OBJECTIVE: To analyze the difference between the cognitive and control ability and the responsibility in forensic psychiatry evaluation. METHODS: To compare the results of the responsibility evaluation from 2001.1 to 2006.10 (the first period) with that of the cognitive and control ability evaluation from 2006.11 to 2010.10 (the second period). The admissibility opinions on court judgment and evaluation were investigated by return visit. The legal professions' opinions on forensic psychiatric issues from the police office, the procuratorate, the court, and the judiciary were investigated. RESULTS: There was no significant difference of the criminal types between two periods (P > 0.05). There was significant difference of the diagnostic types between two periods (P < 0.05). The proportion of normal range and part loss of the cognitive and control ability in the second period were higher than that in the first period, but the proportion of complete loss of the cognitive and control ability in the second period was lower than that in the first period (P < 0.05). Among the legal professions, 70.5% of them thought that "the evaluation of cognitive and control ability" was different from "the evaluation of criminal responsibility" and 94.9% of them thought that "to confirm the influence of the forensic psychiatric evaluation of mental disorder on the crime behavior" or "to assess of cognitive and control ability" met requirements of normative judicial expertise. CONCLUSION The evaluation of cognitive and control ability is more aligned with legal requirements and behavioral norms of own subject than the evaluation of responsibility.
Crime/psychology* ; Expert Testimony ; Forensic Psychiatry ; Humans ; Insanity Defense ; Mental Competency ; Mental Disorders/psychology*

PURPOSE: The study was done to investigate effects of a parent empowerment program using MBTI (Myers-Brigs Type Indicator) on self-esteem, parent-child communication, and parenting sense of competence in mothers of elementary school students. METHODS: Research design was a quasi-experimental research with pre- and post-test. Participants were 26 mothers recruited from mothers of elementary school students. The program was provided to the experimental group for 60 minute sessions once a week for 8 weeks. Data were analyzed using Fisher's exact probability test, χ² test, and t-test with SPSS/WIN 12.0 program. RESULTS: The first hypothesis was verified as the score for self-esteem in the experimental group was significantly higher than the control group (t=3.14 p<.001). The third hypothesis was verified as the score for parenting sense of competence in the experimental group was significantly higher than the control group (t=2.58 p<.017). CONCLUSION: These results indicate that the parent empowerment program applying MBTI enhances self-esteem and parenting sense of competence in mothers of elementary school children. Therefore, this program is an appropriate strategy for community mental health nurses to use to improve parent empowerment.
Child ; Humans ; Mental Competency ; Mental Health ; Mothers* ; Parenting ; Parents* ; Power (Psychology)* ; Research Design

Testamentary capacity is one of the civil competences, it means that a natural person enjoys the capacity or qualification to establish testament and deal with his property. Recently, the cases of testamentary capacity assessment of the mentally disordered are increasing. This article firstly introduces the concepts of the testament as well as the testamentary capacity, and then summarizes the assessment standard of the testamentary capacity, by using the Banks v. Goodfellow case as a basis to make the standard criteria including: the understanding of the nature of a will and codicil, the knowledge of the general extent of one's assets, the knowledge of the natural object of one's bounty, the understanding of the impact of the distribution of the assets of the estate, and the absence of a delusion specifically affecting the distribution of the estate. The impact factors of the testamentary capacity, including dementia, mood disorder, schizophrenia, alcohol, drug, and undue influence, etc., are summarized. Lastly, the related assessment tools such as the Mini-Mental State Examination, the Clock-Drawing Test, and the Testament Definition Scale are introduced briefly.
Alcoholism/psychology* ; Dementia/psychology* ; Expert Testimony/standards* ; Forensic Psychiatry ; Humans ; Mental Competency/standards* ; Mental Disorders/psychology* ; Mental Status Schedule ; Wills/legislation & jurisprudence*

