여자 중학생 대상 욕설 중재 앱 프로그램 개발 및 효과

Abstract

Purpose: The purpose of this study was to investigate the effects of a profanity intervention application on interpersonalrelationship ability, aggression, and empathic ability among female middle school students. Method: Thesubjects of the present study were freshmen students at a girls’ middle school in Gyeonggi-do. The profanity interventionapplication was implemented from November 20th to 27th, 2017. The pre- and post-tests were conductedone week before and two weeks after the intervention, respectively. The study was designed as a randomized controlledstudy and the collected data were analyzed using SPSS/WIN 23.0 (Chicago, IL). A homogeneity test betweenthe two groups was performed using x2 test, Fisher’s exact test, independent t-test, and ANCOVA. Results:The two groups were found to be homogeneous in the pre-test. After the implementation of the profanity interventionapplication, aggression significantly decreased (F=20.17, p<.001) and interpersonal reactivity (F=5.92, p=.023)and empathy (F=11.10, p=.003) significantly increased in the experimental group compared to the control group. Among the factors related with aggression, verbal aggression, anger, and hostility significantly decreased in theexperimental group. Meanwhile, among the factors of interpersonal reactivity, empathic concern and perspective-taking significantly increased and, among the factors of empathy, cognitive empathy significantly increasedin the experimental group compared to the control group. Conclusion: Based on the findings of the presentstudy, various intervention programs that can consistently improve the moral and ethical sensitivity of studentsshould be presented starting from elementary school to prevent verbal violence in adolescents.

Purpose: The purpose of this study was to investigate the effects of a profanity intervention application on interpersonalrelationship ability, aggression, and empathic ability among female middle school students. Method: Thesubjects of the present study were freshmen students at a girls’ middle school in Gyeonggi-do. The profanity interventionapplication was implemented from November 20th to 27th, 2017. The pre- and post-tests were conductedone week before and two weeks after the intervention, respectively. The study was designed as a randomized controlledstudy and the collected data were analyzed using SPSS/WIN 23.0 (Chicago, IL). A homogeneity test betweenthe two groups was performed using x2 test, Fisher’s exact test, independent t-test, and ANCOVA. Results:The two groups were found to be homogeneous in the pre-test. After the implementation of the profanity interventionapplication, aggression significantly decreased (F=20.17, p<.001) and interpersonal reactivity (F=5.92, p=.023)and empathy (F=11.10, p=.003) significantly increased in the experimental group compared to the control group. Among the factors related with aggression, verbal aggression, anger, and hostility significantly decreased in theexperimental group. Meanwhile, among the factors of interpersonal reactivity, empathic concern and perspective-taking significantly increased and, among the factors of empathy, cognitive empathy significantly increasedin the experimental group compared to the control group. Conclusion: Based on the findings of the presentstudy, various intervention programs that can consistently improve the moral and ethical sensitivity of studentsshould be presented starting from elementary school to prevent verbal violence in adolescents.