• Journal of School Social Work
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• v.47
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• pp.99-127
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• 2019

This study aims to verify the mediating effect of empowerment and citizenship in the relations between the volunteering satisfaction of adolescents and attitudes towards school violence. For the purpose, the data of Middle school students, who are studying at school located in Gunpo and Bundang of Gyeonggi Province, and 612 of collected 748 questionnaires were analyzed. Confirmatory Factor Analysis(CFA) and Structural Equation Modeling(SEM) was utilized to test research effectiveness. This study results are as follow. First, the satisfaction of adolescents' volunteer work directly positively influenced adolescents' empowerment and citizenship. However, it was found that the satisfaction of adolescents' volunteer work did not directly affect adolescents' perception of school violence and their coping behavior on school violence. Second, in terms of the effect of the satisfaction of adolescents' volunteer work through their empowerment and citizenship on the perception of school violence among adolescents, it was revealed that the satisfaction of volunteer work through citizenship among adolescents had an indirect impact on adolescents' perception of school violence. However, the satisfaction of volunteer work through empowerment did not influence adolescents' perception of school violence. Third, in regard with the effect of adolescents' satisfaction of volunteer work through their empowerment and citizenship on coping behavior on school violence, adolescents' satisfaction of volunteer work through their empowerment and citizenship directly influenced coping behavior on school violence. Based on the results, It is suggested that when it comes to exploring adolescents' attitudes toward school violence, plans for heightening not only adolescents' satisfaction of volunteer work, their empowerment, but also their citizenship are necessary.

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

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.417-426
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• 2019

This study examined to offer practical implications for the bullying for the prevention and response in early childhood education at the scene of the bullying that occur by to confirm the perception of the bullying to pre-service early childhood teachers. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform frequency analysis, ANOVA. (1)The perception of bullying were significantly different according to grade and experience of child care practice, classroom observation, education program for taking preventive measure. (2)Teachers' perception about the action that can be seen as bullying followed by 'apply the violence, such as kicking, or were frequent', 'shared in things that often prevents','often to another carrier or shame in front of a friend'. (3)Perception about characteristics of bullying Perpetrators was 'aggressive behavior and talk much' and perception about characteristics of bullying victims was 'shy and not much'. (4)The reason of bullying perpetrators was 'Just for fun without a special reason' and the cause of bullying victims was 'problem of parents' child-rearing attitudes and home environment'. (5)Important institutions to combat bullying prevention followed by teacher, parents and family, community and the nation, preschool educational institution. Teachers guidance content of combat and prevent bullying was 'to be isolated from the class to infants continue to monitor'. Parents guidance content of combat and prevent bullying was 'communicate a lot and attention to children'. Early childhood education institutions guidance content of combat and prevent bullying was 'operations to come up with the bullying prevention education in educational time'. This study indicated that it is necessary to make efforts for increasing perception of bullying in pre-service early childhood teachers.