PURPOSE: Problem-based learning (PBL) is a constructive learning environment that solves ill-structured problems through collaborative learning. The purpose of this study was to analyze the interaction of students and a tutor in a small-group PBL discussion. This study examined how the types of interactions are composed over the meeting. METHODS: Fourteen third-year subjects from Chonnam National University Medical School, Korea formed two tutorial groups. Two tutorial sessions were videotaped and analyzed. All videotapes were transcribed to analyze the interaction type. The criteria of interaction analysis were learning-oriented interaction (exploratory questioning, cumulative reasoning, handling conflicts about the knowledge), procedural interactions, and irrelevant task interactions. RESULTS: Nearly all discourses between tutors and students were learning-oriented interactions. The results showed that students spent more time on cumulative reasoning. In contrast, tutors implemented more exploratory questioning. Little time was spent on handling conflicts about knowledge and procedural and irrelevant/off-task interactions. CONCLUSION: To improve critical thinking and problem-solving competence in PBL, we should consider various efforts to encourage discussion about conflicting knowledge. A PBL tutor training program should be provided to facilitate PBL group discussions.
Handling (Psychology) ; Humans ; Korea ; Learning ; Mental Competency ; Problem-Based Learning ; Schools, Medical ; Thinking ; Videotape Recording

The purpose of this study was to identify the relationship between self-empowerment and a existential spiritual well-being in pregnant women, and to provide the basic data for nursing intervention.The subjects were 182 women who visited 2 OBGY hospitals in Taegu, Korea and ranged in age from 21 to 40.The data was collected during the period from May 6th toMay 24th, 2002.The instruments were the revised existential spiritual well-being scale developed by Paloutzian and Ellison(1982). Originally the instruments were developed by Spreitzer(1995) and Jung Hea Joo(1998), who translated it into Korean.The data was analyzed using t-test, ANOVA, Pearson correlation coefficients and stepwise multiple regression.The results of this study were as follows :1. Mean score of total empowerment was 3.72 and the subcategory 'meaning', had the highest score at 4.15.2. Mean score of existential spiritual well- being was 4.16.3. Existential spiritual well-being was positively related to self-empowerment (r=.400, P=000).4. A significant statistical difference between education, religion and self-empowerment was found.5. A significant statistical difference between hope of pregnancy and a existential spiritual well-being was found.6. The most important variable affecting the existential spiritual well-being was meaning which accounted for 15% of the total variance in stepwise multiple regression analysed. Three variables, competence and hope of pregnancy accounted for 22% in existential spiritual well-being. From the results of the study, the following ecommendations are presented :1) Indeed, we should identify existential spiritual well-being for real meaning of spiritual well-being in future.2) It is required to check the effect of existential spiritual well-being and self-empowerment through the repeated studies.3) We need to take a serious view of the meaning affecting existential spiritual well-being in pregnant women.
Daegu ; Education ; Female ; Hope ; Humans ; Korea ; Mental Competency ; Nursing ; Power (Psychology) ; Pregnancy ; Pregnant Women*

OBJECTIVE: The distinguishing features of Bipolar I Disorder (BD I) from Bipolar II Disorder (BD II) may reflect a separation in enduring trait dimension between the two subtypes. We therefore assessed the similarities and differences in personality traits in patients with BD I and BD II from the perspective of the Five-Factor Model (FFM). METHODS: The revised NEO Personality Inventory (NEO-PI-R) was administered to 85 BD I (47 females, 38 males) and 43 BD II (23 females, 20 males) patients. All included patients were in remission from their most recent episode and in a euthymic state for at least 8 weeks prior to study entry. RESULTS: BDII patients scored higher than BD I patients on the Neuroticism dimension and its four corresponding facets (Anxiety, Depression, Self-consciousness, and Vulnerability). In contrast, BD II patients scored lower than BD I patients on the Extraversion dimension and its facet, Positive emotion. Competence and Achievement-striving facets within the Conscientiousness dimension were significantly lower for BD II than for BD I patients. There were no significant between-group differences in the Openness and Agreeableness dimensions. CONCLUSION: Disparities in personality traits were observed between BD I and BD II patients from the FFM perspective. BD II patients had higher Neuroticism and lower Extraversion than BD I patients, which are differentiating natures between the two subtypes based on the FFM.
Anxiety Disorders ; Depression ; Extraversion (Psychology) ; Female ; Humans ; Mental Competency ; Personality Inventory

