• Title, Summary, Keyword: 학교폭력

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A study on Leading Programs for the Prevention of Recurrence of School Violence (학교폭력 재발방지를 위한 선도프로그램에 관한 연구)

  • Shin, seung-gyoon
    • Proceedings of the Korea Contents Association Conference
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    • pp.189-190
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    • 2013
  • 최근 몇 년 사이 학교폭력의 피해학생들의 자살하는 사건들이 발생하였는데 이러한 자살사건들로 인하여 학교폭력에 대한 우리사회의 관심이 그 어느 때 보다 높다고 할 수 있다. 작년 한 해에는 대구에서 학교폭력 피해가 의심되는 이유로 투신자살한 이후 대전, 광주 등에서 자살하는 사건이 연속적으로 발생하였다. 학교폭력의 피해자들은 가해자들로부터의 벗어나고 싶은 심정으로 극단적인 선택을 하게 되는 것이다. 이러한 청소년 비행이나 청소년 범죄에 관련된 문제 중에서 학교폭력이 가장 큰 비중을 차지하고 수많은 연구에서 다루어지고 있으나 학교폭력에 대한 문제해결의 기미는 보이지 않고 있다. 이에 경찰청에서는 학교폭력 근절을 위한 특별 TF팀을 구성하여 "위해의 사전 예방 제거"에 중점을 둔 근절대책을 추진할 것을 논의하였다. 하지만 한정된 경찰인력만으로는 학교폭력 문제에만 집중할 수 없는 것이 현실정이다. 본 연구는 학교폭력에 대한 이론적 배경을 검토하고, 학교폭력의 현상과 예방프로그램, 학교폭력에 대한 가해 및 피해학생의 선도프로그램의 운영 방안에 대해 살펴보고, 그에 따른 경찰의 역할에 논하고자 한다.

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A Study on the status, cause and countermeasure of school violence (학교폭력의 실태, 원인 그리고 대처에 관한 연구)

  • Hong, Jong-Kwan
    • The Korean Journal of Elementary Counseling
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    • v.11 no.2
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    • pp.237-259
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    • 2012
  • This study is a comprehensive overview about recent school violence sought to find ways to cope. To this end, previous studies and recent data were analyzed systematically. With the results of the analysis, this study presents the status, causes and countermeasures of school violence. The results of this study are as follows: School violence is becoming increasingly diverse. The age of the perpetrator is getting increasingly younger. Girls' school violence is increasing. Perpetrators and victims, the distinction is unclear. Verbal and emotional violence is increasing. The persistence of violence are increasing. And the corresponding level of awareness about school violence is very low. The development of the psychological characteristics of adolescent school violence and personal effects caused by psychological characteristics are complex. School violence is caused by family, school and society factors. School violence is caused by the lack of response. School Violence Action Plan should be considered development psychological characteristics of adolescence and psychological characteristics of each individual. Measures include school violence, there is an individual's psychological Measures. There are environmental Measures such as home, school and society. There are measures related with environmental factors. There is school violence prevention Program.

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The Effect of Family Violence Exposure on School Violence: Focusing on Attitude toward School Violence (청소년들의 가정폭력노출경험이 학교폭력가해행동에 미치는 영향: 학교폭력에 대한 태도의 매개효과)

  • Kim, Jae-Yop;Lee, Ji-Hyeon;Chung, Yun-Kung
    • Journal of the Korean Society of Child Welfare
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    • no.26
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    • pp.31-59
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    • 2008
  • This study examine the effects of exposure to family violence on adolescent's school violence toward peers and whether attitude toward school violence mediate in the process to provide theoretical basis for prevention and treatment for the problems of adolescent who exposed to child abuse and interparental violence. Total 1140 adolescent answered were collected from and grade in middle school students to and grade in high school students in Seoul and Kyung-gi. Frequency analysis was done to assess the actual condition of school violence, child abuse, interparental violence, attitude toward school violence. Structural equation modeling was used to examine the effects of exposure to family violence on adolescent's school violence and the mediating role of attitude toward school violence in the process. The results of this study are: (1) exposure of child abuse have strong positive influences on adolescent's school violence, (2) attitude toward school violence mediate family violence and school violence.

Meta-Analysis Study on the Correlation Between School and Domestic Violence (가정폭력과 학교폭력 피해와의 상관관계 메타분석 연구)

  • Go, Eun Joo;Zang, Young Suk;Kim, Ko Eun
    • Korean Journal of Child Education & Care
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    • v.19 no.3
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    • pp.1-12
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    • 2019
  • Objective: This study aims to thoroughly analyze the correlation effect size between domestic violence and school violence by meta-analyzing previous studies on the correlation between school and domestic violence. Methods: For this purpose, meta-analysis was performed on the selected research material, which consists of national research data collected from various databases from 2001 to April, 2019. 16 thesis and 9 papers on the correlation between school and domestic violence were selected. A random effect model analysis based on the homogeneity examination results was performed on the selected data. Results: The results showed, just as Cohen (1977) proposed, that the correlation effect size between domestic and school violence was 0.25, which is moderate. This is a somewhat lower number than the previous studies on the same subject presented. Of the sub-categories of domestic violence, physical violence and psychological violence appeared to have a correlation effect size of 0.34 and 0.28, respectively, with physical violence showing the highest correlation effect size. Of the types of domestic violence, witnessing spouse violence and experiencing neglect appeared to have a moderate correlation size effect of 0.24. All of these results were statistically significant. Conclusion/Implications: This study utilized meta-analysis as a comprehensive and systematic method to analyze the correlation effect between domestic and school violence. The results presented may lead to discussions on the subject's social implications, limits, and propositions for future studies.

