Earticle

본 연구는 재무치료 접근을 도입하여, 소비통제의 어려움으로 인해 재무문제를 겪고 있는 소비자들의 재무건강 을 증진시키기 위한 4단계 재무치료 프로그램을 개발하고 효과를 평가하였다. 구체적으로, 프로그램 개발에 있어 서 역기능적 사고를 수정하고 대처방안을 정립하는 데 적합한 방법을 제공하는 인지행동기법을 중심으로 해결중 심 재무치료, 행동변화를 위한 범이론적 모델, 변증법적 행동치료를 차용하였다. 또한 집단기반 프로그램이 역기 능적 재무행동 개선에 유의한 효과를 나타낸 점을 참고하여, 심리교육(psychoeducational) 집단 프로그램으로 구성하였다. 본 교육프로그램은 4단계, 총 6회기로 구성되었다. 1단계 ‘현재 이해하기’는 현재 자신의 재무건강에 대해 이해 하고 변화에 대한 동기를 강화하기 위한 단계이다. 이 단계에서 프로그램에 대한 전체적인 안내를 받고 재무목표 를 설정한다. 2단계인 ‘원인 찾아가기’는 2회기와 3회기로 이루어진다. 2회기에서는 인지행동치료 접근에 기초하 여 돈에 대한 가치나 생각의 근원이 되는 어린 시절 경험을 탐색하고 자신의 돈에 대한 신념을 발견하며, 비합리 적 자동적 사고에 대해 학습한다. 3회기에서는 합리적인 지출과 예산 교육을 받게 된다. 3단계 ‘대처행동 개발하 기’ 는 4회기와 5회기를 포함한다. 4회기에서는 좀더 심화된 인지행동 접근의 내용을 포함하는데, 돈에 대한 핵 심믿음을 찾고 자신의 신념을 평가, 수정해본다. 또한 TTM 행동변화단계에서 본인의 위치를 평가하고, 구매충 동 대처전략을 발굴한다. 5회기에서는 돈과 관련된 감정을 이해하고 이에 대한 대처기술을 배우며, 신용과 부채 관리에 대해서 배운다. 4단계 ‘재무건강 유지하기’는 지난 프로그램을 회고하면서 성취한 바를 장려하고, 프로그 램 이후의 장애물과 어려움에 대비하기 위한 회기로 구성하였다. 프로그램 수행은 3명의 참여자를 대상으로 매주 1회 150분씩 4주간 총 15시간으로 실시되었으며, 양적, 질적 방법으로 그 효과가 검증되었다. 그 결과, 참여자들의 과소비행동과 돈에 대한 역기능적 신념, 재무불안이 감소 되고 지출통제능력, 재무관리행동, 재무안전감, 재무자신감, 재무건강이 증가하는 효과를 나타내었다. 참여자 수 가 적고 통제집단 비교를 하지 못한 점에서 연구의 제한점이 있으나, 한국에서 역기능적 재무행동을 개선하기 위 해 재무치료를 접목한 최초의 프로그램으로서 잠재적인 효과성을 나타내었다는 점에서 의의가 있다.

The purpose of this study was to develop a financial therapy program aimed at improving financial health for Korean consumers with overspending behavior and to evaluate its effectiveness. A group financial therapy program was designed to include both psychoeducation and financial literacy education and it consisted of 6 sessions of 4 steps. Specifically, Step 1: “Understanding the current state” was to understand participants’ current financial health and financial behavior and to increase their motivation for change. Step 2: “Finding the cause” consisted of two sessions: self-understanding through exploring family interactions and childhood experience regarding money and identification of problematic financial beliefs. Financial literacy education about cash flow management, budgeting, and savings was also provided in Step 2. Step 3: “Developing coping behaviors” included two sessions about modifying problematic financial beliefs and behaviors, finding out coping strategies to overcome over-spending behavior, and managing negative emotions related to money. Credit and debt management education were included in Step 3 as well. In Step 4: “Keeping financial health”, which was the last, participants were guided to figure out what they achieved from Step 1, 2, 3. and to identify potential obstacles and future strategies for continuing the behavioral change after the program. The program was conducted once a week for 4 weeks with 3 participants, and each session lasted 2.5 hours. To examine the effectiveness of the financial therapy program in terms of modifying dysfunctional financial beliefs and behaviors, and thereby financial health of the participants, both the quantitative and qualitative methods were used. As for the quantitative method, participants were hypothesized to report significant reductions of financial anxiety and dysfunctional financial beliefs, and significant increases of financial management, financial security, money skills confidence, and overall financial health. The results by paired sample t-tests showed that there were significant decreases in dysfunctional financial beliefs and financial anxiety, and increases in financial security, money skills confidence, financial management behavior, and thereby financial health. In the FGI, participants also reported that they have achieved positive results through the program and evaluated the effectiveness of the group program positively. Further research is needed, however, to validate these findings because of the small sample size and a lack of a control group.

