order Markov property. The deviance information criterion (DIC) measure is used to compare models with two different time dependent structures. The inferences are made using the Markov chain Monte Carlo technique. The developed methodology is applied to some real data.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.4 no.1
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• pp.142-163
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• 1993

A 8 year old boy with problems of hyperactivity, impulsivity received playpsychotherapy. Through the detailed examination of their contents and group supervision of play therapy session, common mistakes novice therapist make frequently and tasks in the initial phase of play psychotherapy are illustrated. Therapist's personality and anxiety frequently interferes therapeutic processes. Common mistakes therapist makes during initial phase of play therapy are ; therapist's over-enthusiasm, overinvolvement or non-responsiveness, premature or inappropriate interpretation and direct connection of play theme to reality. It is utmost important for the therapist to make positive and trusting relationship with the patient in the initial phase of the therapy. In order to do so therapist must accept the patient as he is, permit the patient takes his leads. And as a result, the Patient can go through corrected developmental experience. In conclusion, it is a therapist's main task to establish relationship.

• Journal of Digital Convergence
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• v.17 no.5
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• pp.89-97
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• 2019

The purpose of this study was to understand educational changes and effects of cognitive behavioral art therapy using the smart device. The participant of the study was a 4th grade of male elementary school student who had aggressiveness and impulsiveness with emotional instability. The study was conducted one to two times a week for six months with a total of 30 educational sessions. Among 80 minutes per session, 60 minutes of art therapy and 20 minutes of cognitive behavioral therapy were applied, and during the sessions, cognitive action art therapy (drawing and shaping activities), cognitive restructuring, behavioral modification, systemic dullness, social skills training, empathy and landscaping training were applied. For the numeral assessment, Traffic Anxiety Inventory for Children (TAIC), Beck Anxiety Inventory (BAI) and emotional instability measures were used. Research showed that cognitive behavioral art therapy using smart devices had the effect of positive emotional change in children with emotional anxiety, and based on this, future development directions including systematic instructional design, scientific analysis and feedback technologies were discussed.