The Relationship between Smartphone Use, School Violence Attitudes, Bullying Situation of Adolescents in Era of Convergence (융복합시대 청소년의 스마트폰 사용과 학교폭력 태도, 학교폭력 역할유형 간의 관계)

  • Park, Mi-Gyeong;Kim, Jinju;Kang, Gyun-Young
    • Journal of the Korea Convergence Society
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    • v.9 no.2
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    • pp.111-118
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    • 2018
  • This study was to explore the relationship between the smartphone use, school violence attitudes, bullying situation of adolescents in era of convergence. The participants were 341 middle school students from two school in G city. smartphone use, school violence attitudes, bullying situation and general characteristics of adolescents were measured. The data were collected from July 2 to 25, 2014. The collected data were analyzed through t-test, ANOVA, Pearson's correlation coefficients and multiple regression analysis. The result showed smartphone use was positively correlated with school violence attitudes(r=.269, p<.000) and Bullies(r=.251, p<.000). The finding indicate that smatrphone use has an influence on school violence. Intervening approach to prevent and reduce bullying according to each types were required. Based on the research results, this study suggests policy implications for middle school students' smartphone use and school violence attitudes, bullying situation.

Achievements of the Comprehensive Measures of Korean Police for the Elimination of School Violence and counter strategies (경찰의 학교폭력 근절 대책의 성과와 향후 대응전략)

  • Kim, Young-Sik
    • The Journal of the Korea Contents Association
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    • v.15 no.4
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    • pp.168-178
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    • 2015
  • The police have executed the priority projects for the eradication of school violence as part of governmental comprehensive measures and the role of the police as law enforcement agencies to combat school violence is expected to be further strengthened. In this regard, this study proposes several alternative policies for police activities of school violence prevention. First, it is required to establish clear legal basis for activities of school police and recruitment and education programs to enhance their professionalism. Second, we must look for ways to ensure the accountability of parties involved in school violence such as school and parents. Third, it is necessary to promote 117 call actively which has comprehensive hotline function in school violence and enhance the professionalism of counselors for promoting the victim reporting. Finally, there is a need for differential police response according to the degree of risk of school violence.

Ecological Consideration of Factors Inducing School Violence (생태학적 측면에서 본 학교폭력의 유발 요인)

  • Jeong, Jong-Jin
    • The Korean Journal of Elementary Counseling
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    • v.11 no.3
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    • pp.331-350
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    • 2012
  • This paper aims at investigate factors inducing school violence from an ecological standpoint on the assumption that a correct analysis of what brings about it must be carried out in advance in order to prevent and cope with school violence, For that, an ecological heuristic model of factors related to school violence devised by Benbenishty and Astor(2005), who were greatly influenced by the ecological developmental theory of Bronfenbrenner(1979), was briefly introduced. On the basis of this model the author classified school violence factors into school-level factors, individual factors, family-level factors, and community contextual factors and examined relevant literature and preceding studies. Through this discussion a conclusion was drawn that, because school violence occurs not by one cause but by various causes including school, individual, family, community related factors, and it can be called 'a synthetic violence type', it is necessary to set up synthetic measures against these factors on a long-term basis. It also was concluded that only when schools, homes and societies free from factors inducing school violence are built, the countermeasures against school violence will be truly effective.

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A Study on the Reading Education Program on Middle School Students' Attitudes toward School Violence and Empathic Ability (독서교육 프로그램이 중학생의 학교폭력태도와 공감능력에 미치는 영향에 관한 연구)

  • Kim, Jeong Nam;Cho, Miah
    • Journal of the Korean BIBLIA Society for library and Information Science
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    • v.28 no.1
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    • pp.79-95
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    • 2017
  • The purpose of this study is to present the need of developing reading education programs for preventing school violence that reading education program has on teenagers' attitude, awareness and empathy of school violence. According to the analysis results is as follows. First, Reading education program influenced on the attitude of the school violence. They had a meaningful effect about the sub-factor of the school violence permissive, attitude for the victim and attacker. Second, Reading education program had an influence on empathy ability. They had a meaningful effect about the sub-factor of the empathy ability take view point, empathic concern, individual anguish and imaging.

Convergence Study on the Effects of Socio-Ecological Factors on School Violence Attitudes in Middle School Students (중학생의 사회생태학적 요인이 학교폭력태도에 미치는 영향에 대한 융합 연구)

  • Moon, Hee;Kang, Hee-Sun
    • Journal of the Korea Convergence Society
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    • v.9 no.12
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    • pp.421-428
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    • 2018
  • This study was to investigate the effect of socio-ecological factors on school violence attitude on middle school students. The subjects were 100 students in J metropolitan city and 100 students in S city. Data were analyzed using frequency, mean, standard deviation and hierarchical regression analysis using SPSS WIN 24.0 program. Factors affecting an attitude of school violence were the level of aggressiveness of student, parenting attitude, and teachers' attitude to violence. Therefore, in order to reduce school violence. For this purpose, it will be necessary to develop a program to manage the aggressiveness of middle school students and to have a proper awareness of the students' school violence attitude in connection with parents and teachers.

A Review and Implication of the School Violence Prevention and Countermeasure Act Revision (학교폭력예방 및 대책에 관한 법률 개정 내용과 함의)

  • Seong, Moonju
    • Journal of Digital Convergence
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    • v.18 no.2
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    • pp.121-126
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    • 2020
  • This paper reviews the amend of the School Violence Act. The School Violence Act was introduced in 2004 and it has revised several times since then. However, the latest revision in 2019 was important and meaningful. The Act began to get a stance of educational approaches to school violences. It has more emphasized to deal with school violence in the perspective of educational approach. For example, the newly revised School Violence Act allows principles of schools to deal with school violence cases in a condition of minor violence cases when victim students and parents agree with. This is an impressive change. The School Violence Act is still on going change and it should be changed more educational perspectives to deal with school violences.