Seung-Woo Han

Background: Social interest in sexual intercourse among teenagers is increasing in Korea. This study aimed to identify factors related to sexual intercourse among adolescents.Methods: This is a secondary analysis study using data from the 2020 Korea Youth Risk Behavior Survey, with information regarding 54,948 middle school and high school students in Korea having been analyzed. Demographics, health behavior, and mental health characteristics were included. Data evaluation involved chi-square test and binary multivariable logistic regression analysis.Results: For middle school students, sexual intercourse was related to their housing type [Odds Ratio (OR) = 10.698], smoking (OR = 5.165) and drinking (OR = 2.229) experience, suicide attempt (OR = 1.920), gender (OR = 1.632), loneliness (OR = 1.501), sadness and despair (OR = 1.493), year level (OR = 1.457), happiness (OR = 0.772), sleep status (OR = 0.716), economic status (OR = 0.705). For high school students, sexual intercourse was related to their smoking experience (OR = 4.746), housing type (OR = 3.661), drinking experience (OR = 2.840), drug use (OR = 2.511), suicide attempt (OR = 2.071), year level (OR = 1.989), sadness and despair (OR = 1.506), gender (OR = 1.429), suicide plan (OR = 1.402), loneliness (OR = 1.270), academic performance (OR = 1.165), happiness (OR = 0.865), subjective health status (OR = 0.814), and economic status (OR = 0.727). However, sleep status was statistically significant for middle school students, but not for high school students. Academic performance, drug use, suicide plan, and subjective health status were statistically significant in high school students, but not in middle school students.Conclusion: A program that can directly mediate these factors must be prepared. When conducting sex education for adolescents, mental health-related factors must also be considered.

The purpose of this study is to evaluate the adequacy of the developed protocol by verifying the validity of the expert group for the earthquake and fire response simulation protocol. A protocol development team consisting of one emergency rescue professor, one counseling psychology professor, three paramedics, and one firefighter developed the study’s protocols to promote the core response and capabilities required at an earthquake fire site. We checked the content validity for the appropriateness of the contextual connection for each stage for the protocol. We also created an evaluation checklist to measure the items for each stage. The protocol developed in this study consists of earthquake response, fire response, evacuation, and fire suppression. We set the situation for each stage and composed learner activities and learning performance goals. The earthquake response stage included (1) shout “it’s an earthquake,” (2) protect yourself, (3) turn off electricity and gas, and (4) evacuate to a safe place. In the fire response stage, (1) shout “fire,” (2) press the emergency bell and call 119, (3) close the door of a dangerous place where fire can spread, and (4) evacuate to a safe place. In the evacuation stage, (1) open the emergency exit, (2) cover your nose and mouth, (3) lower your posture, and (4) evacuate quickly in one direction. Lastly, in the firefighting stage, (1) pull out the safety pin, (2) hold the nozzle and face the fire, (3) grab the handle, and (4) spray the powder evenly. The protocol contributes to the development of systematic and elaborate simulation education materials in the future. Furthermore, it provides basic data for future disaster simulation operation and protocol development through continuous training and practical exercises.

This study developed guidelines for psychological first aid. This guideline promotes core response and disaster capabilities for disaster mental-health professionals, such as mental-health nurses and counseling psychologists at disaster sites. A research team composed of a first-aid professor and counseling psychology professor developed this psychological first-aid guideline to promote the psychological response required at disaster sites. The team verified each question’s content adequacy at each guideline-development stage to determine the appropriateness of response to a disaster. The PFA performance stage and achievement objectives were moved to the next stage only when the research team fully agreed upon them. This guideline revised and supplemented the six steps suggested in the handbook to five steps through expert meetings. The modified part was made into one step, without separating the first rapport formation and safety check. The checklist for evaluation was developed after verification by a total of four people, including one emergency-rescue-department professor, one counseling psychology professor, one paramedic, and one health educator. Based on previous studies, the cutting point is 24 points. The final completed psychological first aid consists of five stages: rapport formation and safety verification, psychological stabilization, information collection, problem resolution, and recovery, with details to be carried out at each step. These guidelines contribute to the promotion of disaster-response capabilities of disaster psychologists. Continuous training and practical exercises based on the five stages will provide fundamental data for a disaster-simulation psychological-first-aid educational development.

The purpose of this study was conducted to investigate the effects of corrective officers’ knowledge, attitudes, and practices on job stress. The subjects of this study were 375 randomly selected male correctional officials working at five South Korean correctional facilities that had been affected by COVID-19. This study considered data collected with approval from 17 May 2021 to 14 June 2021. Knowledge, attitudes, practices, and job stress in relation to COVID-19 were assessed using a personal questionnaire. The data were analyzed using mean, standard deviation, t-test, one-way ANOVA, and post-test using Pearson’s correlation coefficient. The job stress of participants was negatively correlated with knowledge, attitudes, and practices. Significant factors influencing job stress included knowledge and practices. These factors explained 38% of the variance. In this study, knowledge and practices were identified as influencing the job stress of correctional officers. These results are intended to contribute to the development of programs that can enhance the COVID-19-related knowledge and practices of correctional officers and reduce job stress.