Within Organization for Economic Cooperation and Development (OECD) nations, South Korea has the highest suicide rate for which immediate prevention measures are sought including effective therapeutic counseling interventions. As such, the present study explored and examined experienced South Korean counselors' perception of therapeutic interventions for the prevention or delaying of completed suicide, using concept mapping methodology. The semi-structured interviews were provided to 15 study participants of experienced counselors having a minimum of 5 years of professional counseling career and at least 10 suicide crisis counseling sessions. A total of 77 statements were extracted with 8 major clusters: "Securing Safety," "Active Advocacy for Client," "Coping Skills Training," "Conceptualization of Suicide Crisis," "Emotional Identification and Validation," "Empowerment," "Counselor Self-Disclosure," "Counselor Self-Awareness and Regulation." From the results, the present study described unique findings in Korean counselors' perceptions of suicide crisis therapeutic intervention. Study limitations and future implications are further discussed.

Social-emotional learning (SEL) is an educational model for improving social-emotional competences of all students and a long-term education program connecting school, home, and community. Although there has been active research to establish evidence-based practice (EBP) of SEL programs worldwide, the quality of SEL intervention studies which is an integral part of evaluating EBP was rarely investigated. In addition, prior meta-analytic studies focused only on the effectiveness of SEL programs conducted in Western society. In this sense, in order to contribute to establishing EBP of SEL programs, the current research sought to analyze both quality and effectiveness of SEL intervention studies conducted in Korea where SEL has been investigated and applied in classroom since 2010. To conduct this study, we selected 22 peer-reviewed articles (about 23 SEL programs) and analyzed their quality by Evidence-Based Intervention (EBI) indicators and calculated effect sizes using a meta-analysis. The results of the quality analysis revealed that SEL intervention studies had some limitations with a statistical analysis, use of measurement, a control group design, intervention fidelity, and external validity. The global effect size of SEL programs was 0.27, and the results from the effect size analyses by controlling variables showed that group compositions, the number of sessions, and session length were accountable for the variability of effect sizes. Based on these findings, we discussed the directions for future research and practice on the EBP of SEL programs that can be appreciated by researchers worldwide.

[This corrects the article DOI: 10.3389/fpsyt.2022.796928.].

Introduction: Although prior studies have supported the effectiveness of Multi-Tiered Systems of Support (MTSS) on addressing social, emotional, behavioral, and academic challenges faced by youth at-risk, educators using MTSS often do not consider contextual factors which may also influence youth at-risk and the interventions targeting them. This study thus aimed to identify youth at-risk who should be referred to targeted instructions within MTSS by examining the risk profiles of Korean adolescents. Based on the identified risk profiles, we also tried to investigate the effect of contextual factors on deciding youth at-risk and confirm whether and/or what contextual factors should be considered when implementing targeted interventions for them. Method: To accomplish the research goal, a latent profile analysis on risk factors of Korean adolescents was performed, using the first year data of "Korean Children and Youth Panel Study (KCYPS) 2018." Results: Four risk profiles were identified, using low academic motivation, low academic behavior, attention deficit, aggression, social withdrawal, and depression as indicators: the high risk, M-SEB (Moderate-social, emotional, & behavioral) risk, M-ACA (Moderate-academic) risk, and low risk group. The covariates of this study, home and school environmental variables, worked as predictors of adolescents included in the high group. Conclusion: The results of this study suggest students in the high risk group (16.8%) should be given targeted instructions combining academic and SEB support within MTSS so as to prevent negative outcomes in the future among all adolescents. Those instructions need to be planned with consideration of contextual factors accompanied by teacher's careful understanding of social dynamics surrounding each student.

Within Organization for Economic Cooperation and Development (OECD) nations, South Korea has the highest suicide rate for which immediate prevention measures are sought including effective therapeutic counseling interventions. As such, the present study explored and examined experienced South Korean counselors' perception of therapeutic interventions for the prevention or delaying of completed suicide, using concept mapping methodology. The semi-structured interviews were provided to 15 study participants of experienced counselors having a minimum of 5 years of professional counseling career and at least 10 suicide crisis counseling sessions. A total of 77 statements were extracted with 8 major clusters: "Securing Safety," "Active Advocacy for Client," "Coping Skills Training," "Conceptualization of Suicide Crisis," "Emotional Identification and Validation," "Empowerment," "Counselor Self-Disclosure," "Counselor Self-Awareness and Regulation." From the results, the present study described unique findings in Korean counselors' perceptions of suicide crisis therapeutic intervention. Study limitations and future implications are further discussed.

