The purpose of this article is to evaluate the current state of studying resourcefulness among children and families and to propose future research directions. Five domains of studying resourcefulness were discussed in this article; these domains are positive outcomes of being resourceful on family members, definition of resourcefulness, assessments of resourcefulness, factors contributing to children's resourcefulness, and the programs aimed at increasing resourcefulness. By reviewing findings of the existing studies, this article revealed that resourcefulness is a multifaceted concept that has caused variations in the definitions/emphases from different scholars and the various existing scales testing different facets of the concept. While most of the studies focused on family members, none of them discussed the value of family resourcefulness in their studies. Research findings suggest that both environmental influences and personal characteristics contribute to children's resourcefulness, which either directly or inexplicitly reflect the notions of family systems theory. Several resourcefulness intervention programs were identified, but these programs were mainly focused on children and socioeconomically disadvantaged families and all serve different purposes. We propose to generate matched programs for either parents or kids to enhance the outcome of these programs in the family settings. Future studies on consolidating the various definitions, scales, and programs on resourcefulness and family resourcefulness, as well as expanding understandings of the internal and external influences that contribute to a family's resourcefulness from the systemic perspective are needed.

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This study aimed to analyze the needs and status of family support programs at the Gwanak-gu Family Center in the context of COVID-19. An online survey targeting Gwanak-gu residents between the ages of 20 and 60 was conducted between September and October 2021. Descriptive statistics, a chi-squared test, a t-test, and a one-way ANOVA were used to analyze the data gathered from 506 participants. The results of this study are as follows. First, after the COVID-19 pandemic, the numbers of male, single (unmarried), and single-person household participants increased. Second, demand for “me”-related programs, such as self-discovery, self-management, and hobbies, was generally high. Third, demand for “me”-related programs was the highest among the group that had never previously used the Family Center. Fourth, although women with children in preschool were highly satisfied with the non-face-to-face method, no significant difference was found in the satisfaction between the face-to-face and non-face-to-face methods. The results also showed that most respondents did not have a strong preference for either the face-to-face or non-face-to-face methods. Fifth, in educational programs, there was a high preference for the non-face-to-face method, while in programs emphasizing communication, experience, and exchange, there was a high preference for the face-to-face method. The findings indicate that it is necessary to adjust program themes and operation methods by tailoring them to the characteristics and needs of the target population and considering regional characteristics when developing new programs.

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This study aims to develop educational programs for teachers and government officers to understand singleparent families. Prior to the development, the report on the educational program to understand single-parent families provided by the Seoul Single-Parent Family Support Center and educational demands of teachers and government officers were analyzed. As a result, the programs for understanding single-parent families were developed for teachers and government officers. First, the two-hour program for teachers consisted of topics like understanding single-parent families, teachers’ experiences related to single-parent families, and useful policy information for single-parent families. Second, the two-hour program for government officers included topics such as understanding single-parent families, family policies and social welfare programs for single-parent families, and skills for an effective communication with single-parent families. Finally, effective program management strategies for teachers and government officers were discussed.