목적 : 학교기반 작업치료는 교육전문가와 협업하는 다전문가적 접근이 필요하다. 본 연구는 일반 초등학교에 진학하 는 고위험군 아동들을 대상으로 특수교사와 작업치료사가 함께 지역사회 기관에서 협업으로 실시하는 집단교육 시간의 작업수행변화를 분석하고, 감각통합 중재의 의미를 파악하고자 하였다. 연구방법 : 예비 프로그램으로 입학준비 프로그램을 특수교사와 작업치료사의 부분적인 협업을 통해 실시한 후, 초등 학교 적응프로그램은 특수교사와 작업치료사가 전체과정을 협업하여 시행하였다. 연구대상은 6명이었다(7세 5명, 9세 1명). 프로그램 평가는 교육활동 참여에 대해 School AMPS를 실시하였고, 일정하게 구성된 자조활동에 대해 AMPS 수행기술을 관찰하여 중재전략에 활용하였다. 평가를 통한 중재전략과 그에 따라 진행된 변화를 교사와 치료사의 월간 기록을 토대로 질적 분석을 실시하였으며, 부모설문을 통해 감각프로파일을 조사하였다. 결과 : 사전 프로그램에 참가한 아동 5명 중 4명이 감각통합적인 어려움으로 수행에 영향을 받는다고 평가되었고, 이 결과가 본 프로그램 구성에 기반이 되었다. 본 프로그램 구성은 참가 아동이 속한 학년의 교실에서 수업과제 (school task)와 집단 활동, 기본 자조활동으로 이루어졌고, 수업과제활동평가 School AMPS는 통계적으로는 유의 미하지 않으나 평균 운동기술은 0.14 로짓(logit), 평균처리기술은 0.07 로짓이 향상되었다. 협업적 중재로는 감각 통합이 주된 회복적 중재로 사용되었고, 과제수행을 통해 직접 어려움이 있는 기술을 향상하는 습득적 중재, 교사의 대응전략이나 도구 및 환경 조정을 시행하는 보상/적응적 중재가 적용되었다. 기본적 자조활동들은 도움이 필요한 수준에서 자립적인 수준으로 향상되어서 반복적인 자조활동의 경험과 중재가 효과적이었다. 그러나 개선된 수행기 술들 이외에 새롭게 도전이 되는 수행기술이 발생하였고, 이런 문제들은 감정과 행동문제와 더불어 감각통합의 어려움 뿐 아니라 집단에서 일어나는 역동적 이유 때문으로 평가되었다. 결론 : 초기에는 감각통합 프로그램을 통하여 학생들의 참여가 향상될 수 있었다. 그러나, 집단 활동을 통해서 드러나 는 초등학생들의 감정조절 문제, 역할 변화에 따른 수행변화, 또래에 대한 반응문제가 드러남에 따라 감각통합적인 중재에서 더 복합적인 개인-환경-과제에 대한 중재가 필요하였다. 특수교사와 작업치료사의 협업은 상호보완적이 며 필요한 수행기술을 향상하는 데 시너지 효과가 있었다. 이 과정에서 School AMPS는 측정 가능한 결과를 일부 제시하는 데 유용하며, 향후에는 질적 분석을 보다 객관화 할 수 있는 방법들이 요구된다.