Social-emotional learning (SEL) is an educational model for improving social-emotional competences of all students and a long-term education program connecting school, home, and community. Although there has been active research to establish evidence-based practice (EBP) of SEL programs worldwide, the quality of SEL intervention studies which is an integral part of evaluating EBP was rarely investigated. In addition, prior meta-analytic studies focused only on the effectiveness of SEL programs conducted in Western society. In this sense, in order to contribute to establishing EBP of SEL programs, the current research sought to analyze both quality and effectiveness of SEL intervention studies conducted in Korea where SEL has been investigated and applied in classroom since 2010. To conduct this study, we selected 22 peer-reviewed articles (about 23 SEL programs) and analyzed their quality by Evidence-Based Intervention (EBI) indicators and calculated effect sizes using a meta-analysis. The results of the quality analysis revealed that SEL intervention studies had some limitations with a statistical analysis, use of measurement, a control group design, intervention fidelity, and external validity. The global effect size of SEL programs was 0.27, and the results from the effect size analyses by controlling variables showed that group compositions, the number of sessions, and session length were accountable for the variability of effect sizes. Based on these findings, we discussed the directions for future research and practice on the EBP of SEL programs that can be appreciated by researchers worldwide.

[This corrects the article DOI: 10.3389/fpsyt.2022.796928.].

Introduction: Although prior studies have supported the effectiveness of Multi-Tiered Systems of Support (MTSS) on addressing social, emotional, behavioral, and academic challenges faced by youth at-risk, educators using MTSS often do not consider contextual factors which may also influence youth at-risk and the interventions targeting them. This study thus aimed to identify youth at-risk who should be referred to targeted instructions within MTSS by examining the risk profiles of Korean adolescents. Based on the identified risk profiles, we also tried to investigate the effect of contextual factors on deciding youth at-risk and confirm whether and/or what contextual factors should be considered when implementing targeted interventions for them. Method: To accomplish the research goal, a latent profile analysis on risk factors of Korean adolescents was performed, using the first year data of "Korean Children and Youth Panel Study (KCYPS) 2018." Results: Four risk profiles were identified, using low academic motivation, low academic behavior, attention deficit, aggression, social withdrawal, and depression as indicators: the high risk, M-SEB (Moderate-social, emotional, & behavioral) risk, M-ACA (Moderate-academic) risk, and low risk group. The covariates of this study, home and school environmental variables, worked as predictors of adolescents included in the high group. Conclusion: The results of this study suggest students in the high risk group (16.8%) should be given targeted instructions combining academic and SEB support within MTSS so as to prevent negative outcomes in the future among all adolescents. Those instructions need to be planned with consideration of contextual factors accompanied by teacher's careful understanding of social dynamics surrounding each student.

With the emergence of a new concept called 'Internet Gaming Disorder' in DSM-5 and ICD-11, related research is underway around the globe. However, not enough literature on Internet gaming addiction has considered the diversity in game genres. Internet gaming addiction may take on a different form according to the particular characteristics of a game being played. To better understand adolescent Internet gaming addiction, this study sought to identify the differences in Internet gaming addiction and personality characteristics based on the game genre played. A total of 3,217 elementary and middle school students across Korea participated in the survey that included the Maladaptive Game Use Scale and the Adolescent Personality Questionnaire. ANOVA analysis revealed that Internet gaming addiction and personality characteristics varied according to the game genre played. In particular, post-hoc tests showed that Real-Time Strategy (RTS) and First-Person Shooter (FPS) game users have higher levels of tolerance, withdrawal, and neglect of everyday life compared to other genres such as Role-Playing Game (RPG), Racing, and Arcade/Shooting. Also, Internet gamers users of particular genres showed significantly lower self-esteem (Arcade/Shooting), conscientiousness (Racing), empathy (RPG), and sense of community (Racing and RTS) scores than comparison group. The implications of the study results were discussed with a special emphasis on Internet gaming addiction interventions.

