빈곤가정 아동의 위기 영향요인
Risk Factors Affecting the Children Crisis in Low-Income Families
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Purpose: This study aimed to find grounds for the development of a health promotion program by examining the risk factors affecting children in low-income families. Methods: This was a cross-sectional study. The subjects were 288 children under 13 years of age in We-Start, W city. The tools used included a household information questionnaire and risk assessment tools. The data were analyzed using t-test, ANOVA, and multiple regressions. Results: Risk factors like disability problems (β=.38, p<.001), residential environment (β=.37, p<.001), parenting type (β=.27, p=.003), the foster’s educational level (β=.22, p=.011), and the gender of the child (β=.19, p=.030) explained 51% (p<.001) of the preschoolers in crisis. For the schooler, academic achievement (β=.39, p<.001), disability problems (β=.24, p<.001), adaptation to school (β=.23, p<.001), noise from the environment (β=.20, p<.001), and the foster’s job (β=-.15, p=.007) explained 50% (p<.001) of crisis of schooler. Conclusion: The study found that children (disability, gender), family (residential environment, type of parenting), and caregivers (educational level, economic competence) had a complex impact on crisis situations. In children of a school-going age, school life appeared to be an important influencing factor. Therefore, an integrated case management approach that considers children, carers, and the home environment is necessary.
Abstract
Purpose: This study aimed to find grounds for the development of a health promotion program by examining the risk factors affecting children in low-income families. Methods: This was a cross-sectional study. The subjects were 288 children under 13 years of age in We-Start, W city. The tools used included a household information questionnaire and risk assessment tools. The data were analyzed using t-test, ANOVA, and multiple regressions. Results: Risk factors like disability problems (β=.38, p<.001), residential environment (β=.37, p<.001), parenting type (β=.27, p=.003), the foster’s educational level (β=.22, p=.011), and the gender of the child (β=.19, p=.030) explained 51% (p<.001) of the preschoolers in crisis. For the schooler, academic achievement (β=.39, p<.001), disability problems (β=.24, p<.001), adaptation to school (β=.23, p<.001), noise from the environment (β=.20, p<.001), and the foster’s job (β=-.15, p=.007) explained 50% (p<.001) of crisis of schooler. Conclusion: The study found that children (disability, gender), family (residential environment, type of parenting), and caregivers (educational level, economic competence) had a complex impact on crisis situations. In children of a school-going age, school life appeared to be an important influencing factor. Therefore, an integrated case management approach that considers children, carers, and the home environment is necessary.
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