Objective : This is a descriptive study using a program review collaborative group program by special educator and occupational therapist for supporting children’s school tasks, and it is designed to explore how changed school performance skills and to analyze how applied intervention methods including sensory integrative approach. Methods : Participants were 6 male elementary students(5 = 1st grade, 1 = 2nd grade). Pilot program had reviewed and its results used as base for planning main program. Main program was implemented by collaborative process with teacher and occupational therapist for 1 year. School AMPS was used to assess school task participants, and informal motor and process skill observation was used to assess self-help activities. Description of records by professions about intervention strategies through assessments was described as qualitative way. Japanese sensory inventory was used by parents. Results : Through the collaborative process, assessing children, planning and modifying program, establishing intervention strategies were implemented. Self-help abilities in group program were increased much more independently. School task abilities were increased slightly but skills changed irregularly and unexpectedly and their reasons became considered more complex from sensory processing reasons to social and emotional reasons. Conclusion : Sensory integration had benefits for primary group program and more complex intervention strategies became to emerge demands for person- environment-task challenges. Collaborative practice with teacher and occupational therapist was supplement and synergic effect for children and group dynamics. More objective and comprehensive methods for measure collaboration and group effect would be needed in further study.

목적 : 작업치료사가 교육 프로그램의 주요한 형식인 집단교육 프로그램에 다전문적 접근영역의 일원으로 참여하였을 때, 작업수행에 대한 평가 및 치료프로그램을 적용하고 이를 타전문가와 부모에게 전달 및 공유할 수 있도록 하기 위해 AMPS(Assessment of Motor and Process Skills)를 실시하고, 그 유용성을 알아보고자 한다.연구방법 : 만 5세의 발달장애아동 6명을 대상으로 5개월간 다전문적 집단교육프로그램을 실시하였다. 아동의 장애군은 뇌성마비 1명, 발달장애 2명, 정신지체 1명, 다운증후군 2명이었다. 집단 프로그램은 매회 2시간 30분씩 주 4회 실시하였고, 이 중 작업치료 프로그램은 주 2회 45분씩 실시되었다. 특수교사 2명, 언어치료사와 작업치료사가 각각 1명씩 참여하여 평가내용과 치료프로그램 과정을 의논하고 결정하였다. 작업수행능력의 변화를 알아보기 위한 측정도구로는 AMPS를 적용하였다.결과 : AMPS 평가를 통한 작업수행능력치의 변화는 운동기술에서는 5명의 아동이, 처리기술에서는 4명의 아동이 유의미한 차이를 나타내었다.결론 : AMPS 평가에 의해 작업수행능력치를 수치로 제시할 수 있었고, 기술항목의 변화도 질적으로 평가할 수 있었다. 이러한 내용들이 프로그램에 적용되고 타전문가와 공유되었으며, 부모에게 전달함에 있어서도 유용하였다. 향후 보다 폭 넓은 연령과 대상자, 연구방법을 통한 연구가 진행되어야 할 것이다.

Objective : Occupational therapists for children, as a member of interdisciplinary team, are asked to define and prove their own role for occupational performance. In this study, AMPS (Assessment of Motor and Process Skills) was applied for testing occupational performance and used as tool for communication with other team members and parents.Methods : 6 children participated in this study. One with cerebral palsy, two with developmental delay, one with mental retardation and two with Down’s syndrome. Interdisciplinary group pro-gram was applied 4 times per a week. For the evaluation of occupational performance, AMPS was used.Results : 5 children improved in AMPS motor skills and 4 children improved in process skills statistically.Conclusion : AMPS was usable for presenting to show children’s occupational performance and their changed skills through group program. The results of AMPS shared with other team mem-bers and parents. Further study is needed for generalization for other age and subjects.

