ENABLING CHILDREN SOUTH KOREA PROFILE OF PROGRAMS AND SERVICES FOR - - PowerPoint PPT Presentation

ENABLING CHILDREN

Yang Soon Kim, Ph.D. Emeritus Professor, Jeju National University Jeju Children’s Counseling Center SOUTH KOREA PROFILE OF PROGRAMS AND SERVICES FOR THE ENABLE KIDS PROJECT

Enabling Children

Yang Soon Kim, Ph.D Emeritus Professor. Jeju Nat. Univ. Jeju Children’s Counseling Cneter

• RPT –S : Registered Play Therapist – Supervisor (# S-1015)
• Pet Partner : Delta Society, U.S.A (# 7425)
• KPT- S : Korean Play Therapist – Supervisor (# 00-4-6)
• KC- S : Korean Counselor – Supervisor (# 192)
• K – MHC : Korean Mental Health Counselor (# 158)
• KC - C : Korean Catholic Counselor (# 52)

Contents :

Introduction

• I. History of Multi - Cultural Family in Korea
• II. Multi-cultural Family Support Government Divisions :
• III. Government Projects
• IV. Organizations and their Responsibilities
• V. Jeju Children’s Counseling Center (JCCC, 2010 -2016)

Enabling Children in Migration Policies and Programs: Focus on the Philippine, Japan and South Korea

• VI. Family & Social Relationship Enhancement Programs
• VII. Government Scholarship Policy for Mul. Cul. Students
• VIII. Research Related Mul. Cul. Families & Children
• IX. Multi-Cultural Schools
• X. Conclusion & Recommendations

Discussion Footnotes References

Enabling Children in Migration Policies and Programs: Focus on the Philippine, Japan and South Korea

• For the “Enabling Children in Migration Policies and Programs :
• Focus on the Philippine, Japan and South Korea”,
• The psychological theories of Human Behavior – Child Developmental Psycho

logy - are based on K. Lewin (1890 – 1947), A. Maslow( 1962, 1987), E. Eriks

• n( 1950, 1968b) , A. Adler( (1927, 1930a), E. Fromm, (1955); S. Siegel (2015)

: FN.1.2.3.4.5.6

• The purpose of this project is how can we help the children to grow a healthy

–physical, emotional, mental, psychological, spiritual- adult.

• In order to develop “Enabling Children in Migration Policies and Programs”, I

suggest three main Education & Counseling Programs for Family & Social R elationship Enhancement and one Mul. Cul. Scholarship Policy.

Introduction

For this purpose there are five premises according to psychological the

• ries of Human Behavior.

Premise 1 by A. Adler( (1927, 1930a): In order to raise a healthy child how could he/she overcome a Feeling

• f Inferiority and develop a Social Interest , one of the most importa

nt factor for mental health, is by the first care taker – mother – shoul d be a happy person herself. So that child can overcome a Feeling of I nferiority and to develop healthy Social Interest for others and drea m of a positive Fictional Finalism for the Human Society.

Five Premises

Premise 2 by E. Erikson( 1950, 1968b) : A mother must give a Sense of Trust to her child which is an

important basic element of Human Relationship, and Sense of Identity when a child grow an adolescence stage. Who am I ?

Premise 3 by A. Maslow( 1962, 1987) : How does the family and society provide a need for Safety & Belon

gingness, Esteem, Competence, Approval, Recognition to the Migr ant Children where they live in.

Premise 4 by E. Fromm, (1955) : How does the family and society provide a Man’s needs for Relatedn

ess, Rootedness for the Migrant Children where they live in for the Sane Society.