PURPOSE: The purpose of this study was to analyze addiction prevention related content shown in middle school text books. METHODS: Using a combination of the terms “addiction”, “drug”, “medicine”, “personal preference”, “smoking”, “drinking”, “sex”, “misuse” or “abuse” as key words, the researchers screened the table of contents of 23 randomly selected middle school textbooks from the 2009 curriculum. Finally 13 textbooks (physical education=10, health=3) were selected for this study, and analyzed using Krippendorff's contents analysis. RESULTS: Through indepth discussion and investigation of the relevant textbooks, content related to addiction prevention included material addiction (77.8%) and behavioral addiction (22.2%). The construction of addiction prevention in middle school textbooks included understanding addiction, rejection of peer temptation, and empowerment of self-control. CONCLUSION: When developing an intervention for addiction prevention that targets middle school students, education with accurate addiction information must be considered so that the students have the correct knowledge about addiction and addiction prevention. Additionally, the ability to reject peer temptation when invited to act upon related addiction behaviors should be treated seriously. The empowerment of self-control is also important, and can be promoted through strengthening self-regulation competence.
Adolescent ; Alcoholism ; Curriculum ; Education ; Humans ; Mental Competency ; Power (Psychology) ; Self-Control ; Substance-Related Disorders

PURPOSE: This study was done to describe the countertransference experience of nursing students in psychiatric nursing practice. METHODS: Data were analyzed using Strauss and Corbin's grounded theory. Individual in-depth interviews were conducted with 13 participants who were women nursing students. RESULTS: The core category was “narrowing mind distance with patients by exploring countertransference”. The countertransference experience process consisted of four sequential phases: exploring a countertransference, managing a countertransference, increasing understanding of patients, and establishing a trusting relationship. CONCLUSION: The results from the study contribute to promoting understanding of the countertransference experience of nursing students' during nursing practise and should be helpful in therapeutic communication competence education.
Countertransference (Psychology)* ; Education ; Female ; Grounded Theory ; Humans ; Mental Competency ; Nursing* ; Psychiatric Nursing* ; Students, Nursing*

OBJECTIVES: Compared with the general population, individuals with schizophrenia are known to have lower self-esteem, in part because of internalized self-stigma. The aim of this study was to assess the efficacy of a Self-stigma Overcome Program (SOP), named self-esteem enhancement program for inpatients with schizophrenia. METHODS: The 46 patients with schizophrenia from Yongin Mental Hospital Rehabilitation Ward were randomly assigned to a SOP group or to a control group. The SOP groups received 15 sessions of SOP treatment over four months. SOP combined existing structured modules for the purpose of increasing self-esteem and empowerment with cognitive behavior therapy (CBT) techniques. The program module was divided into three building blocks: sense of security, sense of purpose, and sense of competence. All the subjects were assessed before and after the treatment period on measures of psychosocial functioning, diagnostic variables, and symptomatology. RESULTS: Compared with patients in the control condition, SOP group patients showed significant improvements on measures of empowerment and internalized stigma. The SOP groups subjectively also reported more improved self-respect, self-understanding, and positive self-regard. However, there were no significant improvements on measures of self-esteem and quality of life. CONCLUSION: These results indicate that individuals with schizophrenia appear to be benefit from a self-esteem enhancement module, particularly when they are involved in a rehabilitation program. These findings encourage a reconsideration of patients' empowerment and competence in order to ensure lasting effects on overall functional outcome of chronic schizophrenics.
Cognitive Therapy ; Dietary Sucrose ; Hospitals, Psychiatric ; Humans ; Inpatients ; Mental Competency ; Power (Psychology) ; Schizophrenia

PURPOSE: This study was to evaluate the strengthening process of advanced beginner's nursing competence through the concept mapping methods. METHODS: This study was conducted with focus group study for 1 month from November to December 2012 (n=5). Data were analyzed through open coding, axial coding and selection coding stage. RESULTS: Advanced beginner to represent the experience of nursing empowerment and the three categories of the nine concepts were derived. The first category is 'able to see the entire search.' This concept is to start a search query, the search process of thinking, behavior change is expected. The second category is 'behavior change through the acquisition of knowledge.', and this concept is the embodiment of knowledge, confidence rising, and action changing. The third category is 'nursing empowerment', the aesthetic, ethical, and personal knowledge acquisition, as well as self-growth. CONCLUSION: Advanced beginner saw the full flow through the concept mapping and obtained knowledge, and changed behavior. Thus, the concept mapping is effective to strengthen the nursing competence.
Clinical Coding ; Focus Groups* ; Humans ; Mental Competency* ; Nursing* ; Power (Psychology) ; Thinking