Purpose: This study was conducted to examine the effects of a group reminiscence program on self-forgiveness,life satisfaction, and death anxiety among Korean older adults in nursing homes. Methods: This study was undertakenin two nursing homes in Korea using a nonequivalent control group with a pretest-posttest design. The subjectswere 47 older adults aged 69 to 91 years. The experimental group underwent the group reminiscence programfor eight weeks. All participants’ self-forgiveness, life satisfaction, and death anxiety levels were measured usingthe State Self-Forgiveness Scale-Korea (SSFS-K), the Satisfaction with Life Scale (SWLS), and the Death AnxietyScale (DAS), respectively, before and after the eight-week intervention. Results: After the group reminiscence program,life satisfaction (t=3.23, p=.003) and death anxiety (t=2.49, p=.018) levels of the experimental group improvedsignificantly compared to those of the control group. There was no statistically significant difference inself-forgiveness between the experimental and control groups. Conclusion: The results of this study suggest thatuse of the group reminiscence program can be considered an effective intervention, with a positive impact on lifesatisfaction and death anxiety of Korean older adults in nursing homes.

The purpose of this study is to identify the effects of a group integrated intervention program that simultaneously conducts cognitive activities, physical activities, emotional activities and social interactions by integrating animal-assisted therapy (AAT) and integrated elderly play therapy based on the cognitive functions and depression of the elderly who live alone. This study follows a pre-test post-test design with a nonequivalent control group, to verify the effectiveness of a group integrated intervention. It applies a group integrated intervention program to 20 elderly people who live alone, aged 65 and above (10 in the experimental group, 10 in the control group), once a week for 90 minutes across eight weeks. The study went through MMSE-K, TMT-A and GDSSF-A to assess cognitive functions and the level of depression. The group integrated intervention increased the cognitive functions of the experimental group and decreased levels of depression. Therefore, this study verified that a group integrated intervention program of AAT and integrated play therapy of the elderly, is an effective for increasing cognitive functions and decreasing depression levels of the elderly who live alone. Based on these findings, the study suggests that there is a need to continuously expand group integrated intervention programs and provide relevant political support.

Purpose: Community child centers (CCCs) were introduced to provide after-school activities and care, including meal services to children from low-income families. The assistant cooks, who have the main responsibility for making and serving food at CCCs, are a major factor influencing the eating habits of children using CCCs. In this study, we tried to identify and understand who the assistant cooks are, what their job responsibilities are, and what they need in order to be able to provide children with healthy meals. Methods: Three focus group interviews were held with 17 workfare program participants who worked as assistant cooks at CCCs, and content analysis methods were applied using the NVivo 12 qualitative data analysis software. Results: The assistant cooks reflected on their perceptions of the children's health at the CCCs, their own cooking style, and their role at the CCCs. Additionally, barriers to the optimal provision of their services were pointed out, and improvements were suggested. Conclusion: The results of this study can be used as a fundamental resource for the development of tailored interventions that consider a child's unique environment to address health disparities, specifically with respect to childhood obesity.

Purpose: This study aimed to develop and evaluate the effectiveness of a therapeutic communication program based on King’s goal attainment theory, specifically designed for nurses providing care to patients with hematological oncology in a tertiary hospital setting. Methods: A non-equivalent control group design was employed, involving 59 nurses (intervention group: 29, control group: 30) with experience in hematological cancer care. The therapeutic communication program, developed according to the theoretical constructs of King’s theory, consisted of eight weekly sessions. Outcome variables included problem-solving ability, communication self-efficacy, and interaction satisfaction. The effects of the intervention were analyzed using the independent- and paired-samples t-test as well as a Wilcoxon signed-rank test. Results: In between-group comparisons of pre?post changes, communication self-efficacy increased significantly more in the intervention group than in the control group (p=.027). However, no significant between-group differences were found for problem-solving ability or interaction satisfaction. These findings suggest that the program effectively enhances therapeutic communication competencies among nurses in hematological oncology wards. Conclusion: The therapeutic communication program significantly improved problem-solving ability, communication self-efficacy, and interaction satisfaction among nurses in the intervention group within the hematological oncology ward. This theory-based intervention provides an evidence-based framework for strengthening clinical nursing practice and education.