If a child has an identity conflicts it can be a significant than what

we could imagine. Race and racial identity affects one’s socio-emot ional and psychological health. Racism, prejudice, discrimination, anti- Mul. Cul. can negatively affects to which Mul. Cul. identity with their racial background and heritage, this can affect their racial identity( Lee, C. C. ed. ; 2006, p. 67)

Ex : Korean - Phill., Korean – Japanese, Japanese –Korean, Japane

se – Phill., Phill. –Korean, Phill. – Japanese

Premise 5 by K. Lewin (1890 – 1947) : B = f ( P. E) ; Person’s Behavior is a function of reciprocal interaction

with Person and Environment. How dose he/she perceive his social, p hysical, psychological environment could determine his/her behavior. For instance a healthy person could perceive his/her environment in b etter way than those who are not.

The three main Education & Counseling Programs for Family &

Social Relationship Enhancement and one Mul. Cul. Scholarship Policy which develop for this project may not meet all of these five premises however it will give an awareness of what is the important factor for the Migrant Children to grow a healthy person where they live in.

• 1950’s - 60’s

U.S. Army Reservation Camp : Soldiers Foreign Father – Korean Mother Social Discrimination –color- / Children’s Language Dev. Normal

• 1990’s – Present

2005 ; married couple 100 – 13.6 are Int’l. marriage Korean Father – Foreign Mother Increasing older Farm men marry to Mul. women. Social Discrimination – color -/ Children’s Language Dev. Disorder

• I. History of Multi - Cultural Family in Korea

• Mul. M
• l. Mar
• ar. J

. Jeju ju (8 (8.8 .8 p perce cent ), J ), Junmam am (8 (8.7 .7 p perce cent), J ), Junbook

• ok (8

(8.7 .7 p perce cent)

Philippines : 493 / Jeju -si : 286 / Seogwipo –si : 207 Japan : 164 / Jeju -si : 121 / Seogwipo -si : 41

• 2016. June.1 KBS 1 Jeju News :

3,000 Mul. Cul. Household in Jeju, out of 100 Newly Wed, 8 wed. is Mul.

• Cul. however, the discrimination is one of the most needed to change in Je

ju Society. Attitude change needed !

• 2015, MGEF survey results : Mul. Cul. Acceptance Attitude
• Migrants & Foreign workers : Do not want to be a neighbor
• Korea : 31.8 percent
• U.S.A : 13.7 percent
• Sweden : 3.5 percent
• www.facebook.com/kbsjejunews/

• Married Migrants 3,275 (8.2 percent )
• Mul. Fam. Children 2,817
• Multicultural Families ; 305,446 / Children ; 207, 693 (2015, MGEF)
• (Jeju : Family ; 3,275 / Children ; 2,817 ; 2015)
• Multicultural Students : Elementary, Middle, High Schools ; 67,806
• (1.07 percent) / ( Jeju ; 1,138 ; 2015 )
• Mul. Students : Elementary, Middle, High Schools : 2016. 3.19. News :

1.35 percent (MEST, 교과부 / MOPAS, 행안부)

• Multicultural Children age of 9-24 yr. 82,476 (24 percent increased)

(2015, MGEF)

• Seoul, Dae Dong Ele. School 40 percent of Mul Cul. Children (2015, 6) :
• Yeongdeungpo-gu,, Oh Rew Dong : Alternative School ??

• Ministry of Gender Equality & Family : http://www.mogef.go.kr
• Korean Institute of Healthy Family : http://www.kihf.or.kr
• Multicultural Family Center : http://www.liveinkorea.kr
• Ministry of Education : http://www.moe.go.kr
• Ministry of Public Administration and Security : http://www.moi.go.kr
• Ministry of Justice : http://www.moj.go.kr
• Ministry for Health and Welfare : http://www.mw.go.kr
• Ministry of Culture, Sports and Tourism : http://www.mcst.go.kr
• Ministry for Food Agriculture Forestry and Fishery : http://www.mafra.go.kr
• II. Multi-cultural Family Support Government Divisions

• 1. The Rainbow Youth Center of Migrant Youth Foundation
• The Rainbow Youth Center of the Migrant Youth Foundation supports youth from

multicultural backgrounds (North Korean defectors, children of marriage immigrants, and children of multicultural families) in accordance with Article 18

• f the Juvenile Welfare Support Act. As a non-profit organization, the center aims to

make Korea a multicultural society in which everyone can pursue a happy life. (“Youth from multicultural backgrounds” refers to youth who were born and raised in another culture, or have a parent/parents that are not Korean).

