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Purpose: This study aims to provide the foundational data for establishing a safety management system in daycare centers by investigating the current status and educational needs concerning safety accidents in these facilities. Methods: A survey comprised of 45 questions in four areas was conducted: (1) general background (9 questions), (2) status of safety accidents and management (16 questions), (3) awareness of safety accidents (11 questions), and (4) educational needs for safety accident management (9 questions). Results: The findings revealed that safety accidents in daycare centers predominantly occurred indoors during free playtime and in classrooms. Despite having safety management systems in place, inconsistencies in accident recordings were noted based on the severity of incidents. Teachers with more experience exhibited a better understanding of safety rules. Effective accident prevention required environmental inspections and tailored safety education for teachers, children, and parents. Key topics for training included reporting protocols, first aid, and collaboration with guardians and institutions. Parent-focused education emphasized child development and conflict management principles. Conclusion: Daycare safety accidents were most common indoors while playing freely and in classrooms, with notable differences depending on the teaching experience. Regular environmental inspections and tailored training programs for teachers and parents, as well as a standardized accident reporting system, are essential to enhance safety accident prevention and management in daycare centers.

Purpose: The purpose of this study was to investigate the urgent demands for illegal filming prevention education among elementary, middle, and high school teachers teaching students in South Korea. Methods: A total of 749 elementary, middle, and high school teachers participated in this study. The data were collected using a questionnaire, administered by a research center. Results: Approximately 96.0% of participants recognized the necessity of education on prevention illegal filming. However, 73.2% reported that such education was being implemented, with 81.0% indicating its integration into other school violence prevention programs. The highest demand for illegal filming prevention education was related to understanding legal responses and reporting procedures for such incidents (mean score of 3.78 out of 5), followed closely by the need for immediate help-seeking and response strategies in cases of victimization (mean score of 3.79). Female participants expressed significantly higher demands compared to males (t=-2.60, p=.010), while other general characteristics showed no significant differences in the demand for illegal filming prevention education. Conclusion: There is a gap between the recognized necessity and implementation of illegal filming prevention education, which is largely integrated into school violence programs. Participants showed higher demand for practical education on legal responses and immediate victim assistance. Findings of this study indicate that comprehensive and targeted programs are essential to meet these educational needs effectively.

Purpose: This study aims to examine domestic research trends on Rational Emotive Behavior Therapy (REBT) programs through a scoping review, with a particular emphasis on their effects on high-risk factors such as irrational beliefs, depression, and suicidal ideation among school-aged students. It also evaluates the applicability of REBT programs in school settings as a strategy to support student mental health. Methods: Utilizing a scoping review methodology, 20 studies from various sources were analyzed based on publication year, study design, target groups, and the outcomes of REBT programs. Key characteristics of REBT programs, such as session structure and duration, were evaluated, with a focus on their application within school environments and effectiveness in reducing irrational beliefs, depression, and suicidal ideation among students. Results: The review finds that REBT programs effectively reduce depression and suicidal ideation, correct irrational beliefs, and enhance problem-solving skills among different groups, including adolescents, school-aged children, and at-risk youth populations. The findings highlight the importance of developing tailored REBT programs to meet the unique needs and characteristics of students in school settings, thereby improving accessibility and program relevance. Conclusion: This study provides the foundational data for creating effective REBT programs designed for school environments, specifically targeting students at risk for mental health challenges. The findings underscore the potential of REBT in educational contexts and emphasize the need for long-term research to validate the lasting effects of REBT in school settings. Future studies should consider expanding the scope to include broader, high-risk mental health populations within school settings.

