• Convergence Security Journal
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• v.13 no.2
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• pp.3-13
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• 2013

School violence that have occurred recently, showing a tendency to collectivization and diverse types of violence, as well as the quality and increase the damage levels. School violence in the home, school, and social factors, but is caused by the lack of awareness about the violence and the reporting of consciousness due to poor acts of violence indirectly assisted. The only place violence has caused the school to establish the legal and institutional arrangements in order to minimize school violence have no choice but to limit its effectiveness is negligible. The problem of school violence in connection with the problem of juvenile crime prevention and control, and punishment should be made of the complex and layered. Operation and School police system, School safety keeper system, school sheriff system since 2005, each municipality in order to minimize school violence, but have no practical help to limit the visible and symbolic effects. Nonexistent professional staff of the institution or school safety monitors emphasis on monitoring the physical state of the system in the form of 'guards' departure inherently have limitations. Also, to prevent criminal acts or violence in the state is not given special privileges and the appropriate role for the school keeper is a problem with the system. Report no other role can not be expected. Should therefore be preceded by a systematic improvement and training of experts in order to prevent school violence, and home and school, in terms of social support and measures.

• Korean journal of communication and information
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• v.41
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• pp.200-231
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• 2008

This study content-analyzed Korean cable television programs aired from Feb. 6 to Feb. 19, 2007, focusing on the contextual variables linked to violent acts. A total of 657 PAT's (perpetrator-action-target) in the 68 programs sampled were analyzed for characters' age, sex, type, relationship, and motivation, humorization, punishment for their violent acts, and finally reality of violence. According to the results, (1) most violence occurred among male characters, who were at their ages between 20 and 39; (2) more than half of the total violent acts happened among acquaintances including family members; (3) anger, retaliation, personal or group interest, and violence for fun were ranked at the top tiers of the motivation list; (4) most violences were overlooked without punishment; (5) and about 80% of the whole violence were realistic. In terms of program types, (1) female perpetrator and victims appealed more often in drama than the other genres; (2) violence among acquaintances and simple fun as motivation were prevalent most in entertainment programs; (3) every violent act in children's programs was done by unrealistic characters. According to the analysis by program ratings, (1) while least violence appeared in '19 and older', all of the violent acts were portrayed as realistic; (2) humorization were most prevalent in the 'everyone' rating; (3) and female perpetrators and victims appealed most in the programs rated as '15 and older'. Generally, various contextualized violences displayed different distributions according to program types and ratings. The qualitative features of the current findings about cable television violence provide a fundamental data for future studies, which will explore the subsequent effects of violent media contents.

• Korean Journal of Culture and Social Issue
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• v.13 no.1
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• pp.1-41
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• 2007

This study examines factors that influence delinquent behavior among Korean adolescents using longitudinal analysis. A total of 1,012 students completed a questionnaire when they were Grade 6 and 739 students completed a follow-up questionnaire when they became Grade 9. Results of multiple regression analysis indicate that the following variables predicted delinquent behavior of Grade 9 students: Bullying, previous delinquency, experience of punishment, victimization, social efficacy, and moral disengagement. The above six variables have direct and mediating influence of delinquent behavior. Relational factors also influenced delinquent behavior. Social exclusion from friends reduce social efficacy, which increases victimization and which in turn increases bullying, leading to greater delinquency. Parental rejection, social exclusion from friends and hostility from teachers increase moral disengagement, which increases bullying, leading to delinquency. Low academic achievement increases the likelihood of being punished, which increases bullying, leading to delinquency. The results indicate that moral disengagement and social efficacy are mediating factors of delinquency and negative life-events (i.e., social exclusion from friends, rejection from teachers, hostility from parents and low academic achievement) increase the likelihood that Korean adolescents will engage in delinquent behavior. Implications of the results for future research are discussed.

• Journal of Digital Convergence
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• v.16 no.12
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• pp.407-415
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• 2018

The purpose of this study is to investigate the effect of SNS addiction tendency and social support on cyber violence among college students. Data collection was conducted through a structured questionnaire for 330 college students and analyzed through SPSS 18.0 program. As a result of the analysis, SNS addiction tendency was low as $1.81{\pm}0.55$, social support was $4.00{\pm}0.78$ and cyber violence was $1.38{\pm}0.59$. There was a significant positive correlation between SNS addiction tendency and SNS posting frequency, and there was a significant negative correlation between social support and grade. Cyber violence increased as the tendency of SNS addiction increased, as social support decreased, and cyber violence decreased in the second and third graders compared to the first grade. For this purpose, it is necessary to strengthen cyber education and group counseling program suitable for college students and it will be necessary to make effort to raise self - control.