• 2. 다문화가족지원포털 다누리 http://www.liveinkorea.kr

Danuri : Beautiful Communication, Culture of Togetherness

• 3. Support for Adaptation to Korean (Society)
• 4. Multicultural Family Support Center
• III. Government Projects

• 1. Korean Institute for Healthy Family (KIHF)

Support of Multicultural Family Support Centers

• Operation of pilot projects and program development ;
• Building of human resource capabilities through training
• Center support and evaluation
• Resource linkage and promotion
• Program management of programs for the creation of bilingual environments;

multicultural youth language development support programs;

• marriage immigrant translation/interpretation services ;
• Provision of informational services for multicultural families;
• Program for improved recognition of multicultural families ;
• Program management of regional multicultural programs ;
• IV. Organizations and their Responsibilities

Multicultural Family Support Centers

1 center in each of the 16 metropolises and provinces 2015, Total No. of Centers : 217 / 234 Multicultural Family Integrated Services Call Center 1577-1366

• IV. Organizations and their Responsibilities

Main Programs :

• 1. Play Therapy for the Children of Disorder ; Adjustment, Emotional,

Psychological, Behavioral, PTSD: age 2 yr. to under 12 yr.

• 2. Arts Activities / Expressive Art Therapy / Sand Tray - PTSD : Parents

Music Therapy, Horticultural Therapy : age 2 yr. to under 12 yr.

• 3. Parent- Child Relationship Therapy : age 2 yr. to under 10 yr.
• 4. Parent - Child Attachment Activities : age 2 yr. to under 6 yr.
• 5. Parent Education / Counseling
• 6. Psychological Assessment :

K-CBCL, SMS, SCT, SMC, PEP –R, KFD, KSD, HTP, MMPI -2, Rorschach Test, K-WIPPSI –IV, K-WISC -IV

• V. Jeju Children’s Counseling Center (JCCC, 2010 -2016)

http://jccc.or.kr

• 1. 다문화 가정 아동·청소년·부모를 위한 관계 증진 프로그램
• Relationship Enhancement Program for the Multicultural Children &
• Adolescence & Parents
• March, 2013 - December, 2013.
• Ministry of Gender Equality & Family
• Korean Institute of Healthy Family
• 2. 다문화 가정 아동·청소년을 위한 사회성 증진 프로그램
• Social Relationship Enhancement Program for the Multicultural Children &
• Adolescence.
• March, 2016 – December, 2016 - Processing
• Jeju Province ; Division of Gender Equality & Family

JCCC Project : 2013 -2016

• 3. 다문화 가정 아동·청소년 심리검사 ( For Toyota Project)

Psychological Assessment for the Multicultural Children & Adolescence : HTP,KFD, SMC,

• Elementary, 14 ; Middle, 8 ; High School, 1
• Total : 25 students (19 valid / 6 invalid)
• Jan. 10 – Mar. 13. 2016
• 4. 다문화 가정 아동을 위한 사회성 증진 프로그램
• Social Relationship Enhancement Program for the Multicultural Children
• March, 2016. June – July : 10 session. (10 – 12 Students)
• Jeju Dong Elementary School : Jeju Mul. Cul. focusing school

JCCC Project : 2013 -2016

Overall Summary of HTP/ KFD / SMC Shows Withdrawn from Self, Environment, Anxiety, Emotional Unsta

ble, Isolated, Conflict,

Lack of Relationship, Dependency Needs to families, Inner Depression,

Frustration, Needs to Beloved & Recognition,

Need for Protection, Needs family living in harmony, Deeply Concern for parents arguing ?? Korean Language was very higher level than expected. Results shows : Family Intervention Counseling & Therapy Programs are very much

in need.