Purpose: The purpose of this study was to identify the effects of nursing students' SNS utilization, information literacy, and communication ability on their problem-solving ability, providing the fundamental data to enhance their problem-solving abilities. Methods: Nursing students enrolled in colleges in Seoul, Gyeonggi-do, and Gyeongsangbuk-do were surveyed from October 17, 2022 to November 20, 2022 A total of 166 first- to fourth-year nursing students who consented to participate in the study were included. The research tools provided questionnaires measuring SNS utilization, information literacy, communication ability and problem-solving ability, and the data analysis was conducted using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient and multiple regression using the SPSS 28.0 program. Results: Information literacy and problem-solving ability showed a statistically significant positive correlation (r=.74, p<.010). The factors influencing problem-solving ability were information literacy (β=.58, p<.001) and communication ability (β=.27, p<.001), while SNS usage showed no significant effect. The explanatory power of these variables for problem-solving ability accounted for 59.5% Conclusion: Based on the results of this study, it is necessary to develop educational programs to improve information literacy and communication ability to improve the problem-solving ability of nursing students, and to propose follow-up studies to what extent the use of SNS affects problem-solving ability as a mediating effect.

Purpose: This study explored the health risk behaviors, experiences of violence, and mental health factors that affect suicide-related behaviors of second-year middle school students in Korea. Methods: A complex sample analysis was conducted using secondary data from the 19th Korea Youth Health Behavior Survey (2023) (N=9,344). A logistic regression analysis was conducted to identify factors associated with suicide-related behaviors. Results: The level of anxiety was most associated with the risk of suicidal ideation (OR=4.62), suicidal plan (OR=4.34), and suicidal attempt (OR=4.25). Depressive symptoms were also highly associated with suicidal ideation (OR=3.47), suicidal plan (OR=3.43), and suicidal attempts (OR=4.35). The experience of violence was associated with increased suicidal ideation (OR=1.68) and suicidal plan (OR=2.66), and significantly raised the risk of suicidal attempt (OR=4.50). In addition, health risk behaviors such as drinking within 30 days, mental health factors (i.e. stress and loneliness), gender, subjective economic status, and types of residence were significantly associated with suicide-related behaviors. Conclusion: Anxiety, depressive symptoms, and experiences of violence were key risk factors for suicide-related behaviors. Based on the findings of this study, nursing interventions need to be developed to prevent adolescents’ suicide. These include designing, managing, and supporting customized mental health promotion programs for second-year middle school students in school settings.

Purpose: The purpose of this study was to analyze the relationship among sexual communication self-efficacy, sexual assertiveness, and safe sex behavior of Korean female college students. Methods: This was a secondary analysis that referred to a previous work that confirmed the validity and reliability of Korean version of sexual communication self-efficacy in college students. Results: Sexual communication self-efficacy, and sexual assertiveness were positively correlated with safe sex behavior. Types of communication, sexual communication selfefficacy, and sexual assertiveness were found to be related factors in safe sex behavior. These variables explained 37.0% of the variance in safe sex behavior. Conclusion: There is a need for enhanced sex education to improve sexual communication self-efficacy and sexual assertiveness. In addition, it is possible that communication skills training that promotes candid communication with partners may be effective in promoting sexual health.

Purpose: This study aims to analyze the short-term and long-term effects of violence experienced by disabled children and adolescents on their physical and mental health as well as health behaviors. Methods: Using the data from the Disability and Life Dynamics Panel (2018~2021), the study included 697 individuals in preschool, elementary school, and middle and high school who completed all four consecutive year survey. Violence victimization was categorized into five types: emotional abuse, physical abuse, sexual violence, neglect, and economic exploitation. The study examined associations between violence victimization and health outcomes over time, including physical health (subjective health, chronic disease), mental health (depression), and health behaviors (weight, exercise, sleep, and eating habits). Results: In 2018, 24.5% of participants reported experiencing at least one type of violence. Poor health outcomes were significantly more prevalent among those who had experienced violence. In the short term, violence victimization was associated with worsened mental health, while long-term effects included adverse impacts on physical health and health behaviors. Notably, individuals with repeated experiences of violence exhibited higher rates of subjective poor health, chronic diseases, and weight problems in three years. Conclusion: This study highlights that violence has both immediate and lasting detrimental effects on the health of disabled children and adolescents. It also emphasizes that those subjected to repeated violence are particularly vulnerable. These findings underscore the urgent need for targeted education and intervention programs to protect disabled children and adolescents from violence and its harmful consequences.