• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.4
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• pp.627-639
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• 2013

Purpose: The purpose of this study was to develop and evaluate a dating violence prevention program for middle school students. Method: The development of a web-based dating violence prevention program proceeded through the stages of analysis, design, development, implement, and evaluation in addition to designing a randomized control group pre-post trial to test its effects. The effects of the program were analyzed using dating violence awareness, sex role, anger and aggression. Collected data was analyzed using SPSS 19.0. Result: We posted the results on our website (http://www.stopviolence.co.kr) to complete our web-based dating violence prevention program. The program was conducted as group education on a small scale for 90 minutes per session during 8 sessions in total. The Web-based dating violence prevention program was effective in increasing awareness of middle school students on the dating violence, changing sex role attitudes positively, and decreasing anger and aggression in trouble situations. Conclusion: We strongly recommend using this web-based dating violence prevention program to prevent dating violence.

• Child Health Nursing Research
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• v.26 no.2
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• pp.164-172
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• 2020

Purpose: The purpose of this study was to investigate empathy, awareness, and attitudes toward violence among elementary school students. Methods: The participants were 195 fifth and sixth grade students in Y elementary school. The data collection period was from June 24 to July 4, 2019. Results: Empathy scores significantly differed according to participants' gender and need for education on violence prevention. Attitudes towards violence (permissive and neglectful) significantly differed according to students' grade and need for education on violence prevention. Empathy was negatively correlated with permissive attitudes toward violence (r=-.26, p<.001) and neglectful attitudes toward violence (r=-.24, p=.001). Conclusion: The results of this study are expected to be utilized as basic data for education on violence prevention through empathy.

• Journal of Korean Public Health Nursing
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• v.23 no.2
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• pp.174-185
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• 2009

Purpose: The aim of this study was to provide the basic data for efficient strategy planning to prevent school violence by analyzing the types, causes and copying methods of school violence. Methods: The subjects consisted of a finite population of teachers (n=230) in a certain area. The method of data collection was a self-reported questionnaire. A total of 216 surveys were conducted using a modified school violence measurement tool (Lee, 1999). Data were analyzed using SAS 10.0. Results: The most serious school violence type perceived by the teachers was cursing/strong language. The main cause of school violence was perceived to be the home environment factors such as broken homes, inadequate care methods, and family violence. The most effective copying method of school violence was school violence prevention education programs for the students. Conclusions: Establishment of prevention education for students need for future school violence prevention.

• The Journal of Korean Society for School & Community Health Education
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• v.12 no.2
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• pp.13-27
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• 2011

Objectives: This study aims to analyze recognition and problems of in Daegu local college students on sexual violence and figure out major factors to prevent sexual violence and to use as necessary basic resources for the improvement of individual and social recognition and effective sexual education. Methods: The Data from 255 students (85%) out of 300 excluding questionnaires with insufficient answers were under analysis using Excel Program and SPSS Win 17.0 for cross-tabulations and correlation analysis. Significance test were performed using $x^2$-test. Results: 1) As to recognition of sexual violence by gender, 88.2%(60) of male and 91.4%(171) of female students conceived the current sexual violence level is hazardous which shows female students had slightly higher recognition. 2) As to recognition of sexual education by gender, both conceived it for equipping proper value system of sex(55.9% of male & 61.5% of female student). 3) As to prevention and coping with sexual violence by gender, 58.8% of male students and 65.2% of female students answered that prevention is possible. 4) As to the correlation between sexual violence factors, it showed positive (+) correlation in the experience of sexual education and the recognition of sexual violence level, in the recognition of sexual violence level and the recognition of sexual violence responsible scope, and in the possibility of sexual violence prevention and the recognition of sexual crime prevention law. 5) As to the recognition and measurement by experience of sexual education, among those who answered the current sexual violence level was hazardous 91.8% had previous sexual education experience and 83.3% had no experience. 6) As to the recognition and measurement of sexual violence by experience of sexual violence (self-determination), those with sexual education experience (79.8%) had little experience in sexual violence than those with not (91.6%). 7) As to the recognition and measurement of sexual violence by the possibility of preventing sexual violence, it showed statistically significant difference in the reason of increase of sexual violence(p<0.01). Conclusions: Accordingly, to provide systematic and sustainable sexual education, individualized education considering gender, individual development rather than standardized group education in its teaching method is necessary, and follow-up evaluation and feed-back system should be implemented to assess achievement and recognition of sexual education.

