• Title, Summary, Keyword: 학교폭력

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The mediative effect of student-parent, student-teacher relationship on the effect of experience of school violence on depression: Difference between elementary and middle school students (학교폭력 피해 경험이 우울에 미치는 영향에서 학생과 부모, 학생과 교사 관계의 매개효과: 초·중학생 차이를 중심으로)

  • Choi, Kyung-Il
    • Journal of Digital Convergence
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    • v.15 no.4
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    • pp.521-528
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    • 2017
  • The purpose of this study is to find the mediative effects of students' relationship with parents or teachers in the effective path of school violence experience on depression, and to find out the path difference between elementary and middle school students. We used 1,385 students' data collected from the Korean Youth General Survey, and analyzed by multiple group analysis of structural equation. The results showed that elementary school students' relationship with parents or teachers did not play a mediative role. But the middle school students' relationship with parents or teachers play a negative mediative role. It means that if students were damaged by school violence, elementary school students' parents and teachers did not play a specific role but middle school students' parents and teachers caused more depression. Based on these results, some implications for parents and teachers about school violence and depression were suggested.

Classification of Student's School Violence During Middle School: Applying Multilevel Latent Profile Models to Test Individual and School Effects (다층 잠재프로파일 분석을 적용한 중학생의 학교폭력 집단 분류와 개인 및 학교요인 검증)

  • No, Unkyung;Lee, Eunsoo;Lee, Hyunjung;Hong, Sehee
    • Survey Research
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    • v.18 no.2
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    • pp.67-98
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    • 2017
  • The purposes of this study are to identify the latent classes of school violence depending on bullying and victimized experience by type and the influences of individual-level and school-level variables on determining these latent profiles. For these research goals, the present study utilized data from the Seoul Education Longitudinal Study(SELS) 5th wave, containing data from 2,195 middle school students who experienced school violences more than once. Multilevel latent profile models were applied to examine school violence among students. Our results indicated that there were four latent classes; high-level bullying and victimized group (1.7%), mainly bullying group(2.1%), mainly victimized group(3.7%), verbal bullying and victimized group(92.5%). Gender, resilience, self-control, peer relationship, parental relationship were significant determinants of the latent profiles at student level. Teacher-student relationships, school violence prevention, gender ratio of school were significant determinants of the latent profiles at school level. The present study contributed to extending theoretical discussions by classifying students into groups based on frequency and different forms of bullying and victimization. Moreover, this study examined determinants of student and school level simultaneously by dealing with multilevel data.

Study on Effects of Radio Pager Demonstration Project on School Violence Prevention (학교폭력예방을 위한 무선호출기 시범사업 효과성에 관한연구)

  • Lee, S.D.;Park, J.O.;Yeum, D.M.
    • Journal of rehabilitation welfare engineering & assistive technology
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    • v.8 no.2
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    • pp.101-107
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    • 2014
  • In order to understand people's ideas about radio pagers and effects of the radio pagers on school violence prevention, the study analyzed a radio pager demonstration which was being participated by a total of 606 students. According to the findings from the analysis, first, when it comes to statistical differences between the two groups with the experience of school violence as either a victim or a assailant, both the victims and the assailants believed that the radio pagers is useful to prevent school violence. Both the groups were observed to be willing to use the radio pagers constantly. Second, regarding effects of the radio pagers on the school violence prevention, they were understood to have even a more positive influence both on the school violence prevention and the students' satisfaction with their school lives as a more number of the students possess the radio pagers, as the more the students need the radio pagers and lastly as the more the students feel content with the radio pagers. Based on the results of the analysis, implications and limits of the study were proposed.

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Bullying Experience of School Bullies on Convergence Study (학교폭력 가해 청소년의 가해 경험에 대한 융합 연구)

  • Song, Yul-Mai
    • Journal of the Korea Convergence Society
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    • v.10 no.2
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    • pp.349-359
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    • 2019
  • The purpose of this study is to explore and deeply understand the essence and meaning of the bullying experiences of school bullies. Data were collected through in-depth dividual interviews and analyzed using Colaizzi phenomenological analysis methodology. Participants of this study were 16 adolescents with compulsory education due to school bullying. Data collection was conducted through in-depth interviews from May to August, 2018. The results of the analysis were derived from 13 theme clusters and 5 categories, focusing on causes of school bullying, factors contributing bullying, and experiences after bullying. Bullying experienced by school bullies were categorized as followed: 'Difficult to empathize with others', 'Uncontrolled anger behavior', 'No hope for the future'. 'Gain from bullying', and 'Difficulty of daily life'. The results of this study are significant in providing basic data to provide practical help and support to school bullies.

