• Title/Summary/Keyword: 학교폭력 예방

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Study on Effects of Radio Pager Demonstration Project on School Violence Prevention (학교폭력예방을 위한 무선호출기 시범사업 효과성에 관한연구)

  • Lee, S.D.;Park, J.O.;Yeum, D.M.
    • Journal of rehabilitation welfare engineering & assistive technology
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    • v.8 no.2
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    • pp.101-107
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    • 2014
  • In order to understand people's ideas about radio pagers and effects of the radio pagers on school violence prevention, the study analyzed a radio pager demonstration which was being participated by a total of 606 students. According to the findings from the analysis, first, when it comes to statistical differences between the two groups with the experience of school violence as either a victim or a assailant, both the victims and the assailants believed that the radio pagers is useful to prevent school violence. Both the groups were observed to be willing to use the radio pagers constantly. Second, regarding effects of the radio pagers on the school violence prevention, they were understood to have even a more positive influence both on the school violence prevention and the students' satisfaction with their school lives as a more number of the students possess the radio pagers, as the more the students need the radio pagers and lastly as the more the students feel content with the radio pagers. Based on the results of the analysis, implications and limits of the study were proposed.

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A Study on the Reading Education Program on Middle School Students' Attitudes toward School Violence and Empathic Ability (독서교육 프로그램이 중학생의 학교폭력태도와 공감능력에 미치는 영향에 관한 연구)

  • Kim, Jeong Nam;Cho, Miah
    • 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.

A Study on the status, cause and countermeasure of school violence (학교폭력의 실태, 원인 그리고 대처에 관한 연구)

  • Hong, Jong-Kwan
    • The Korean Journal of Elementary Counseling
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    • v.11 no.2
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    • pp.237-259
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    • 2012
  • This study is a comprehensive overview about recent school violence sought to find ways to cope. To this end, previous studies and recent data were analyzed systematically. With the results of the analysis, this study presents the status, causes and countermeasures of school violence. The results of this study are as follows: School violence is becoming increasingly diverse. The age of the perpetrator is getting increasingly younger. Girls' school violence is increasing. Perpetrators and victims, the distinction is unclear. Verbal and emotional violence is increasing. The persistence of violence are increasing. And the corresponding level of awareness about school violence is very low. The development of the psychological characteristics of adolescent school violence and personal effects caused by psychological characteristics are complex. School violence is caused by family, school and society factors. School violence is caused by the lack of response. School Violence Action Plan should be considered development psychological characteristics of adolescence and psychological characteristics of each individual. Measures include school violence, there is an individual's psychological Measures. There are environmental Measures such as home, school and society. There are measures related with environmental factors. There is school violence prevention Program.

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A Study on the Utilization of Private Security for Preventing School Violence (학교폭력 예방을 위한 민간경비의 활용방안)

  • Jung, Eui-Lom
    • Korean Security Journal
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    • no.39
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    • pp.387-411
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    • 2014
  • School violence is now considered not only as a problem for a victim and a offender themselves, but also as a social problem that requires responsibilities of school, home, society, and even nation. Crimes and risk factors are various inside and outside of school. In terms of solving those problems, this study examines the actual condition of school violence among students. In addition, it is considered what efforts are conducted by police to establish a safe school environment and the problems that derive from it. Futhermore, this study aims to discuss the ways of using the private security with regard to dealing with school violence. In this society, the expectation of security service from the police is increased as time passed. However, police has limited resources, thus it is beyond their practice. Policing has changed from being monopolized by government to cooperating with various security agents. Community is not considered as the subject for enforcing the law anymore, but as the cooperator for effective policing. With regard to the limitation of police force, using the private security is an effective alternative. Therefore, it is required that private security should be assigned legal authority and shared information with schools in order to patrol the blind spot. Finally, school violence prevention efforts should be conducted by applying physical and electronic security.

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Study about the role of the Prevention of School Safety Keeper System (학교안전지킴이의 학교폭력예방에 대한 제도적 고찰 - 전문성과 제약성을 중심으로 -)

  • Gong, Bae Wan
    • 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.

The Effect of Family Violence Exposure on School Violence: Focusing on Attitude toward School Violence (청소년들의 가정폭력노출경험이 학교폭력가해행동에 미치는 영향: 학교폭력에 대한 태도의 매개효과)

  • Kim, Jae-Yop;Lee, Ji-Hyeon;Chung, Yun-Kung
    • Journal of the Korean Society of Child Welfare
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    • no.26
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    • pp.31-59
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    • 2008
  • This study examine the effects of exposure to family violence on adolescent's school violence toward peers and whether attitude toward school violence mediate in the process to provide theoretical basis for prevention and treatment for the problems of adolescent who exposed to child abuse and interparental violence. Total 1140 adolescent answered were collected from and grade in middle school students to and grade in high school students in Seoul and Kyung-gi. Frequency analysis was done to assess the actual condition of school violence, child abuse, interparental violence, attitude toward school violence. Structural equation modeling was used to examine the effects of exposure to family violence on adolescent's school violence and the mediating role of attitude toward school violence in the process. The results of this study are: (1) exposure of child abuse have strong positive influences on adolescent's school violence, (2) attitude toward school violence mediate family violence and school violence.

