• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.24 no.3
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• pp.132-140
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• 2013

Objectives : This study aims to investigate the effectiveness of an internet-based anger management program for school-aged children. Methods : Forty-eight elementary school students took part in an anger management training program; subsequently, participants, their parents, and their teachers answered questionnaires assessing the participants' anger, aggressiveness, and other emotional/behavioral problems, pre- and post-training. Results : At the post-training self-assessment, the participants showed significant reductions in their "anger-out" tendencies and physical aggressiveness. In addition, the effects of the program on "anger-out" tendencies, aggressiveness, anger and peer relational problem were found to be more significant in participants who reported depressive symptoms. Teachers rated the participants' peer-relational problems as having decreased after the training. Conclusion : The proposed internet-based anger management program had a significant effect on the school-aged children's abilities to control their anger.

• The Journal of the Korea Contents Association
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• v.18 no.12
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• pp.150-160
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• 2018

Purpose: This study was conducted to understand what various factors influence school life adaption of nursing students by measuring life stress, anger and optimism. Methods: The subjects were 186 students in B city and the data were collected for the period of 17-28 April 2017. The collected data were analyzed with an independent t-test, ANOVA, Scheffe's method, Cronbach's alpha and Pearson's correlation coefficients. The results are as follows respectively: life stress 1.34/4, state anger 1.24/4, trait anger 1.57/4 at average, and among optimism was 3.45/5 at average. Multiple regression analysis showed perceived physical health status(${\beta}=.20$ t=2.72, p=.007), satisfaction on college(${\beta}=.19$, t=2.53 p=.012) and life stress (${\beta}=-.14$ t=-2.28, p=.027) were related to factors. They accounted 18.2% of the optimism of the subjects. However, there was no significant correlation between optimism and anger of nursing students. Conclusion: It is necessary to develop a program to improve the optimism of nursing college students and to develop a program that can enhance the coping ability of stress to cope with life stress experienced by nursing students.

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.1-17
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• 2011

This study investigated the influence of mother attachment and rejection sensitivity on school-age children's loneliness. The participants were 441 school-age children in Daegu or Gyeongbok Province. The collected data were analyzed by One-way and Two-way ANOVA, and Multiple Regressions, using SPSS PC(15.0 version). The results were as follows. (1) School-age children with a lower level of mother attachment perceived higher level of loneliness than children with a higher level of mother attachment. And school-age children with a higher level of rejection sensitivity perceived higher level of loneliness than children with a lower level of rejection sensitivity. (2) School-age children with a lower level of mother attachment perceived higher level of rejection sensitivity than children with a higher level of mother attachment. (3) The explanation power of rejection sensitivity on school-age children's loneliness was rather higher than mother attachment.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.2
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• pp.246-255
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• 2015

Purpose: The purpose of this study was to investigate differences in the states of anger, depression, resilience and self-esteem according to type of school violence involving elementary school students. Methods: The participants were 257 elementary school students in the 4th, 5th and 6th grades. Data was collected by structured questionnaires, and analyzed using descriptive statistics, ${\chi}^2$-test, t-test, ANOVA, and Pearson correlation coefficients with the SPSS/WIN 20.0 program. Results: There were significant differences among the states of anger (Fs=16.66, p<.001), depression (Fs=18.04, p<.001), resilience (F=12.77, p<.001) and self-esteem (F=10.39, p<.001) according to the type of school violence. Of all the groups, bully-victim exhibited the highest score for anger and depression, and the lowest score for resilience and self-esteem. Conclusion: Based on the findings, developing intervention programs that consider the psychological characteristics of elementary school students is necessary. Also, the results of this study suggest that integrative programs for students that can enhance resilience and self-esteem, such as self-discovery programs, and reduce anger, such as anger control programs, need to be developed.

• Journal of Families and Better Life
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• v.32 no.5
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• pp.163-178
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• 2014

The purpose of this study is to validate the mediating effects of anger expression types for anxiety on the violent behaviors of adolescent school violence offenders. For the purpose of this study, 114 adolescent school violence offenders and 178 general youths were selected. Through the structural equation model, the mediating effects of anger expression types that are manifested in the path of violent acts of adolescent school violence offenders and general youths are verified. The major findings of this study are as follows. First, for both groups, the same path of violent behavior through anger-in and anger-out was followed: youths repress anger when they have higher anxiety, and when too much anger is repressed, anger-out increases, which results in more violent behaviors. Second, the level of anxiety of adolescent school violence offenders has direct effect on the responsive violent behaviors while the level of anxiety of general youths does not have direct effect on violent behaviors. Third, although the anxiety of adolescent school violence offenders may increase violent behaviors through the paths of acting-in and acting-out, violent behaviors can be reduced by reducing anger-out. Therefore, to reduce the violent behaviors of adolescent school violence offenders, intervention is needed for those who repress their anger due to anxiety; professional education is also required for adolescent school violence offenders to help them control their anger.