Purpose: Inadequate bowel preparation compromises the efficacy of colonoscopy. This study aimed to develop and evaluate a patient-tailored bowel preparation program designed to improve bowel preparation quality, medication adherence, and dietary adherence among patients undergoing colonoscopy.Methods: The program consisted of four phases: (1) patient-specific assessment using a checklist; (2) personalized instructional videos; (3) short message service reminders; and (4) nurse-led counseling. A quasi-experimental, nonconcurrent nonequivalent control group, posttest-only design was used, with the control group recruited first. The study was conducted from April to July 2024 at a tertiary hospital in South Korea and included 80 adult outpatients scheduled for colonoscopy (40 control and 40 experimental participants). Outcomes included bowel preparation quality assessed using the Aronchick Bowel Preparation Scale, medication knowledge and adherence, and dietary knowledge and adherence.Results: The experimental group demonstrated significantly higher bowel preparation quality than the control group (Z=8.13, p<.001, r=0.91). Medication knowledge and adherence were also significantly higher in the experimental group than in the control group (Z=3.54, p<.001, r=0.40; Z=6.50, p<.001, r=0.73; respectively). Similarly, dietary knowledge and adherence improved significantly in the experimental group compared with the control group (Z=5.28, p<.001, r=0.59; Z=5.32, p<.001, r=0.60; respectively).Conclusion: The patient-tailored bowel preparation program effectively improved bowel preparation outcomes for colonoscopy. Future research should focus on integrating the program into electronic health records to enable automated delivery and improve efficiency and scalability in clinical practice.

Purpose: This study aimed to develop and evaluate the effectiveness of a health management program using a mobile application for middle-aged men experiencing andropause. Methods: A quasi-experimental design with a non-equivalent control group pretest-posttest structure was employed. The study took place from June 27 to August 30, 2024, with participant recruitment occurring from June 27 to July 10, 2024. In total, 61 participants (30 in the experimental group and 31 in the control group) participated from July 15 to August 20, 2024. The experimental group received an application-based health management program, while the control group did not. Results: The experimental group showed significant improvements in subjective quality of life, health-promoting behaviors, and subjective health status compared to the control group (p<.001). Conclusion: This study confirms that mobile applications can effectively manage health during andropause in middle-aged men. Further research with a larger sample size is recommended to validate these findings.

Purpose: This study aimed to develop a physical restraints education program using the Information-Motivation-Behavioral Skill (IMB) model and examine its effects on physical restraint-related knowledge, attitudes, nursing practices, and person-centered care of nursing care providers in long-term care hospitals. Methods: A nonequivalent control group repeated measures quasi-experimental design was used. The participants were 54 nursing care providers (intervention group=27, control group=27) in long-term care hospitals from B city. The IMB model-based education program was developed and implemented once a week for 3 weeks. The program involved brain writing, lectures, poster or slogan creation, writing diary to reduce the use of restraint, and shouting slogans. Data were collected using self-reported questionnaires at pretest, immediately after the program completed (3 weeks after pretest), and 4 weeks after completing the program (7 weeks after pretest). Analysis was conducted using χ²-test, Fisher’s exact test, t-test, Mann-Whitney U-test, and repeated measures ANCOVA with the SPSS/WIN 28.0 program. Results: The participants consisted of nurses (40.7%), nursing assistants (40.7%), and care workers (18.5%). The education program had statistically significant effects on knowledge (F=46.38, p<.001), attitude (F=42.70, p<.001), nursing practice (F=31.29, p<.001), and person-centered care (F=27.74, p<.001) regarding physical restraints. The intervention’s effects remained for 4 weeks after the completion of the intervention. Conclusion: This education program effectively enhanced nursing care providers’ knowledge, attitude, nursing practice, and person-centered care concerning physical restraints. Future research is warranted to provide a regularly repeated program and evaluate the direct effects on the frequency of physical restraints for nursing care providers in long-term care hospitals.