Results of Psychological Assessment JCCC For Toyota Project

JCCC

• 1. Parent- Child Relationship Therapy (CPRT)
• Relationship Enhancement Program for the Multicultural Children &
• Adolescence & Parents (2013 : MGEF)
• Model I : 8 Children & 8 Parents( Mul. Cul.)
• : 10 weeks /2hr. per week
• Model II : 4 Children & 4 Parents (Korean)
• 4 Children & 4 Parents ( Mul. Cul.)
• p.s. JCCC Project : 2013 (MGEF / KIHF)
• Yang Soon Kim (2009). The Effectiveness of CPRT 10-Session Model for the M
• thers and Children Witnesses of Domestic Violence.
• Korean Journals of Play Therapy. 12(2) : 63-78
• VI. Family & Social Relationship Enhancement Programs

Filial Therapy / CPRT

Parents are taught basic child-centered play therapy : Principles & skills by Play Therapist. Reflecting / Structuring / Tracking / Returning Responsibility /

Therapeutic Limit setting

Be With attitude / Building child’s self-esteem Structuring weekly play session at-home laboratory play sessions Special Filial kit of selected toys Supervision in supportive atmosphere in the group

The Purpose of CPRT

Through CPRT, parents will develop the communication skills

with empathy their children's feeling and need

and the children will improve their self-concept, self-worth,

self-control, self-esteem, self-direction, self-responsibility and self-confidence.

And reducing their behavioral problems so that the parents &

children will have more intimate relationship, both grow together.

Objectives of CPRT

Parents will develop the communication skills with empathy their c

hildren's feeling and needs

Children will improve their self-concept, self-worth, self-control, self-esteem, self-direction, self-responsibility, self-confidence Reducing their behavior problems Enhance & strength the parents –child relationship Improve family interactions & problem-solving strategies. Facilitating personal growth & change for child and parent.

• 2. Jeju Diocese Migrant Center ( JDMC : 2004-2016)

Scout Program : Social & Peer Enhancement Program

Girl Scout, Boy Scout, Cup Scout : Catholic Scout Peer & Family Music ( Eco.) Camping (JCCC)

• 3. Ecological Camp Experiences for the Mul. Cul. Children &

Families : Relationship Enhancement Program Model I : 10 Children & 10 Parents : 2 days Eco. camping Model II ( JCCC ) : 6 Children & 6 Parents (Korean)

6 Children & 6 Parents ( Mul. Cul.) ( cf : Dongguk Univ. Mul. Cul. Children & Family Program Manual . 2014)

• 1. Mul. Cul. Families Children : Parents those who had not graduated from

College / University

• 2. Students : from Middle School ㅡ High (Mentor) ㅡ University(Mentor) ㅡ

Graduate School (Mentor) ㅡ Job related with their Major Area or ?

• 3. Scholarship Fund could be from Government, Business, Org. Personal.

Ex : Toyota Scholarship Project Cf : Univ. North Texas : Amstrong Project

• 4. Mul. Cul. Students educate them as a bilingual experts for the future.

(http://news.kbs.co.kr 11. March. 2016.)

• VII. Government Scholarship Policy for
• Mul. Cul. Students

Master / Doctoral Dissertation : Sum of Volume : 194

• 1. Identity : 29
• Self-esteem : 14
• Self-identity : 9
• The rest( Efficacy, Conception, Ego-Resilience) : 6
• 2. Emotion-Society : 24
• Emotion : 7
• Interaction / Comradeship : 6
• Social ability : 2
• Social support : 2
• The rest(creativity, stress, sensitivity) : 7
• VIII. Research Related Mul. Cul. Families & Children

(2011 -2015)

• 3. Parents Attitudes : 61
• Child-Rearing Attitudes : 12
• Parenting Efficacy : 4
• Parenting Program/Training : 9
• Attachment Mother-Child Interaction : 18
• The rest(rearing experience, parenting stress, father's participation,

empathic ability) : 18

• 4. Adaptation : 61
• School Adjustment : 27
• Socio-Cultural Adaptation : 18
• 5. Etc. : 35
• Multicultural Education : 20
• etc.(multicultural sensitivity, art / play / music therapy, sports,

experience program) : 15

• 1. Dasom School 82-43-649-2810

http://dasom.kopo.ac.kr /index.asp(Eng.) Chung Buk, Jae Chun : Alternative School ?? Jang Hee Soon

