• Clinical and Experimental Pediatrics
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• v.56 no.1
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• pp.1-7
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• 2013

School bullying has become a major social problem in Korea after the emergence of media reports on children who committed suicide after being victimized by bullies. In this article, we review the characteristics of bullying, and investigate the role of the pediatrician in the prevention of and intervention against bullying and school violence. Bullying can take on many forms such as physical threat, verbal humiliation, malicious rumors, and social ostracism. The prevalence of bullying in various countries is approximately 10% to 20%. In Korea, the prevalence of school violence is similar but seems to be more intense because of the highly competitive environment. From our review of literature, we found that children who were bullied had a significantly higher risk of developing psychosomatic and psychosocial problems such as headache, abdominal pain, anxiety, and depression than those who were not bullied. Hence, it is important for health practitioners to detect these signs in a child who was bullied by questioning and examining the child, and to determine whether bullying plays a contributing role when a child exhibits such signs. Pediatricians can play an important role in the prevention of or intervention against school violence along with school authorities, parents, and community leaders. Moreover, guidelines to prevent school violence, such as the Olweus Bullying Prevention Program, KiVa of the Finish Ministry of Education, and Connected Kids: Safe, Strong, Secure of the American Academy Pediatrics, should be implemented.

• The Journal of the Korea Contents Association
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• v.14 no.2
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• pp.319-329
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• 2014

Purpose: The purpose of this study was to investigate the effect of adolescent's family function, impulsive behavior, stress on the bullying types. Method: Data were collected from 627 adolescents and analyzed using descriptive statistics, t-test, Pearson correlation coefficients and stepwise multiple regression with the SPSS 18.0. Results: The bullying types (injurer and victim) correlates with family function, impulsive behavior and stress. Stepwise multiple regression analysis showed emotional reactivity, non-planning impulsiveness, friends related stress, experience of drinking (yes), experience of parent depression problem (yes), explained 34.1% of the total variance in bully injurer. Stepwise multiple regression analysis showed communication, motor impulsiveness, friends related stress, gender (male), grade (junior high school), explained 30.9% of the total variance in bully victim. Conclusion: The results of this study are expected to be used as basic data in providing a better understanding of adolescents' bullying, in preventing bullying and in developing an intervention program.

• Journal of the Korean Society of School Health
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• v.30 no.3
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• pp.274-283
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• 2017

Purpose: The purpose of this study was to investigate the mediating effects of self-esteem and self-resilience while identifying the relationship between bullying victimization (being bullied) and depression based on a longitudinal study design. Methods: Participants were adolescent cohort of 1,971 middle school students participating in 2013 and 2014 Korean Children and Youth Panel Survey conducted by National Youth Policy Institute. Data were analyzed by Pearson's Correlation and regression. Results: The major findings are as follows. First, self-esteem and self-resilience were positively related to each other and negatively related to depression and bullying victimization. Second, bullying victimization effected the level of depression of adolescents and self-esteem played a mediating role between bullying victimization and depression while self-resilience did not. Conclusion: The results suggest that emotional factors continue to play an important role in promoting psychological adjustment of victims of bullying. Therefore, interventions are more likely to be successful if they focus on emotional skills development of adolescents.

• Perspectives in Nursing Science
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• v.17 no.1
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• pp.12-27
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• 2020

Purpose: Bullying is a global problem, and various programs are under way to prevent it. The purpose of this study was to review school bullying interventions for Korean school-age children and adolescents. Methods: Online databases such as RISS, KISS, DBpia, NDSL and KMBASE were searched, identifying 32 intervention studies published from January 2009 to November 2018. Results: Thirty-two intervention studies were identified: 23 included school bullying prevention and 9 included school bullying treatment for victims or youth at high risk for bullying. The main purpose of preventive intervention was to decrease the bystander's attitude toward group bullying and treatment program was to improve the psychosocial adaptation of bullying victims. The school bullying interventions varied from group counseling, social skills training, art therapy, bibliotherapy using role-play, game & activities. Classroom environment variables and self-esteem, peer-related variables improved significantly after the school bullying prevention programs and school bullying treatment programs, respectively. Conclusion: There is potential for enhancing the outcomes of the behavioral, interpersonal psychological variable. Integrated interventions considering the individuality, gender and physical health of children and adolescents will also be needed. However, a rigorous study design is required to compensate for the methodological limitations.