Purpose: To examine the effects of a spousal participation health promotion program (health promotion program, HPP) based on Cox’s Interaction Model of supporting husbands’ health behavior compliance following a percutaneous coronary intervention (PCI). Methods: This study was a nonequivalent control group pretest-posttest design. A total of 52 participants (26 in each group) completed the study. The researchers conducted pretest and posttest at 12-week intervals on 26 control groups. Those in the 26 experimental groups attended in the entire 12-week program with pretest and posttest. Also, 10 control groups who wished to receive the intervention were given the opportunity to participate in the HPP for 3 weeks and were provided with the materials used from weeks 4 through 12 after completion of the study. Descriptive statistics, independent t-test, paired t-test, Mann-Whitney U-test, and a Wilcoxon signed rank test were conducted. Results: Spousal participation HPP was effective in promoting participants’ marital compatibility and health behavior compliance. Conclusion: Spousal participation HPP was an effective intervention for reducing body mass index, total cholesterol, triglyceride, and low-density lipoprotein, enhancing marital harmony, and promoting health behavior compliance among middle-aged and older men who underwent PCI. Therefore, it is recommended to actively utilize the spousal participation HPP as an effective intervention strategy for health management of this population.

본 연구는 학급단위 분노조절 집단상담 프로그램이 초등학생의 분노와 공격성 감소에 미치는 영향을 알아보기 위해 실시되었다. 서울특별시 소재 K초등학교 3학년 2개 학급과 4학년 2개 학급을 각각 실험집단과 통제집단으로 선정하였으며 구성 인원은 3학년 각 28명, 4학년 각 30명으로 하였다. 실험집단에는 일주일에 두 번, 회기당 40분씩 총 8회기에 걸쳐 학급단위 분노조절 집단상담 프로그램을 실시하였고 통제집단에는 아무런 처치를 하지 않았다. 프로그램 종결 후 집단 간 분노 및 공격성 검사의 사전, 사후, 추수 검사 결과를 비교 분석하였고, 실험집단의 각 회기별 소감문, 연구자 및 담임의 관찰 기록, 프로그램 평가 설문 등을 분석하였다. 연구결과 첫째, 학급단위 분노조절 집단상담 프로그램은 초등학생의 분노 감소에 프로그램 사후 및 추수검사에서도 효과가 있었다. 둘째, 학급단위 분노조절 집단상담 프로그램은 초등학생의 공격성 전체와 그 하위변인 모두에 프로그램 사후 및 추수검사에서도 효과가 있었다. 이러한 결과는 회기별 소감문과 연구자 및 담임의 관찰 기록, 프로그램 평가 설문 자료 분석을 통해 지지되고 보충, 심화되었다.

This study investigated the effects of an anger control group program with Korean children who were in 3rd and 4thgrade of K elementary school in Seoul. An experimental versus control group design, with pre-test, post-test and follow-up measures, was used. This study’s findings revealed that the anger control program participants showed positive effects in the reduction of anger and aggression(verbal aggression, indirect aggression, negativeness, irritability and total aggression) compared to control group children. These effects were continued 4 weeks after this intervention. These results were supported and identified by content data based on participants’ reports after each session, teachers’ observation records and program evaluation of participants after the intervention. This study results showed that the anger control group program could be an effective tool to reduce children’s anger and aggression, applicable as a preventive and developmental guidance program with Korean children.

This study developed a mother-child group counseling program that integrates positive psychotherapy and emotional coaching and verified its effectiveness. Nine pairs participated in the experimental group and 10 pairs in the comparative group. Repeated measurement variance analysis was performed to verify program effectiveness. The program effect of children was significantly higher in self-esteem and interpersonal skills after participating in the program than that of children in the comparative group, and this effect was maintained until further tests. As for the effect of the mother program, the audit tendency and conflict coping ability of mothers in the experimental group significantly increased after participating in the program. In the case of communication skills, there was no significant difference between the experimental group and the comparative group. These results show that this program not only induced positive changes to school maladjusted children, but also was effective in causing positive changes in their mothers.

