• Proceedings of the Korea Contents Association Conference
• /
• 2013.05a
• /
• pp.189-190
• /
• 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.

• Journal of Korean Home Economics Education Association
• /
• v.25 no.2
• /
• pp.103-128
• /
• 2013

The purpose of this study was to develop a school violence prevention program featuring the Practical Action Teaching Model(hereafter, PATM) for middle school students to prevent school violence by Home Economics Education. To accomplish this purpose, the processes of analysis, design, development, and evaluation based on ADDIE were conducted. The validity of the program was evaluated twice by Home Economics education experts(36 experts for the first group and 10 experts for the second group) and the contents of the program were modified according to the comments from the evaluators. The school violence prevention program in Home Economics classes consisted of 5 topics such as changing perception on school violence, enhancing self-esteem, relating with others, practicing consideration and sharing, and strengthening the will of preventing school violence. Twenty-four units were developed with 7 practical problems(What should I do to make friends to help with each other?, What should I do to establish positive self-concept?, What should I do to communicate to build good relationship?, What should I do to solve the conflicts peacefully?, What should I do to practice consideration and sharing in food consumption?, and What should I do to practice consideration and sharing in clothing?) in 5 topic areas. Teaching-learning plans included four steps such as problem perception, practical reasoning, action, and evaluation that comprise PATM to solve the practical problems. Every step of the teaching-learning plan consisted of questions for practical reasoning and activity assignments. Materials for students and teachers were developed. Materials for students comprised 80 pieces in total including student activity, reading, movie, and clips to make students enhance understanding and interest. Materials for teachers comprised 35 pieces in total such as rationales, newspaper articles, and movies that make teachers that lesson teaching loads and were helpful for teachers. The PATM was incorporated into developing the program and a Likert-scale was used to assess usefulness, applicability, appropriateness, fidelity, substantiality, and validity of this program. This program gained more than 4.00 on a 1-5 Likert scale. This result indicated that program is expected to be effective and useful to school violence prevention.

• Journal of Digital Convergence
• /
• v.14 no.10
• /
• pp.33-43
• /
• 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.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.28 no.1
• /
• pp.79-95
• /
• 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.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2021.11a
• /
• pp.1120-1123
• /
• 2021

학교폭력 피해 사례는 꾸준히 증가하는 반면 학교폭력 예방의 대안으로 실시되고 있는 앱/웹 시스템으로는 통합성의 연계에 어려움이 있어 문제점으로 나타나고 있다. 본 논문에서 구현한 학교 폭력 예방 통합 앱 시스템은 학교폭력 진단 테스트, AI 상담, 일기장, 게시판, 교화 프로그램 영상 시청 기능을 제공함으로써 이런 문제점들을 보완하였다. 또한, 진단 테스트와 상담 내용의 신뢰성을 확보하기 위해 상담 센터의 검증을 받았다. 해당 시스템의 활용을 통해 학교폭력 예방 교육의 효과를 기대할 수 있다.

• The Journal of Korean Philosophical History
• /
• no.28
• /
• pp.183-212
• /
• 2010

The purpose of this study is to provide a theoretical base for making a character education program and to develop a school violence prevention program and analysis the effects of the program in elementary schools. The prevention program was designed to target students, teachers, parents and community residents and utilized the above groups as participants. This study is developed on the basis of Social Emotional Learning as well as Emotional Intelligence which put on the importance on the role of emotion in the problem solving. In concrete, school violence prevention program based on the social and emotional learning, development of integrative programs articulating three key domains directly and indirectly influencing students' character formation, maximum use of the educational institutes' moral education curriculums and potential curriculums in the surrounding environment. To do so, bibliographical study and analysis of the research materials are carried out, and also the professionals' advice is received. The study object is 113 elementary school students of 2 elementary schools in Seoul. For them, the preparatory program is carried out from September 2009 to November 2009. And then, the analysis for the satisfaction degree of participation in the program and for the descriptive results of the school violence prevention education is carried out.

