The Effectiveness of Adaptability Program to School for Lower Grades Students of Elementary School in Multicultural Family

이선미,; 이선화,

doi:10.15703/kjc.10.4.200912.2273

Cited by 3 publications

References 5 publications

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Counseling in South Korea

Lee¹,

Yang²

2015

Counseling Around the World

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History of Counseling in South KoreaThe Counseling Profession was established in South Korea through a cross-cultural collaboration. Counseling was introduced by the United States Educational Delegation in the 1950s in Korea (Jang, 2009;Seo, Kim, & Kim, 2007). Between 1952 and 1962, American delegates visited and initiated educational missions by introducing the western concepts of counseling, guidance theories and methods. In 1963, the Ministry of Education acknowledged the need to have "Disciplinary Guidance Teachers" in middle and high schools, and the 1963 Education Act was established. Due to ill-defined roles and structures for the Disciplinary Guidance Teachers, the counseling profession was not successfully incorporated into the Korean school system until the 1990s (Lee, Oh, & Suh, 2007). In the 1990s, the Disciplinary Guidance Teachers were retitled as "Career Counseling Teachers" and again changed to "Professional School Counseling Teachers" by the 1997 Elementary and Secondary Education Act (Lee et al., 2007). The 2004 Elementary and Secondary School Education Act had a significant impact on the School Counseling profession by providing federal funds for services and training. In the late 2000s, the Ministry of Education and Human Resources Development started placing full-time Professional School Counseling Teachers in secondary schools, and the number of student served by school counselors has increased.

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Counseling in South Korea

Lee¹,

Yang²

2015

Counseling Around the World

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School-Based Counseling Policy, Policy Research, and Implications: Findings from South Korea

Lee¹,

Yang²

2017

International Handbook for Policy Research on School-Based Counseling

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Systematic Review of Mental Health Interventions Designed for Multicultural Children and Adolescents in South Korea

Lee

Choi

2018

J Korean Acad Psychiatr Ment Health Nurs

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Purpose:The purpose of this study was to review intervention programs designed to promote mental health in multicultural children and adolescents living in Korea. Methods: A systematic search with key words in Korean and English was conducted using 9 electronic databases. Twelve studies were included in the sample for systematic review and the Methodological Index for Non-Randomized Study (MINORS) was used to assess methodological rigor and quality of scientific evidence. Results: Randomized controlled trials (RCTs) were used in 3 and quasi-experimental designs in nine studies. Interventions utilizing art therapy were found to be effective in improving school adjustment in these children, and in decreasing levels of depression and anxiety. Learning activities and self-image were not found to be effective. In all 12 studies discussion of the theory guiding the intervention was not included and all 12 studies were rated as having a high risk of bias based on MINORS criteria. Conclusion: Findings provide a basis for developing intervention programs to improve mental health in multicultural children and adolescents. Core strategies for promoting mental health in these children and adolescents include access to age and situational characteristics. For intervention effects, development of programs to improve self-esteem and resilience is important.

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The Effectiveness of Adaptability Program to School for Lower Grades Students of Elementary School in Multicultural Family

Cited by 3 publications

References 5 publications

Counseling in South Korea

Counseling in South Korea

School-Based Counseling Policy, Policy Research, and Implications: Findings from South Korea

Systematic Review of Mental Health Interventions Designed for Multicultural Children and Adolescents in South Korea

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