본 연구는 수용-전념 치료 (Acceptance and Commitment Therapy, ACT) 집단상담 프로그램이 대학생의 우울 완화에 미치는 효과를 검증하고, 그 치료적 변인을 규명하고자 하였다. 연구 참여자 21명의 대학생 을 실험집단 11명과 통제집단 10명에 배치하였고, 실험집단에 총 5회기의 수용-전념 치료 집단상담 프로그램을 실시하였다. 연구 결과, 실험집단의 우울 수준은 유의미하게 감소한 반면, 통제집단의 우울 수준은 오히려 증가하였다. 또한 실험집단의 수용행동, 탈융합 및 마음챙김 수준이 유의하게 향상되었다. 이를 통해 수용-전념 치료 집단상담 프로그램이 대학생의 우울 완화에 효과적임을 확인하였고 수용행동, 탈융합 및 마음챙김 이 수용-전념 치료의 핵심 치료 요인으로 작용하였음을 밝혔다. 본 연구는 수용-전념 치료의 이론적 토대를 실증적으로 지지하고, 대학생 우울 치료에 적용할 수 있는 근거를 제시하였다는 점에서 의의가 있다.

This study aimed to examine the effect of a group counseling program based on Acceptance and Commitment Therapy (ACT) on alleviating depression in college students, and to identify the therapeutic variables. Twenty-one college students were assigned to the experimental group (n = 11) and the control group (n = 10). The experimental group received a 5-session ACT-based group counseling program. The results showed that the depression level of the experimental group significantly decreased, while that of the control group increased. Furthermore, the levels of acceptance, defusion, and mindfulness in the experimental group significantly improved. These findings suggest that the ACT-based group counseling program is effective in alleviating depression in college students, and that acceptance, defusion, and mindfulness serve as core therapeutic factors in ACT. This study provides empirical support for the theoretical foundation of ACT and presents evidence for its application in the treatment of depression among college students.

The occupation of firefighting is characterized by a high risk of exposure to traumatic events, which can result in the development of post-traumatic stress disorder. This study aims to investigate firefighters’ perceptions and needs on virtual reality (VR) psychological intervention programs. The study is qualitative and uses a focus group interview. Semi-structured interviews were conducted with two focus groups of six people, one for field staff and one for internal and psychological support staff. Consequently, two themes and eight categories were identified for VR psychological intervention programs. Firefighters' perceptions of the VR psychological intervention program were categorized into three categories. Their needs included “a form of group counseling with realistic virtual colleagues,” “content modules that reflect different trauma experiences for each job, such as rescue and resuscitation, firefighting, and desk work,” “a standardized, one-hour, non-face-to-face program,” “support for manual development and program utilization that considers individual differences in age and digital proficiency,” and “professional firefighters’ participation in development and outreach to individuals, managers, and organizations." The key findings of the study are expected to be considered in developing future VR psychological intervention programs for firefighters.