Impact of School Violence on Psychological Well-being: Korean Students' Happiness and Suicidal Impulse (한국 청소년의 학교폭력 경험과 심리적 안녕 -주관적 행복감과 자살충동을 중심으로-)

  • Kim, Kyungmi;Youm, Yoosik;Park, Younmin
    • The Journal of the Korea Contents Association
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    • v.13 no.9
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    • pp.236-247
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    • 2013
  • This study examines the impact of school violence on South Korean students' psychological well-being. The research is designed to analyze how different types of experiences of school violence-victim, perpetrator, victim-perpetrator, and non-involvement-influence students' suicidal impulse and sense of happiness. Empirical data was gained from a national-scale survey conducted by Social Development Research Institute at Yonsei University in 2013, and was analyzed using binary logistic and multiple regression methods. Findings suggest that any types of experiences of school violence had significant effect on suicidal impulse. In particular, the likelihood of victim-perpetrator to experience suicidal impulse was 7.1 times stronger than non-involvement. However, the effect of experiences of school violence on students' sense of happiness was insignificant. While the impact of school violence on sense of happiness among victims and victim-perpetrators was significant, its impact among perpetrators proved insignificant. Rather, stress factor-in particular, stress from peers-had more significant impact on the level of students' happiness. This study contributes to understanding the multiple effect of school violence by examining both negative and positive dimensions of psychological well-being.

A CASE-ANALYSIS OF THE PSYCHIATRIC SEQUELAE IN ADOLESCENTS VICTIMIZED BY SCHOOL VIOLENCE (학교폭력 피해 청소년의 정신의학적 후유증에 관한 사례 연구)

  • Yook, Ki-Hwan;Lee, Ho-Bun;Noh, Kyung S.;Song, Dong-Ho
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
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    • v.8 no.2
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    • pp.232-241
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    • 1997
  • The psychological problems following the experiences of school-violence could be more important than the physical problems. Victims could suffer from fear, depression, anger, lowered self-esteem, suicidal thought, and personality changes. To study the risk factors for school violence and the psychiatric problems after the experiences to school-violence provide us important informations to prevent and solve the problems of school violence. We examined clinical characteristics and psychosocial backgrounds of 13 adolescents who visited the psychiatric clinic after exposures to school violence from September, 1996 to May, 1997. The clinical data included intensity, motivations, durations, and methods of violence, psychiatric symptoms following exposure, findings of psychological test, and treatment course. The socioeconomic data included developmental characteristics of subjects, family characteristics, school life, and peer relationships. Of the 13 adolescents who experienced exposure to violence, 8 have experienced chronic psychiatric disturbances, 5 experienced transient psychiatric symptoms such as anxiety, depression, suicidal attempt who eventually returned to home and school life. Of the 8 adolescents who experienced chronic psychiatric disturbances, 4 experienced PTSD and depression lasting 3-6 months more, otherwise 4 showed converted features, such as aggressive behavioral disorder or perpetrator by strong compensatory effects after psychological shock. The subjects who have experienced chronic psychiatric disturbance have clinical characteristics such as physical or emotional abuse, physical illness or handicap, defects of ego functionings, and lack of family support. In summary, victims by school-violence manifested serious psychiatric disturbances, and they had clinically significant risk factors and some of them became perpetrators of school-violence.

