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

• Journal of Korean Home Economics Education Association
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• v.30 no.4
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• pp.187-207
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• 2018

The purpose of this study was to develop a teaching-learning plan applicable to high school technology·home economics and home science classes in order to prevent adolescents' dating violence which is one of the serious social problems we are facing lately. This research has following three steps: 1. Analyzing contents and selecting content elements, 2. Developing teaching-learning materials, and 3. Performing a pilot test and making corrections. In the first step, this author analyzes how the contents associated with dating violence are presented in the 2015 curriculum of technology·home economics and the textbooks and reviews related literatures to select content elements necessary to prevent dating violence for those going through adolescence. Based on that, in the second step, this researcher develops a teaching-learning plan for six lessons and then makes it verified by two experienced teachers of home economics. In the last step, the teaching-learning plan for six sessions developed is implemented to two high school classes, and then, based on the results of examining the opinions of the teachers implementing the plan and students about the class, this researcher modifies and complements the parts of the plan showing low applicability to the field and develops the final dating violence prevention teaching-learning plan. In order to prevent adolescents' dating violence, it is necessary to create a social environment safe from violence and provide violence prevention education before they begin to have relationship. This researcher expects that this teaching-learning plan is applied in home economics class and it can contribute to enhancing students' sensitivity about violence and improving their competencies to make wise judgments in problematic situations and cope with them properly.

• Proceedings of the Korea Contents Association Conference
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• 2013.05a
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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.

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

• Industry Promotion Research
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• v.7 no.3
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• pp.53-63
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• 2022

In this study, As youth school violence is emerging as a serious social problem, this study needs to actively respond to school violence to prevent and reduce the proportion of secondary cyber violence by examining previous studies related to school violence. By recognizing problems through comparative analysis of the recent status and characteristics of school violence according to changes in the educational environment after COVID-19, we intend to find the right direction for schools, families, and communities to cope with school violence. The analysis data is a psychology that takes into account the change in the educational environment caused by COVID-19 through the first survey of school violence in 2021 by the Ministry of Education. It is meaningful to suggest directions and alternatives to prevent school violence and solve school violence problems by strengthening teachers' responsibility and improving their ability to cope efficiently.

• 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.

• 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.

• Journal of Convergence for Information Technology
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• v.10 no.1
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• pp.178-186
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• 2020

The purpose of this study is to analyze whether there is a difference in the needs of the prevention program for dating violence according to the gender and major of University students. The subjects of the study were the humanities, social science and health care students in U university, which included 220 male students, 131 female students, and a total of 351 students. The research tool produced and surveyed the questionnaire about the timing, content and method of education about prevention of dating violence through the review of previous studies. For data analysis, independent sample t-test and cross-analysis were conducted to analyze the differences in the demands for dating violence prevention programs according to the gender and major of University students. The results of the study were as follows: First, there was a significant difference in the demands of teaching methods of dating violence prevention programs according to the gender in personal counseling and experience activities using open KakaoTalk. The women were significantly higher than men in all sub-factors of dating violence prevention programs. Second, there was a significant difference in the demands of teaching methods of dating violence prevention programs according to the major in personal counseling and experience activities using open KakaoTalk. The health care students were significantly higher in all sub-factors of dating violence prevention programs than in humanities and social sciences students.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.181-185
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• 2021

As part of an effort to derive measures to prevent school violence, which is continuously emphasized in the school field, this study tried to examine the topic that has recently become an issue related to school violence from the perspective of data science. In particular, it was attempted to crawl posts related to school violence using online SNS data and examine the characteristics of each type by using the topic modeling method. As a result of arranging the keywords for each topic derived from the topic modeling analysis by type, it was possible to divide the contents into three main categories: prevention of school violence, punishment of perpetrators, and measures to be taken. First, as the contents of school violence prevention activities, it is the contents of the role of specialized organizations for the prevention of school violence. Second, it was derived from the contents of measures and procedures for school violence. Third, it was possible to examine the contents of recent issues of school violence. In future research, it is necessary to conduct research that is used to solve the social problems facing based on data-based prediction.

• Korean Security Journal
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• no.13
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• pp.169-192
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• 2007

School Violence is one of the most serious problems faced by Korean. As this serious problem becomes social issue in nation, many researchers have tried to find out the most effective solution of that problem and the reasons for why prevention of school violence are failed in such mind-hurting activities. The government and NGO proposed many the alternative to prevent the school violence. But the effectiveness of the alternatives art questionable. Last year Busan Metropolitan Police Agency and Busan Education Administration proposed new alternative in united cooperation which is namely Administration proposed new alternative in united cooperation which is namely 'school police' for school violence. School Police is composed of the retired teachers and ex-police officer, to do a prevention activity of school violence, which is expected to effectively curtail school violence in the assigned school. It is first networking try to prevent of school violence as a team of police and teachers in Korea. But the type of Korean school police system is different from American's school police, like as LASPD which is of sworn police officers. Korean school police is to employ a kind of school liaison officers. Though 'School Police System' got good reaction from students and citizen in Busan, It has some defects to be solved in future. So it hard to note that their efforts have been successful in curtailing the prevalence of school violence. In this paper, I present the new type of new 'Social Security Network Model' for school violence by repairing of 'korean school police system'. The problem of the school violence is not the problem of the school but the problem of society. In such viewpoints, It is important to plan a security network model which is participate in police officers, teachers, community and government. To prevent school violence effectively, I propose this new social security network model which based on theory of Community Oriented Policing, aggressive policing and CPTED technique.