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( Kummabutr Jeeraporn ),( Phuphaibul Rutja ),( Suwonnaroop Nantawon ),( Nityasuddhi Dechavudh ) 한국행정학회 2016 한국행정학회 학술발표논문집 Vol.2016 No.-
This study built upon the initial evaluation of the prior intervention by extending the follow-up assessments to one year following the end of intervention. A quasi-experimental two-group longitudinal design followed the life skills mean scores over a one-year period. Followed to prior study, the purposive sampling was used to recruit the sample and the subjects consisted of the 53-sixth graders and their parents. The participants included 26 student/parent dyads in experimental group and 27 students in control group were recruited in this study. Instrument for data collection was the Life Skills Questionnaire for School-age Children. Two data-Collecting were conducted to examine the long-term effects of the interventions in extended period as well as six and twelve month after the intervention. The repeated measures ANOVA were used to test the effects. Significant effects, albeit modest in magnitude, were found on child life skills at sixth months and one year after the intervention (p< .05). The results presented significant difference in life skill scores over time between groups (p= .031). The scores were significantly higher than at each of the times extended over a one-year period within group (p= .002). By obtaining long-term follow-up to evaluation the program, it presented a more reliable test of the effect of the family-based intervention on child outcome. These findings suggest the intervention require an active parent involvement in child skills intervention, so as to improve resilience skill. Recommendations suggest that school nurse should use family-based intervention to develop child life skills.