BACKGROUND: Previous studies have found that Asians and men are more susceptible to the stigma and stereotypes associated with mental illness. This social perception makes it difficult for Korean men to seek professional psychological help even when they desperately need it. The primary objectives of this study were to investigate barriers to mental health help-seeking among Korean men and to identify the role of sociocultural factors. METHODS: A total of 341 Korean men aged 19 to 59 years participated in an online survey, which included questionnaires on loss of face, self-stigma of seeking help, attitudes toward seeking professional psychological help, and conformity to masculine norms. Structural Equation Modeling was used to explore the relationships among these variables. RESULTS: The results revealed that loss of face indirectly affected attitudes toward seeking professional psychological help (ATSPPH) through its mediating effect on self-stigma. Loss of face did not directly influence ATSPPH. Furthermore, conformity to masculine norms negatively affected ATSPPH, and self-stigma mediated this relationship. CONCLUSION: These findings highlight the importance of understanding the influence of sociocultural factors in encouraging Korean men to seek help. The ultimate goal is to foster a social environment that encourages open discussion about mental illness, masculinity, and Asian values.

Abstract This study addresses the pressing need to improve mental health services for the increasing population of international students by enhancing our understanding of multicultural counseling competence. Utilizing the concept mapping methodology, this research identifies effective counselor behaviors necessary for providing optimal counseling services to international students at university counseling centers in Korea. Through interviews with 20 counselors, 78 competence behavioral indicators were identified and organized into six competence clusters across two dimensions: the source of counselor capacity and the direction of counselor efforts. The six identified categories are: (1) Sustaining awareness, attitude, and abilities for international student counseling, (2) Acquiring knowledge to understand international students, (3) Utilizing culturally responsive counseling strategies, (4) Employing procedural strategies to create an open and supportive environment, (5) Engaging in extended roles, and (6) Practicing self-care and professional development. Each competence indicator was evaluated based on its importance and degree of implementation. The findings offer valuable insights that can enhance counseling outcomes for international students by equipping counselors with the necessary competencies to effectively serve this unique population.

본 연구는 즉시성 개입이 내담자의 수치심경험 개방의사를 높이는데 효과적인지를 확인하고, 즉시성에 대한 내담자의 선호가 수치심경험 개방의사에 미치는 영향력을 확인하였다. 수치심 경향성이 있는 수도권 소재 학부생 및 대학원생 35명을 대상으로 모든 참여자들이 모든 처치 조건에 노출되는 참여자 내 설계(within-subjects desings)를 하여 모의상담 상황에서 즉시성 개입을 했을 때 통제 개입을 했을 때보다 수치심경험 개방의사가 높아지는지 확인하였다. SPSS 22.0을 활용한 대응표본 t검증을 통해 즉시성 개입이 내담자의 수치심경험 개방의사를 높이는데 효과적인지를 확인하였고, 중다회귀분석을 실시하여 즉시성 개입에 대한 선호가 수치심경험 개방의사에 미치는 영향을 확인하였다. 연구 결과 수치심경험 개방의사를 높이는데 있어 즉시성 개입과 통제 개입의 효과 차이는 나타나지 않았다. 한편, 즉시성 개입을 선호하는 사람의 경우 즉시성 개입을 받았을 때 통제 개입을 받았을 때보다 수치심경험 개방의사가 높았던 반면, 즉시성을 선호하지 않는 사람의 경우 즉시성 개입을 받았을 때 통제 개입을 받았을 때보다 수치심경험 개방의사가 낮은 것으로 확인되어 즉시성 개입에 대한 선호도가 개입 효과의 조절변인으로 작용하고 있음이 확인되었다. 본 연구는 내담자의 수치심경험 개방의사를 촉진하는 변인에 대한 기초자료를 제공하고 상담 실제에 즉시성을 적용하고자 할 때 시사점을 제공했다는 점에서 의의가 있다.

The purpose of this study is to identify the difficulties that special education teachers encounter by searching for secondary special education teachers’ experiences regarding infringements on their rights due to physical violence from students in special schools. Individual in-depth interviews were conducted with 10 secondary special education teachers who experienced an infringement of their rights due to physical violence from special school students within the past three years; the collected data were analyzed using the grounded theory approach (Strauss & Corbin, 1998). As a result of this analysis, 76 concepts, 33 subcategories, and 14 categories were derived, and the central phenomenon was derived as ‘impasse.’ The core category of this study was derived as ‘being at a loss and impasse due to psychological difficulties.’ Secondary special teachers working in special schools experienced infringement of teachers’ rights due to physical violence from students and were found to go through the processes of ‘being at a loss,’ ‘struggle,’ ‘impasse,’ and ‘hold out.’ Based on this, the difficulties and support plans of secondary special education teachers who experienced the aforementioned issues were discussed, and suggestions for follow-up research were presented.