Effect of the Disability Prevention Program on Students' Self-efficacy and Practice-confidence in Elementary School. |
Park, Chul Woo , Lee, Bum Suk , Lee, Ja Kyong , Park, Hyung Keun , Lim, Mun Hee , Kim, Sun Hong , Kim, Hyung Jun , Choi, Soo Won , Kim, Seung Su |
1Korea National Rehabilitation Center, Seoul, Korea. chulwoos@empal.com 2Yunsei Graduate School of Public Health, Seoul, Korea. |
장애예방교육이 초등학생들의 자기효능감과 실천자신감에 미치는 효과 |
박철우, 이범석, 이자경1, 박형근, 임문희, 김선홍, 김형준, 최수원, 김승수 |
국립재활원 재활의학과, 1연세대학교 보건대학원 |
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Abstract |
Objective To identify the effect of the 'disability prevention program' for elementary school students. Method Our disability prevention program was a 60 minutes program composed of watching an education video for disability prevention and having a conversation with disabled speakers in wheelchairs. A questionnaire to measure the effect of the education was administered among 5,315 students in the 4th to 6th grades. The questionnaire was administered at 7 days before and after education. The questionnaire was to measure the changes in self-efficacy and in confidence to follow safety regulation. Also the questions on satisfaction about program were asked. Results The result showed that only 9.7% of bicycle owners, 18.9% of inline skate owners wore helmets, 9.3% of quick board (or skateboard) owners wore helmets, and only 47.6% of students fastened seat-belts in a car. After the program was conducted, there were significant improvements in self-efficacy and practice-confidence to wear protective device and to fasten seat belt in a car (p<0.01). The most impressive part of the program for students was 'conversation with disabled speaker' and the next was 'watching the video'. After program was conducted, 51.5% of students answered "I will keep safety regulations in mind and practice it" and 10.1% of students answered "I could learn a better understanding of the disabled and I also want to help them". Conclusion The 'disability prevention program with disabled speakers in wheelchair' was effective in improving the self-efficacy and practice-confidence for safety regulation. (J Korean Acad Rehab Med 2008; 32: 160-168)
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Key Words:
Prevention, Disabled person, Self efficacy, Safety, Schools |
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