• Journal of Information Science Theory and Practice
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• v.9 no.1
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• pp.24-34
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• 2021

The popularity of social networking sites (SNS) has facilitated communication between users. The usage of SNS helps users in their daily life in various ways such as sharing of opinions, keeping in touch with old friends, making new friends, and getting information. However, some users misuse SNS to belittle or hurt others using profanities, which is typical in cyberbullying incidents. Thus, in this study, we aim to identify profane words from the ASKfm corpus to analyze the profane word distribution across four different roles involved in cyberbullying based on lexicon dictionary. These four roles are: harasser, victim, bystander that assists the bully, and bystander that defends the victim. Evaluation in this study focused on occurrences of the profane word for each role from the corpus. The top 10 common words used in the corpus are also identified and represented in a graph. Results from the analysis show that these four roles used profane words in their conversation with different weightage and distribution, even though the profane words used are mostly similar. The harasser is the first ranked that used profane words in the conversation compared to other roles. The results can be further explored and considered as a potential feature in a cyberbullying detection model using a machine learning approach. Results in this work will contribute to formulate the suitable representation. It is also useful in modeling a cyberbullying detection model based on the identification of profane word distribution across different cyberbullying roles in social networks for future works.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.2
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• pp.246-255
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• 2015

Purpose: The purpose of this study was to investigate differences in the states of anger, depression, resilience and self-esteem according to type of school violence involving elementary school students. Methods: The participants were 257 elementary school students in the 4th, 5th and 6th grades. Data was collected by structured questionnaires, and analyzed using descriptive statistics, ${\chi}^2$-test, t-test, ANOVA, and Pearson correlation coefficients with the SPSS/WIN 20.0 program. Results: There were significant differences among the states of anger (Fs=16.66, p<.001), depression (Fs=18.04, p<.001), resilience (F=12.77, p<.001) and self-esteem (F=10.39, p<.001) according to the type of school violence. Of all the groups, bully-victim exhibited the highest score for anger and depression, and the lowest score for resilience and self-esteem. Conclusion: Based on the findings, developing intervention programs that consider the psychological characteristics of elementary school students is necessary. Also, the results of this study suggest that integrative programs for students that can enhance resilience and self-esteem, such as self-discovery programs, and reduce anger, such as anger control programs, need to be developed.

• Korean Journal of Culture and Social Issue
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• v.9 no.1
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• pp.81-114
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• 2003

This study examines the basis and change of delinquent behavior among Korean adolescents. Theoretical framework was developed and qualitative analysis of delinquency behavior was examined. In order to understand the basis and change of juvenile delinquency, the influence of family environment, school environment and individual factors were investigated through cross-sectional and longitudinal studies. The results of the findings can be summarized into the following six main points: 1) two subcultures of adolescent functioning could be ascertained, 2) the decrease in social support and increase in moral disengagement were directly related to a rise in juvenile delinquency, 3) family disintegration contributed to juvenile delinquency, 4) peer influence help to raise juvenile delinquency, 5) schools were unable to give hope to those students who were not doing well in school and were ineffective in dealing with juvenile delinquents, and 6) the phenomenon of juvenile delinquency points to the importance of opening up the closed school system and closed society, allowing individual diversity and skills to be recognized.