배경: Schwartz에 의해 개발된 IFS치료는 참자기(Self)와의 만남으로 안정적인 정서를 형성함으로, 학생정 서·행동 특성검사에서 관심군으로 분류되는 청소년을 돕고자 하였다. 목적: 청소년기에 당면하는 위기에 잘 대처하여 안정적인 성장을 위한 긍정적 자아정체감을 향상하기 위 한 프로그램을 개발하여 정서적 안정과 치료에 효과를 보고자 하였다. 방법론/접근: 이를 위한 세부목표로 첫째, 청소년기의 특성을 살펴보고 IFS 접근을 통하여 프로그램을 개 발한다. 둘째, 자아정체감 향상 프로그램을 개발함에 있어서 필요한 프로그램 대상, 목표, 구성, 내용을 설계한다. 셋째, 청소년의 자아정체감을 향상하기 위한 실제적인 IFS 프로그램을 개발하기 위해, 예비연 구와 평가로 실제적인 IFS 프로그램을 개발한다. 넷째, 프로그램의 효과를 검증하기 위한 자아정체 감·IFS·학생정서·행동 특성검사 척도를 이용하여 사전·사후의 양적 검증과 질적 검증으로 효과를 검 증하였다. 결과/결론: 본 연구에서 개발한 청소년의 자아정체감 향상을 위한 IFS 프로그램의 구성 내용은 실험 처치 한 결과 모두 유의한 결과가 나타나 효과가 있음을 검증하였고, 또한 청소년의 자아정체감 향상을 위한 IFS치료프로그램의 자아정체감 향상, IFS(내면가족체계)의 변화, 정서행동문제의 감소는 검증결과 유의미 한 결과를 보여 효과적임이 검증되었다. 시사점: 본 연구 결과는 첫째, 학생정서·행동 특성검사의 관심군과 청소년을 대상으로 연구를 하였고, 둘째, 청소년의 관심군의 참여가 자연스럽고 적극적으로 되었다는 점이다. 셋째, 본 연구에서는 양적효과 검증과 질적 분석을 병행하는 연구를 하였다. 넷째, 청소년의 자아정체감 향상을 위한 IFS 프로그램을 구 성하였다는 점이다. Stanley Hall은 청소년은 ‘질풍노도의 시기’라고 한다. 본 연구자는 청소년기에 보이는 불안정한 정서는 치료해야 할 ‘문제’라기보다는 건강한 성인으로 발달해가는 과정중의 하나이며 발달과제로 보고 있다. 청소년의 자아정체감 향상을 위한 IFS 프로그램이 자아정체감의 위기에 자신을 이해하고 수용하여, 정서·행동적 안정을 갖게 되고, 그로 인해 긍정적인 자 아정체감의 형성으로 삶의 질 향상에 기여할 것으로 본다.

Background: IFS treatment has been developed by Schwartz, Based on the fact that it forms a stable emotion through the encounter of self, we would like to help adolescents classified as focus groups identified by the test of the student’s emotional and behavioral characteristics. Purpose: By developing a program that improves the stable growth and positive self-identity for adolescents, we tried to obtain the positive effect in the adolescences coping with the crisis. Methodology/Approach: As detailed goals as follows; (1) Observe the characteristics of adolescence and develop the programs by IFS access. (2) When the program was developed for the improvement of self-identity, it was included object, goal, composition, and content as essential factors. (3) Both preliminary research and evaluation were preceded to develop practical IFS programs to improve adolescents' self-identity. (4) The effects of the programs were verified through pre- and post-quantitative and qualitative evaluation of the self-identity, IFS, student sentiment, and the scales of behavioral characteristic test. Findings/Conclusions: The overall results of the study show that the content of the IFS program for assisting the self-identification for youth has produced significant outcomes. Furthermore, the IFS treatment program was verified to assist in the self-identification of youths, the improvement in the IFS (Internal Family System), and reduction in emotional and behavioral problems. Implications: The results of this study are as follows; (1) The focus group from the student sentiment and behavioral characteristic test and adolescents were subjected to the study. (2) It derives the natural and active participation of the interest group of adolescents. (3) The study was conducted in parallel with quantitative effect verification and qualitative analysis. (4) IFS program was successfully constructed to improve adolescents' self-identity.

This investigation was carried out to identify and assess the appropriate social skills and social value elements of the dual system apprenticeship program by applying the Modified Nominal Group Technique. These elements will be taken into account in the development of the social skills and social value competence model for the dual system apprenticeship program that will be used as the primary reference for skills instructors. The formation of these elements is based on the panel of experts’ views and consensus. A total of 13 experts who were directly involved with the dual system apprenticeship program were identified. The Modified Nominal Group Technique data analysis was determined based on the score given by all of the panel of experts’ votes, which were converted into percentages and compared with the terms set. The experts’ agreement determined the final elements of social skills and social values. The voting process in the Modified Nominal Group Technique session was not intended to eliminate or abolish any element that had been mutually agreed upon by the experts. Instead, the voting process was aimed at determining the priorities of each of the elements according to the preference of each expert, that was based on individual scale interpretation. The Modified Nominal Technique group contains five stages that need to be observed: research briefings, idea generation, sharing and discussing ideas. The best idea went through a voting process and the research findings were presented. The elements that were formed had a great implication on the construction of the model. Therefore, the findings of this study will be the most important source of reference in constructing the social skills competency model for the dual system apprenticeship program.