Development of School Violence Prevention Education Chatbot for Elementary School students (초등학생을 위한 학교폭력 예방교육 챗봇 개발)

  • Yu-Seop Kim;Yu-Hyeon Kim;Min-Gee Joh;So-Hui Joung
    • Proceedings of the Korean Society of Computer Information Conference
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    • 2023.07a
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    • pp.399-400
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    • 2023
  • 본 프로젝트는 ChatGPT와 카카오톡 채널 챗봇을 사용하여 초등학생 대상의 학교폭력 예방교육을 위한 대화형 챗봇을 개발한다. 이를 위해, 한림대학교 간호대학에서 제공받은 학교폭력 예방교육 자료를 기반으로 ChatGPT를 사용하여 데이터를 증강하였고, AWS RDS의 데이터베이스에 사용자의 예상 발화와 그에 대한 답변을 저장하였다. 그리고 AWS Lambda에 REST API를 구현하고, AWS API Gateway를 통해 카카오톡 채널 챗봇과 연결하였다. 사용자가 발화를 입력하면 발화를 포함한 요청이 AWS Lambda로 전달되고, ChatGPT를 사용해 답변을 생성하며 데이터베이스에 저장된 데이터와 코사인 유사도를 비교한다. 이때 기준치보다 유사도가 높다면 저장되어 있던 데이터를 반환하고, 낮다면 생성된 답변을 반환한다. 이후 반환된 답변을 카카오톡 채널 챗봇으로 전달해 사용자에게 출력한다.

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Development of a data analysis system for preventing school violence based on AI unsupervised learning (AI 비지도 학습 기반의 학교폭력 예방 데이터 분석 시스템 개발)

  • Jung, Soyeong;Ma, Youngji;Koo, Dukhoi
    • Journal of The Korean Association of Information Education
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    • v.25 no.5
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    • pp.741-750
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    • 2021
  • School violence has long been recognized as a social problem, and various efforts have been made to prevent it. In this study, we propose a system that can prevent school violence by analyzing data on the frequency of conversations between students, friendship and preference to be in the same group. This data was quantified using a Likert scale questionnaire, and also grouped into the appropriate number of clusters using the K-means algorithm. Additionally, the homeroom teacher observed the frequency and nature of conversations between students, and targeted specific individuals or groups for counseling and intervention, with the aim of reducing school violence. Data analysis revealed that the teachers' qualitative observations were consistent with the quantified data based on student questionnaires, and therefore applicable as quantitative data towards the identification and understanding of student relationships within the classroom. The study has potential limitations. The data used is subjective and based on peer evaluations which can be inconsistent as the students may use different criteria to evaluate one another. It is expected that this study will help homeroom teachers in their efforts to prevent school violence by understanding the relationships between students within the classroom.

Analysis of data on prevention of school violence based on AI unsupervised learning (AI 비지도 학습 기반의 학교폭력 예방 데이터 분석)

  • Jung, Soyeong;Ma, Youngji;Koo, Dukhoi
    • 한국정보교육학회:학술대회논문집
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    • 2021.08a
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    • pp.85-91
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    • 2021
  • School violence has long been recognized as a social problem, and various efforts have been made to prevent it. In this study, we propose a system that can prevent school violence by analyzing data on the frequency of conversations between students, and identify peer relationships. The frequency of conversations between students in the class was quantified using a rating scale questionnaire, and this data was grouped into the appropriate number of clusters using the K-means algorithm. Additionally, the homeroom teacher observed the frequency and nature of conversations between students, and targeted specific individuals or groups for counseling and intervention, with the aim of reducing school violence. Data analysis revealed that the teachers' qualitative observations were consistent with the quantified data based on student questionnaires, and therefore applicable as quantitative data towards the identification and understanding of student relationships within the classroom. The study has potential limitations. The data used is subjective and based on peer evaluations which can be inconsistent as the students may use different criteria to evaluate one another. It is expected that this study will help homeroom teachers in their efforts to prevent school violence by understanding the relationships between students within the classroom.

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Differences of Perceptions between Pre-service and In-service Elementary School Teachers on the Prevention and Intervention of School Violence (학교폭력의 예방 및 대책에 관한 교대생과 초등교사의 인식 비교)

  • Song, Jae-Hong;Kim, Kwang-Soo;Park, Sung-Hee;Ahn, Ie-Hwan;Oh, Ik-Soo;Eun, Hyuk-Gi;Jeong, Jong-Jin;Cho, Bung-Hwan;Hong, Jong-Kwan;Hwang, Mae-Hyang
    • The Korean Journal of Elementary Counseling
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    • v.11 no.3
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    • pp.485-504
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    • 2012
  • The purpose of study was to analyze the differences of perceptions between pre-service and in-service elementary school teachers on the prevention and intervention of school violence. For this purpose, 459 student teachers and 289 in-service teachers has responded a questionnaire consisted of 12 core questions and 8 supplementary questions about the prevention and intervention of school violence. The findings of this study was as follows: First, in-service elementary school teachers perceived the problem of school violence more seriously than student teachers. Second, in-service elementary school teachers and student teachers perceived the lack of parents' concern of their children and the disturbed friendship as major causes to arouse school violence, and insisted to improve students' emotional self-control and social skills in order to prevent school violence. Third, in coping with students' violent behaviors they took the need to interview the student' parents and to invite them to meet each other halfway. Fourth, With government's comprehensive countermeasures against school violence they acknowledged the importance of policy alternatives but made doubt of their effectiveness. Finally, both in-service elementary school teachers and student teachers approved of a plan to assign the required subject of 'Prevention and Intervention of School Violence' to the student teachers, particularly student teachers approved more positively than in-service elementary school teachers.

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