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홍경자 ( Hong Kyung-Ja ) - Ewha Womans University
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Abstract
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The goal of this study was to establish a descriptive classification system that cotYld be used to group child research and clinical purposes, to reflect behavioral problems of children, and to facilitate quantitative assessment of behavioral change by the development of child behavior profile for the elementary school children in Korea.
Data were obtained with the Korean version behavior checklist which is based on Achenbach´s Child Behavior Checklist (CBCL) comprised a diverse array of behavior problems. The checklist was designed to be filled out by parents, believing that they typically have a more comprehensive picture of their children´s problems than do any other possible informants.
The Child Behavior Chicklist is consisted of 122 behavioral items which are rated on a 3-step response scale such as 0: not true, 1: sometimes true, 2: very true.
Thus the score could be ranged from 0 to 244, and it means the higher the score the more serious behavior problems. The test-retest and interparental reliability of this behaviorchecklist were performed, and the mean Spearman-Brown for each behavioral items was .72 on test-retest reliability and .60 on the inter-parental reliability.
The data on normal subjects were collected from the parents of 1250 elementary school boys and 1175 elementary school girls at 4 schools in Seoul area and 2 schools in southern country during May, 1984.
The data on clinic subjects were from 228 boys and girls who visited Out Patient Department of Child Psychiatry at S. University Hospital during the period from July, 1984 to December 1985.
497 children from normal subjects were selected as the control group by matching child´s sex, grade, and father´s educational level to clinic subjects. .
The factor analysis on the behavioral items of clinic sample was performed by a principal components analysis with varimax rotations to identify the most robust.
The 14 behavior problem factors were derived through factor analysis of behavior checklists filled out by parents of 228 clinic sample.
In order to develop behavioral profile, norms were computed from behavior checklists of 497 normal children in each 14 factors.
Percentile derived from the cumulative frequency distribution of the normal 497 scores on the factor based behavioral scale was used for the score distribution.
For the distribution of each behavior factor score, normalized T-scores were based on percentile up to a T-score of 70 which is appro ximately 98 percentile. T-scores from 71 to 100 were derived by dividing all the remaining raw scores of a scale into 30 interval.
The results of this study are as follows:
1. Separate factor analysis of male and female subjects revealed that only major differences
were in order not in kind of factors. 12 factors were extracted from total clinic subjects and two factors, hyperactivity and over-anxious, were added and the total 14 factor were finally selected for the development of child behavior profile. 14 factors are such as I. Depression, II. Psychosomatic, III. Social withdrawal, IV. Psychotic, V. Obsession, VI. Over-anxious, VII. School refusal, VIII. Emotional instability, IX. Immature Aggressive, X. Delinquency, XI. Hystery sex problem, XII. Hyperactivity, XIII. Paranoid, XIV. Regression.
2. Child behavior profile was developed according to the scores on each factors of normal children.
3. Reanalysis of data according to the behavior problem factors showed significant differences in all factors between normal and clinic group.
4. There was no significant sexual differences in all factors except II. Psychosomatic factor of normal children group and VIII. Emotional instability factor in clinic children group, although sexual differences were noted in individual items of behavior checklists.
In Psychosomatic factor of normal children, girls showed higher score than boys, but boys showed higher score than girls in Emotional instability factor of clinic children.
5. School grade showed significant differences among normal children especially in five factors, IV. Psychosomatic, V. Obsession, VI. Over-anxious, IX. Immature. Aggressive, XI. Hystery. Sex problems.
The differences were that older children showed higher score than younger childeren. But school grade did not make any significant differences in any factors of clinic children.
6. While mother´s and father´s educational level showed no significant differences in clinic children group, there were- significant differencesin all factors according to father´s educational level and 12 factors according to mother´s educational level in normal children group. The differences were that higher educational level showed lower behavior problem scores.
7. There were significant differences in all 14 factors according to the adequacy of affection which children received during the first 5 years.
The result revealed that the more affection they received the less behavior problem they developed.
8. There were significant differences in all 14 factors according to the types of temperament. The "difficult" children showed the highest behavior problem score and the "easy" children showed the lowest score.
9. Significant differences were also noted in all 14 factors according to the types of child rearing methods. The more controlling parental attitude was associated with the highest behavior problem score except in one factor, Regression factor showed highest in more permissive parental group.
10. Nursing implications from these conclusions were discussed and- recommendations were made for further development of research field to children.
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KeyWords
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원문 및 링크아웃 정보
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등재저널 정보
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