• 2. Hae-Mill : www.hamillschool.com

070 -4184 -8761 / 050 – 4841 – 8761 info@haemill.sc.kr Gang Won Do – Heung-Chun Singer : Inn Soon Eee

• 3. Seoul Orewdong : International School ??
• IX. Multi-Cultural Schools

• Korea has adhered to Homogenous Nationalism – pure blood custom-
• in long history. It causes a bias, block, unfriendly attitudes toward

immigrants, -differences could not accepted.

• Multicultural education for the Korean is needed in early ages, but it’s based
• n philosophy of a multicultural nation to grow, mutual understanding of

minority groups.

• To live in harmony with various nationality Korea must learn and to accept

like Canada : sharing / intercommunity of Value, Hope, Aspiration, Dream; that’s all we need to minimizing a social conflicts and to build for the future Korea.

• X. Conclusion & Recommendations

• How do we accept others – different race, religion, and to live together ?
• For the suggested Education & Counseling Programs and one Policy, the

conclusion and recommendations are :

• 1. Major Problems of Multi-Cultural Family in Korea
• a. Language Difficulties : has been improved. (MGEF, 2016)
• b. Cultural Differences : has been decreased. (MGEF, 2016)
• c. Bias & Discrimination : has been decreased. (MGEF, 2016)
• d. Lack of Social Relationship. (MGEF, 2016)
• e. Economical Difficulties : has been decreased. (MGEF, 2016)
• X. Conclusion & Recommendations

• 2. Recommendations for solution of these Problems
• A. Programs are various – How to use the Programs for the Children’s

Needs, Conditions, Peer group, Role Model in Society is very important !

• B. Increasing Domestic Violence within Mul. Cul. Fam. / bullying in school,

needs a lawyer to help of legal issues. Counseling & Therapy interventi

• n must for the children those who are in the Crisis -PTSD-
• C. Parents Education / CPRT - Mul. Cul. & Korean Parents – must start in

Nursery School.

• D. Korean Language Education must emphasize more ?
• X. Conclusion & Recommendations

• Because the Language is the key to understand family remembers in reality

… Parents must speak Korean Language so they can communicate with their children, Make her/him to feel a confident person & give them a sense of belongingness into Korean Culture.

• That will makes them a happy person which is the most important.

As a mother /father for their children to give/teach for Social Interest ( Adler, (1927, 1930a), which is one of the health personality elements .

• First Caregiver – Importance of Mother’s role
• She must be a Happy Person as she is !!!! / Are they Happy to live in Korea,

Japan, or Philippines?

• X. Conclusion & Recommendations

• E. The children those who does not have any legal registration in

Korea is estimate 10,000 – 20,000 . Shadow Children because they were born in Korea with illegal migrant parents. The results are :

They don’t have any rights for health care, education, literally

they are not existing – Invisible- in Korea even though they are living daily life.

It must be solve only add a special law for these Mul. Cul. 2nd

generation children’s future.

For the next 10 years almost 80,000 Mul. Cul. 2nd generation

children will be an adult in Korean society.

http://www.opinionnews.co.kr/news/articleView.html?idxno=3036 http://www.u3ps.com/xe/prayer4/278728

• The JCCC and JDMC are programs and activities that can be adopted as

‘Soft Skills ‘, which are supported by community & church activities.

• These are ‘out of school’ activities for students, designed to help them with

their social life, help them to build leadership and communication skills, team work, cooperative spirit and courage.

• It is also an extracurricular school activity that can be compared with the

‘Hard Skills’, which is the regular curriculum for academic knowledge (Put nam, R.D. 2015).