• Journal of Korean Philosophical Society
• /
• v.130
• /
• pp.79-107
• /
• 2014

The concept of school violation has become today the key word in the korean society. The educational journalist started to debate gravely the seriousness of the problem from the early 1990. But with the time, the aspect of school violation has been varied and deteriorated. So, many people say this is not the problem that the only school and the local society have to deal with, but the one that the entire national authority has to do. This movement had the national assembly make the law and alternative instrument of national dimension. However, in spite of various alternative of school, society and government, it is not only the case that the aspect of school violation have been ferocious and organized, but also that assailant and victim has moved from middle and high school student to elementary school student. According to recent researches, the sacrificed children who have experienced the violation, have possibility that they could be assailant as much as their agony. It is therefore very important to construct the program which will prevent the violation of elementary school student. In oder to this purposes, I will firstly try to illuminate the concept of Lacan's subject, secondly to analyze the aspects and the causes of school violation, thirdly to dispute the main alternatives presented to prevent the school violation, lastly to construct a new program in terms of constructivist disciple, psychoanalytic moral education that will prevent elementary school student from causing violence.

• The Journal of the Korea Contents Association
• /
• v.13 no.9
• /
• pp.455-466
• /
• 2013

The purpose of this study was to develop a school violence prevention program "Modujikimi" for young children to be embedded in IrobiQ, the teacher assistive robot. The themes of this program consisted of basic character education, bullying prevention education and sexual violence prevention education. The activity types included large group, individual and small group activities, free choice activities, and finally parents' education, which included poems, fairy tales, music, art, sharing stories. Finally, the multi modal functions of the robot were employed: image on the screen, TTS (Text To Speech), touch function, recognition of sound and recording system. The robot content was demonstrated to thirty early childhood educators whose acceptability of the content was measured using questionnaires. And also the content was applied to children in daycare center. As a result, majority of them responded positively in acceptability. The results of this study suggest that the further research is needed to improve two-way interactivity of teacher assistive robot.

• The Korean Journal of Psychodrama
• /
• v.21 no.2
• /
• pp.57-72
• /
• 2018

The purpose of this study is to analyze the effect of the perceptions of school violence and satisfaction after violence prevention sociodrama in the first grade of middle school. This study was carried out in April, 2018, and the experimental group and the control group were 12 students in each of the first grade of middle school in S city and A city. As a result, the level of perceptions of school violence in the experimental group was 14.50 in pre-test, 11.83 in post-test, and 9.33 in average rank. The level of perceptions of school violence in the control group was 14.25 in pre test, 13.83 in post-test, and 15.67 in average rank. The Mann- Whitney U test between the two groups showed statistically significant indicating that school violence prevention programs are effective. The program has been satisfaction in the experimental group and the total average is very high as 4.71 out of five points, in particular the highest satisfaction with 'teacher's class progress'. Through this study, it is expected that the diffusion and spread of school violence prevention sociodrama for middle school students.

• Korean Journal of Culture and Social Issue
• /
• v.22 no.1
• /
• pp.119-135
• /
• 2016

We tried to develop the school violence prevention program which focuses on the bystanders. In the context of school violence, most students are bystanders. They can either reinforce the violence or stop the violence. We hypothesized that the students who know their own temperament dimensions such as novelty seeking, harm avoidance, and reward dependence (Cloninger, 1994) will show more tendencies to defend victims from school violence when they learned the methods to prevent school violence in accordance to their temperament dimensions. 351 Korean middle school students participated the 4 sessions of school violence prevention program. The students completed the questionnaires to identify their own behavior in school violence situations. In the experimental group(temperament group), students learned the methods to help the victims that suits with their own temperaments. Whereas, the comparison group just attend the class regardless of their temperaments. Both groups showed significant increase in the trend of defending the victims. However, the temperament group showed more tendency to protect/defend the victims than the comparison group when they faced with school violence. These results show that students can learn the methods of defending victims from school violence more easily by knowing their own temperament dimensions, and can be the prepared and the effective defenders.