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The Effects of Direct Experience with School Violence on Internet Game Addiction and School Adjustment -Focusing on the Mediating Effect of Depression- (학교폭력피해경험이 게임중독과 학교적응에 미치는 영향 -우울의 매개효과를 중심으로-)

  • Lee, Seo-Won
    • Journal of the Korean Society of Child Welfare
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    • no.40
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    • pp.109-137
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    • 2012
  • The purpose of this study is to examine the effects of direct experience with school violence on internet game addiction and school adjustment focusing on the mediating effect of depression. A survey of 559 middle school students in Seoul, Gyeonggi Province, and Pusan was conducted. The data were analyzed using AMOS 18.0. The results are as follows. First, 43.9% of the study sample experienced school violence in the previous year. In terms of internet game addiction, 45.9% were identified to be potentially addicted, and 6.6% were considered to be addicted to internet games. Second, results from the structural equation model show that school violence has positive effects on depression and internet game addiction. Third, depression has a positive effect on internet game addiction and a negative effect on school adjustment. Fourth, internet game addiction negatively affects school adjustment. Based on these research results, the findings from this study suggest need for intervention programs targeted to prevent school violence, internet game addiction, depression, and school adjustment.

A study on preventative measures for school violence in foreign countries (외국의 학교폭력 근절 대책에 관한 고찰)

  • Park, yong soo
    • Convergence Security Journal
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    • v.15 no.6_2
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    • pp.129-140
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    • 2015
  • The school violence is at a critical level today even though it occurred continuously from the past. This issue is not only limited to Korea but it could become a greater issue overseas where possession of firearms is legal. Therefore, introduction of preventative measures in Korean schools should be reviewed by studying how different policies are being applied in countries worldwide to eradicate school violence. Furthermore, the society should continuously make an effort to eradicate school violence. The attitude of regional community who reports instead of spectating and their interest towards school violence are considered very important in addition to the police activities carried out by an organization of the society.

Differences of Perceptions between Pre-service and In-service Elementary School Teachers on the Prevention and Intervention of School Violence (학교폭력의 예방 및 대책에 관한 교대생과 초등교사의 인식 비교)

  • Song, Jae-Hong;Kim, Kwang-Soo;Park, Sung-Hee;Ahn, Ie-Hwan;Oh, Ik-Soo;Eun, Hyuk-Gi;Jeong, Jong-Jin;Cho, Bung-Hwan;Hong, Jong-Kwan;Hwang, Mae-Hyang
    • The Korean Journal of Elementary Counseling
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    • v.11 no.3
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    • pp.485-504
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    • 2012
  • The purpose of study was to analyze the differences of perceptions between pre-service and in-service elementary school teachers on the prevention and intervention of school violence. For this purpose, 459 student teachers and 289 in-service teachers has responded a questionnaire consisted of 12 core questions and 8 supplementary questions about the prevention and intervention of school violence. The findings of this study was as follows: First, in-service elementary school teachers perceived the problem of school violence more seriously than student teachers. Second, in-service elementary school teachers and student teachers perceived the lack of parents' concern of their children and the disturbed friendship as major causes to arouse school violence, and insisted to improve students' emotional self-control and social skills in order to prevent school violence. Third, in coping with students' violent behaviors they took the need to interview the student' parents and to invite them to meet each other halfway. Fourth, With government's comprehensive countermeasures against school violence they acknowledged the importance of policy alternatives but made doubt of their effectiveness. Finally, both in-service elementary school teachers and student teachers approved of a plan to assign the required subject of 'Prevention and Intervention of School Violence' to the student teachers, particularly student teachers approved more positively than in-service elementary school teachers.

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Meta-Analysis on the Effect of School Violence Intervention Program (학교폭력 예방 프로그램의 효과에 대한 메타분석)

  • Kim, Kyung-Hee
    • Journal of Digital Convergence
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    • v.14 no.10
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    • pp.33-43
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    • 2016
  • The purpose of this study was using a meta-analysis to estimate effect size of school violence prevention program. Using an objective and systematic method, meta-analysis has advantages that prove intervention's amount and direction. Meta-analysis facilitates comprehensive analysis. Through the data collection, 33studies were selected and 129 effect size were calculated as analysis objects. The overall effect size of school violence prevention program was 0.624. In the human characteristic, the affective domain had the largest effect size. Next were the physical domain, cognitive domain, the social domain and the complex domain. Analysis on age of participant, high grade elementary students group had the largest effect size. Next were the high school students, middle school students and the lower grade elementary students group. Analysis on intervention periods, tertiary prevention had a largest effect size. Next were secondary prevention and primary prevention. Based on the findings, implications for future study were discussed.