• Human Ecology Research
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• v.61 no.1
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• pp.15-28
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• 2023

The aim of this study was to develop, implement, and evaluate the use of Artificial Intelligence in the prevention of violence among middle-school students. The sample for this study consisted of 20 first-year middle-school students who participated in theme selection activities in a free semester program as part of their home economics studies. The data for the study consisted of nine class observation logs, four group activity outputs, 30 class results, an online survey, and in-depth interviews with three students. A program called "R.U.OK" was developed by setting problematic situation for school violence prevention linked to the contents of the Home Economics Education(HEE) curriculum. After the program was implemented, the survey on the students' class satisfaction content elements, with AI-based learning activities and PBL and interest, displayed high points, with an average of 4.0 or higher. Our qualitative analysis produced four significant results. First, students' concerns about school violence had increased and they showed a change in attitude, having more empathy with friends and more interest in their surroundings. Second, digital and AI literacy had improved, and students' interest in digital media learning had increased. Third, there had been an improvement in problem-solving ability in terms of being able to think more critically and independently. Fourth, the results also demonstrated that there had been a positive effect on self-direction and an improved capacity for teamwork. This study was significant in demonstrating the effectiveness of a program for the prevention of school violence based on the use of digital technology in the educational environment.

• Child Health Nursing Research
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• v.28 no.4
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• pp.291-298
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• 2022

Purpose: This study aimed to identify students' awareness of the use of a chatbot (A-uC), a type of artificial intelligence technology, for violence prevention among elementary school students. Methods: The participants comprised 215 students in the fourth to sixth grades in Chuncheon, South Korea, and data were collected via a self-reported questionnaire. Results: The mean A-uC score was 3.43±0.83 out of 5 points. The mean scores for the 4 sub-dimensions of the A-uC tool were 3.48±0.80 for perceived value, 3.44±0.98 for perceived usefulness, 3.63±0.92 for perceived ease of use, and 3.15±1.07 for intention to use. Significant differences were observed in A-uC scores (F=59.26, p<.001) according to the need for the use of chatbots in violence prevention education. The relationships between intention to use and the other A-uC sub-dimensions showed significant correlations with perceived value (r=.85, p<.001), perceived usefulness (r=.76, p<.001), and perceived ease of use (r=.64, p<.001). Conclusion: The results of this study suggest that chatbots can be used in violence prevention education for elementary school 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.

• The Korean Journal of Community Living Science
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• v.26 no.1
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• pp.155-166
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• 2015

This thesis attempts to provide a foundation for effective preventative education of middle school students regarding school violence after identifying the level of perception of school violence as well as analyzing perception of preventive education among students. The study compiled data on 474 middle school students from middle schools in Jeollanamdo. The findings of the study are as follows. First, most of the students were aware of the necessity for preventive education regarding school violence. By gender, girls and those of lower grades showed great class participation and satisfaction. Second, research on the preventive education found differences in the seriousness of school violence according to school location. Fourth, preventive education conducted once or twice a month was the most desirable condition for middle school students. As a result, schools should consider gender differences and grade level when, developing an education program in order to prevent school violence.

• Child Health Nursing Research
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• v.26 no.4
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• pp.422-433
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• 2020

Purpose: This study describes the development of a violence prevention educational program for elementary school children using empathy (VPEP-E) that teachers can use during class. Methods: Hoffman's theory of empathy and Seels and Richey's (1994) ADDIE model were applied to develop this program. Results: The developed program consisted of eight sessions: "Orientation/definition of violence and empathy", "Types and boundaries of violence", "Look into my feelings", "Say it with a facial expression", "Preventing non-empathic violence due to social prejudice", "Preventing physical violence", "Verbal and online violence prevention: empathic conversation", and "I can do well: review of the whole curriculum". The program was evaluated by 15 elementary school teachers, who considered it to be easily accessible to elementary school students. The final VPEP-E, which will be provided in eight times for 40 minutes each for fifth-grade students, will provide a basis for preventing violence by fostering empathy. Conclusion: We expect the developed educational program to be effective in preventing violence among elementary school students. However, further research involving children from various age groups is needed.

• The Journal of the Korea Contents Association
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• v.12 no.7
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• pp.368-377
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• 2012

The comprehensive countermeasures against school violence recently announced by the government include some content on physical education classes. Physical education has long been ignored in school paradoxically in spite of the deteriorating physical strength and health of adolescents. The physical education subject undervalued in the middle of overly excessive competitions for college entrance exams finds its core goal in whole person education and officially emphasizes the development of personality aspects, which means that physical education claims important significance by providing diverse approaches to school violence prevention. This study thus set out to enhance the roles of physical education for school violence prevention. In Korean society, school violence has taken deep root due to the combined results of individual, family, school and community factors, the growth-first policy driven by compressed modern growth, and neoliberalism based on economic efficiency. School violence possesses such fixed value systems and convictions in Korean society. Education has failed to achieve some effectiveness because of the serious level of school violence, which calls for assessment of ideology having big impacts on educational environments. Given that it has been rediscovered that physical education has legitimacy of alleviating or preventing school violence through its value, an alternative to eradicate school violence should start with physical education normalization in school. Specific alternatives including the activation of sports clubs in school will be established as more fundamental practical alternatives when accompanied by the development of school violence-related programs and the operation of in-service training programs for physical education teachers.