• X. Conclusion & Recommendations

• .
• Putnam (2015), in his book called ‘Our Kids’ wrote about ‘The American

Dream in Crisis’, saying that those students who had more experiences with ‘Soft Skills’ programs and activities, either in or out of school, showed more positive results.

• These results were also supported with higher University acceptance ratios,

better jobs in society including working as leaders, which could give them a better opportunities for social mobility (pp. 252- 264).

• X. Conclusion & Recommendations

• The social environment, social policies, social networking such as mentoring

in various areas, community leaders, coaches, teachers,

• Big brothers and sisters, counselors, family friends, church and religious

leaders: these are all very important elements which can affect children’s future happiness (Putnam, R.D. 2015. p.298-308).

• The simple truth is that children who are generously loved, esteemed, and res

pected do better in life than those who are not. It’s not a family structure that matters but how we treat our children (Siegel, Stanley. 2015. F.6).

• X. Conclusion & Recommendations

• If children who are fully loved, esteemed, and respected by caregiver – parent

s – they will grow a health people in families, society, and a nation and human society as a whole will benefit.

• Every human being are connected one another... man can not exist alone, nor

a one country either. Forest is beautiful because there are so many various dif ferent kind of plants, they live and grow together to make a beautiful forest. So the Human being.

• We are one Human Family to live and grow together in this one green Planet.
• No Man is an Island (Merton, Thomas. 1955, 2003),
• X. Conclusion & Recommendations

• In the last twenty years, the world terror gets more worse – America, Paris,

London, Brussels – It’s teach us :

• 1. Lewin (1890 – 1947. 2) : Field Theory : B = f (P.E)

Human behavior is the function of a Person’s interaction, perceive with his Environment – physical, psychological, emotional, social Environment - Ex: IS : Most of them are highly educated in their own countries ??? How do we understand them ???? What is their problems ??? How could we solve this problems

Discussion

• 2. Maslow’s (( 1962, 1987) : Need’s Hierarchy,

Sense of Belongingness / Love & Acceptance seems the key to work,

• Que. 1 : Do they really feel they belong to the society : Korea, Japan,

Philippine???

• Que. 2 : Do we really accept them as they are ? Brotherhood ?
• 3. Erikson ( 1950, 1968b) : Eight Developmental Stages :

Sense of Identity vs. Identity Confusion

• Que. 1 : Do they really know who they are : Korean, Japanese,

Filipinos???

• Que. 2 : Do we really accept them as they are ? Brotherhood ?

Discussion

• 4. A. Adler (1927, 1930a)

Feeling of Inferiority / Social Interest / Fictional Finalism

• Que. 1 : Do they really feel they are superior person : Korean, Japanese,

Philippines'???

• Que. 2 : Do they really have a Social Interest where they live in ?
• Que. 3 : What is their Fictional Finalism is?

Is that constructive, or destructive?

Discussion

• 5. E. Fromm (1955) The Sane Society

Relatedness / Transcendence / Rootedness / Sense of Identity / The Need for a Frame of Orientation and Devotion Mental Health are depend on the satisfaction of those needs and passions which are specifically human situation: the need for Relatedness, Transcendence, R

• otedness , Sense of Identity, The Need for a Frame of Orientation and Devoti
• n. (p. 67)
• Que. 1. : Do they really feel they are Relatedness with : Korean, Japanese,

Philippines’???

• Que. 2 : Do they really feel they are Rootedness within : Korea, Japan,

Philippines???

Discussion

Bi Bibli liogr

• grap

aphy

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Psychology Tomorrow Magazine. April. Issue 16. 3 Comments http://psychologytomorrowmagazine.com/childhood-of-the-non-traditional-family/ Yang Soon Kim (2009). The Effectiveness of CPRT 10-Session Model for the Mothe rs and Children Witnesses of Domestic Violence. Korean Journals of Play Therapy. 12(2) : 63-78

Maslow 의 욕 구단계

O One H Hundre red Ye Years rs F Fro rom N Now……

Thank You !!!