• Korean Journal of Social Welfare
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• v.60 no.3
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• pp.151-176
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• 2008

The purpose of this study is to see the effects of school climate on school violence and fears of attending school. The direct relationship between school climates and fears of attending school will be examined, as well as the indirect and mediated effects of school violence in that school climates influence the fears of attending school. A theoretical model of the relationships of school climates, school violence, and fears of attending school will be given. The subjects of the surveys were chosen from 12 junior high schools in the Seoul, Gyeonggi area through convenience sampling. 1,317 surveys were then analyzed. School climates directly affect the fear of going to school through the mediums of peer and teacher violence. The derived results stress the necessity of improving school climates in order to reduce violence from peers and teachers and to reduce fear of attending school.

• Korean Journal of Comparative Education
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• v.22 no.4
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• pp.25-49
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• 2012

Coping with the problems of school violence, weapon and drug abuses, 'zero tolerance policies' have been adopted in the United States since the 1980's. Authorities have been securing the safety and learning-friendly environment of the school, imposing predetermined penalties on any case of school violence or disruption. It is reported that the school violence rate drops accordingly. However, the policies are criticized for their rather escalating effect due to severe punishments on minor offenses, evidencing no effectiveness worthwhile. As alternatives, 'graduated systems of discipline' meeting minor misbehaviors with less severe consequences or 'early response model' are suggested, without abandoning those main rules of zero tolerance policies. Recently Korean government tries to take charge of school violence, issuing some nation-wide measures such as 'the Comprehensive Measures to Stop School Violence'. This article analyzed major principles and changes of the zero tolerance polices of US case, to induce some policy suggestions for the validity of Korean government's measures implemented under the understanding that "little bullying" is also a "crime" to disclose all school violence.

• Journal of the Korean Society of Child Welfare
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• no.27
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• pp.37-68
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• 2008

Based on the assumption that client violence against social workers may impede the effectiveness of social work intervention, this study investigated the prevalence and negative effects of client violence among child protection workers. A national sample of 207 child protection workers participated to the study. The results showed that 62.8%(n＝130) of the respondents experienced violence by children's parents or other guardians in the year of 2007. This prevalence was similar level to that of other service fields. However, perception about client violence of the respondents was more serious than workers in other fields. Respondents who have experienced client violence showed emotional reactions such as angry, burnout, frustrated. This emotional reaction impacted more on woman respondents. This study further found that client violence had negative effects on such work-related variables as workers job satisfaction and intention to leave.

• The Journal of the Korea institute of electronic communication sciences
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• v.7 no.5
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• pp.1205-1211
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• 2012

This study was performed to identify the experience of verbal abuse during in some operating nurse. The study subjects were 176 operating nurse in general hospitals and the data were collected using by self-administered questionnaire from October 17 to October 31, 2011. Multiple regression analysis the experience of verbal abuse and scores of nurses domain in verbal abuse scale were statistically significant related with mental health. In conclusion, the verbal abuse of operating nurses influenced mental health. Therefore, it is required to maintain and promote mental health of operating nurses by developing the various prevention program for preventing verbal abuse.

• 한국사회복지학회:학술대회논문집
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• 2003.05a
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• pp.282-309
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• 2003

This exploratory qualitative study investigates the effects of experiencing domestic violence on male adolescent offenders' masculinities. Empirical and theoretical literature suggests that negative male role models in violent families result in male adolescents' experiencing conflict in constructing gender identities, especially masculinities. Moreover. criminologists argue that masculinities are often connected with crimes as a way to prove masculine competence. This study compares male adolescent offenders who have experienced domestic violence with those who have not experienced domestic violence and explores how domestic violence experiences influence the construction of gender identities among male adolescent offenders. The study used a secondary qualitative data analysis method. The data consisted of ethnographic in-depth interview transcripts, observational field notes, and formal facility records collected at a juvenile correctional facility in Minnesota. The process of data analysis was a "constant comparative method" that sought to understand differences and similarities in the expressed gender narratives and identity patterns between the two groups of offenders. This process also examined differences within each group. The qualitative data analysis revealed that domestic violence experiences in childhood may be related to the construction of gender identities during adolescence. The findings of this study showed that male adolescent offenders who had experienced domestic violence tended to attach themselves to oppressed mothers more readily than those who had not experienced domestic violence. Next, their attachment to mothers related to the construction of more relational gender identities although most participants, regardless of domestic violence experiences, had much in common regarding gender expression. Finally, despite these relational gender identities, male adolescent offenders who had experienced domestic violence tended to depend upon violence and crimes to show masculine competence, as did male adolescent offenders who had not experienced domestic violence. The study findings suggest a need for research to understand the construction of gender identities in the context of particular experiences and the importance of building theories that advance a comprehensive understanding of the construction of masculinities and youth crime. This study also discusses the development of social work programs that protect young men from adherence to exaggerated masculinity, which is often associated with crimes.

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