• Journal of Korean Academy of Nursing
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• v.39 no.1
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• pp.145-156
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• 2009

Purpose: This study was done to develop a school-based anger management program (SAMP) of 4 sessions and examine its effects on the anger, anger expression, psychosomatic responses, psychosocial responses, and immunologic responses in adolescents. Methods: A quasi-experimental study using a nonequivalent control group, pre-post design with repeated measures was used. Chi-square test, t-test, paired t-test, and Fisher's exact test were used to analyze the data. Results: There were no differences between the experimental and control groups in outcome variables except for lymphocytes. However, following additional analyses, statistically significant differences by time point were observed for pain sensitivity, T cell, Helper T (Th) cell, Suppressor (Ts) cell and Natural Killer (NK) cell post-treatment, entrapment and psychosomatic symptoms at the 4-week follow-up, and resilience at the 10-week follow-up for the experimental group. Conclusion: Although some modifications in contents and administration will be required to increase the effectiveness of the program for anger management, SAMP can be used to promote anger management ability in adolescents.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.195-198
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• 2021

COVID-19 전염병은 우리의 일상 생활에 빠르게, 그리고 엄청난 영향을 미쳤다. 현재는 마스크를 착용하는 것이 새로운 평범함이 되었고, 이에 따라 많은 서비스 제공업체들은 고객들에게 그들의 서비스를 이용하기 위해 마스크를 착용하도록 요구하고 있다. 공공 버스도 이에 포함된다. 여러 뉴스 기사에 따르면 마스크를 써 달라는 버스 기사의 부탁에 버스 기사를 폭행한 사건이 여러 번 발생하였다. 이에 기계가 마스크를 쓰지 않은 사람을 가려내고 마스크를 쓰라고 한다면 버스 기사에게 향하는 비이성적 분노가 줄어들 것이라고 생각하였다. 따라서, 본 논문에서는 Keras와 같은 기본적인 기계 학습 패키지를 사용하여 빠르고 정확하게 마스크의 착용여부를 확인할 수 있는 방식을 제안한다. 제안된 방식은 고성능 컴퓨터 및 그래픽카드의 필요없이 CPU에서만 작동하는 마스크 착용 판별프로그렘으로, 추가적으로 알림을 보낼 수 있는 웹사이트와 음성 경고 시스템도 함께 구현하였다. 이 방법은 테스트 데이터셋에서 99.5% 이상의 정확도를 달성했고, GPU가 아닌 CPU에서 6fps 정도의 속도를 지원하여 실생활에 사용될 수 있다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.15 no.2
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• pp.168-177
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• 2004

Objectives : This study was done to develop Korean form of Reynolds' SIQ-JR(Suicidal Ideational Questionnaire-Junior). Through this study we evaluated reliability and validity of Korean form SIQ-JR. Methods : Subjects were 1,160 middle and high school students and 114 adolescent psychiatric patients. SIQ-JR and 8 self-reporting scales highly related with suicidal ideation and suicide behaviors were applied to them. Results : In reliability aspect of Korean form of SIQ-JR, internal consistency, test-retest reliability and item-total correlation were statistically significant results. In factor analysis, concerning about other person was extracted as a indepenedent factor. This results reflect our cultural characteristics. There were statistical differences of SIQ-JR scores in groups by sex and age. Clinical group showed significantly(P<0.01) higher scores than general population. Among the 8 suicidal relating scales, depression(r=0.42), aggression(r=0.36), trait anxiety(r=0.35), and anger-in(r=0.31) were highly related with suicidal ideation but impulsivity and hopelessness were not significantly related with suicidal ideation. Conclusion : Korean form of SIQ-JR was useful instrument in reliability and validity. We hope that this instrument widely used in school mental health, community psychiatry and clinical setting for screening tool.

• Korean Security Journal
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• no.42
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• pp.393-422
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• 2015

The school is committed to the role of public education for the effective development of student academic achievement and intellectual ability. It is also a space to expand the range of care and understanding for others with as a member of the academic community as well. However, the reality of our country schooling has been pointed out that if a lot about the lack of character education related to the attitude of life care for others and feel a sense of responsibility. An individual is not necessarily emotional intelligence There are side out, as well as grow into adults, schools are obliged to teach a variety of methods associated with it. Nevertheless, education is not of the country beyond the formal excessive administrative work or other activities due to the process of character education to neglect, including the work of teachers. Therefore, students brought the expansion of the act that should not, and eventually lead to serious social issues that directly harm others, such as school violence. Therefore, students brought the expansion of the act that should not, and eventually lead to serious social issues that directly harm others, such as school violence. This study is based on an act of juvenile delinquency and criminology education was to refine the concept of toughness and validate the relationship between school violence through empirical research. Accordingly, from July 1, 2013 September 31, 2013 to 277 high schools across the country are attending the third year of the schools available for non-response and analysis of the students who participated in the admission and simulated typical presentation of K University in Gyeonggi-do not judge students in the final analysis, except for the data and data from a total of 1045 patients were utilized. As a result, many schools have experienced violence, male student work can be applied to a lot of rock school violence was experienced. Also, a lot of experience can be applied to a healthy student rock school violence, anger-control and empathy, this is considered a low student showed consciousness experienced school violence exerted.

• 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.