International journal of Terrorism & National Security

The relation among military life stress, ego-resilience, and adjustment in military was explored along with demographic variables. 330 army soldiers from one forward and one rear division participated in the research and 297 valid questionnaires were analyzed. For the demographic variables, the level of education and perceived parents' marriage happiness were related to military life stress. It means that those who have higher level of education and regard their parents' marriage as unhappy are getting more stress in the military. In a correlation analysis, military life stress had negative correlations with both ego-resilience and adjustment in military, and ego-resilience was positively correlated with adjustment in military. To elaborately investigate the effect of life stress and ego-resilience on adjustment in military, a multiple regression analysis was conducted with ego-resil-ience and four subordinate categories of military life stress(role stress, external stress, occupational stress, and relational stress) as independent variables and adjustment in military as a dependent variable. As a result, ego-resilience and two subcategories of military life stress(relational stress and role stress) had significant influence on adjustment in military, where ego-resilience had a relatively bigger effect. It means that a higher level of military life stress is related to a lower level of adjustment in military, and conversely a higher level of ego-resili-ence is coupled with a higher level of adjustment in military. The implication of the study is that stress and adverse experience in military should be identified and managed flexibly to help soldiers adjust well in military. Especially, ego-resilience turned out to be one of the key factors which reduce military life stress and enhance adjustment in military. Although ego-resilience is mostly formed in the process of personal experience and development, it is recommended to stimulate ego-resilience in the military by self-enhancing activities or professional counseling. For those who has low level of ego-resilience, appropriate intervention by their colleagues and commanders is needed to help them successfully adjust and relieve stress. The specific plans for practice in the military, limita-tions of the study, and suggestions for follow-up studies will be presented in the discussion.

The purpose of this study was to examine the effect of the Multiculturalism Education Program(MEP) for mil-itary academy cadets on their respect to foreign culture, psychological distance to foreigners, knowledge of for-eign language, and culture. The sample of this study consisted of 143 cadets(67 experimental group, 76 compar-ison group) attending the K military academy in Korea. The Multiculturalism Education Program with a session lasting 90 minutes in each was administered to the experimental group for 12 weeks while the comparison group took Korean Language and Literature class. This study employed a quasi-experimental design of static-group comparison with posttest only and three instruments were used in order to measure the dependent variables: Behavioral Assessment Scale for Intercultural Communication Effectiveness, Intercultural Sensitivity Inventory, and Intercultural Social Distance Scale. In the analysis process, descriptive statistics and Multivariate Analysis of Variance(MANOVA) techniques were used to assess the effects of the MEP. The results of the analysis showed that there were significant differences between the two groups in the all four dependent variables and the follow-up MANOVA on psychological distance toward foreigners in five different regions revealed that the effect of the MEP is culture-general. Measurement approaches drawing on the behavioral perspective depend on observa-tional methods rather than self-report and this study employed the instructor as the third-party observer to measure the participants’ knowledge of foreign culture and language. In this study, there were significant differ-ences in two attitude measures and two ability measures. The scales use behavioral dimensions based on work by Ruben display of respect to foreign culture, interaction and communicative ability, knowledge. Ratings pro-vided by instructors showed that the MEP enhances the military cadets’ communication effectiveness and respect to foreign culture regardless of the region. Developing education program for multicultural competence has been a popular subject of studies in these days; however, most of the institutions of the studies were civilian schools. This study is the almost first attempt to investigate the effects of the multiculturalism education program devel-oped in the military school. Current training in the military school targets primarily the knowledge component of multicultural competence, with emphasis on culture-specific features of the contemporary language and culture. However, evidence of this study for the contribution of knowledge and favorable attitude to culture-general mul-ticulturalism. Independent of specific language and culture, cross-cultural competence is promoted through the MEP. Thus, training should continue to address specific language and culture, but should also culture-general respect and acceptance. Training and education should also consider the level of participants’ initial knowledge and the level of cross-cultural development. MEP will provide the scaffolding needed to structure knowledge and skill acquisition of multicultural competence in a way that facilitates learning.

The terrorist attacks in France and Belgium in November 2015 and March 2016 give us clear and important implications. That is, the importance of information sharing between intelligence agencies and investigation agencies. This is because both the terrorist attacks in France in 2015 and the terror attacks in Belgium in 2016 are information failures due to information sharing and failure to analyze shared information. Although the Republic of Korea continued to submit the Anti-Terrorism Act to the National Assembly, it failed to pass the voices of various toxic clauses and concerns about the strengthening of the powers of state institu-tions. After the intense discussions in early 2016, Korea has enacted and enforced the Anti-Terrorism Act in 2016, but it remains vague with regard to information sharing, especially between information agencies and infor-mation agencies. In other words, the Korea Anti-Terrorism Act focuses on strengthening the authority of the intelligence agencies to prevent terrorism from the point of view that prevention of terrorism is important. How-ever, in order to prevent the identification of the substantive truth after the terrorist crime and the anticipated second attack, the investigation right of the investigation agency needs to be guaranteed. However, the Anti-Terrorism Act does not pay any attention to strengthening the investigation capabilities of these investigative institutions, and it inevitably stipulates superficially sharing information to the investigative institutions. In order to systematically assure the information sharing system of the investigation agencies based on for-eign experience, 1)Domestic terrorism information should be based on the basic information of KICS, which can be handled by the Crime Information Office of the Supreme Prosecutor's Office, And 2)the International Terrorist Information Office proposed an amendment that systematically guarantees the delivery of terrorist information to the Supreme Public Prosecutor's Office by the counter - terrorism center under the Office of the Prime Minis-ter's Office.