• Journal of the Korean Society of School Health
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• v.23 no.2
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• pp.89-96
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• 2010

Purpose: To examine whether three, specific maternal and paternal parenting are associated with school bullying. Methods: A longitudinal study was conducted among 1585 seventh and eighth-grade students in two middle schools participated in the study between 2000 and 2001. The instruments were the Korean Peer Nomination and Childrearing Behavior Questionnaire (measuring three dimension of parenting practice: Warmth/acceptance, rejection/restriction, and permissiveness-nonintervention). Descriptive and multiple logistic regression analyses were performed. Results: The ORs of perpetrator with maternal rejection/restriction parenting was 1.065 (confidence interval: 1.008~1.126). Conclusion: Adolescents who were experiencing maternal rejection/restriction was at significantly increased risk for being perpetrators. Development of preventive and intervention programs with the goal of improving parenting skills may help to reduce adolescent school bullying.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.23 no.2
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• pp.69-75
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• 2012

Objectives : The current study was conducted in order to investigate teachers' recognition of school bullying using a nationwide database of adolescents in middle and high school in Korea. Methods : Students in the 7th to 12th grades at 23 secondary schools participated in the current study during the fall of 2009. Subjects completed the self-report form of the Adolescent Mental Health and Problem Behavior Screening Questionnaire-II (AMPQ-II) and Symptom Checklist-90 Revised (SCL-90-R). In addition, relevant teachers used the teachers' rating scale of the AMPQ-II to report their students' status. Differences in the number of bullied students between teachers' recognition and students' report were explored. Results : A total of 2270 subjects provided relevant responses to the questionnaire. While the one-month prevalence of victimization according to students' self-reports was 28.9%, the recognized prevalence by teachers was only 10.6%. For prediction of the presence of school bullying according to students' self reports on the AMPQ-II, item 7 of the teachers' report on the AMPQ-II showed a sensitivity of 16%, a specificity of 92%, a positive predictability of 44%, a negative predictability of 72%, a false positive rate of 8%, a false negative rate of 84%, and an accuracy of 69%, respectively. No significant differences in subscores of students' self reports of the AMPQ-II and SCL-90-R were observed between bullied students who were recognized by teachers and those who were not recognized. In stepwise discriminant analysis, classification of teachers' item 2 and item 7 on the AMPQ-II with respect to school bullying according to students' reports showed an accuracy of 63.4%. Using this model, 75.2% of non-victimized subjects were classified correctly, while only 35.2% of victimized subjects were classified correctly. Conclusion : Despite the high prevalence in Korea, teachers' recognition of school violence among their students remains low. Pre-professional and continuing education to improve teachers' understanding of school bullying and knowledge of effective classroom-based prevention activities should be encouraged.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.23 no.1
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• pp.23-30
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• 2012

Objectives : This study was conducted to investigate the prevalence of victims of bullying and the demographic characteristics of victims, and their related psychopathology, in a Korean nationwide sample of youths in middle and high school over a one month period. Methods : During the autumn of 2009, students in the 7th to 12th grades at 23 secondary schools participated in a nationwide, cross-sectional study. The study subjects completed the Adolescent Mental Health and Problem Behavior Screening Questionnaire-II (AMPQ-II) and Symptom Checklist-90-Revision (SCL-90-R). Based on the data acquired, descriptive statistics, correlation coefficients and multiple logistic regression analysis were performed. Results : Among the 3364 participants, 2272 (67.54%) completed the questionnaire. The prevalence of victimization was 28.9%. Male gender was positively associated with victimization, and grade level was negatively related to victimization. The AMPQ-II bullying score (Factor 4) was significantly (p<.001) and positively correlated to the AMPQ-II student total score (r= 0.50), Worry and thought (Factor 1 ; r=0.38), Mood and suicide (Factor 2 ; r=0.31), Academic and Internet-related problems (Factor 3 ; r=0.24), Rule violations (Factor 5 ; r=0.23), and AMPQ-II teacher total score (r=0.11). Somatization (r=0.23), Obsessive-compulsive behavior (r=0.24), Interpersonal sensitivity (r=0.30), Depression (r=0.33), Anxiety (r=0.26), Hostility (r=0.30), Phobic anxiety (r=0.22), Paranoid ideation (r=0.36), and Psychoticism (r=0.31) results from the SCL-90-R were also found to be positively related to the AMPQ-II bullying score, and remained significant after adjusting for age and gender. A total of 26% of the victims reported suicidal ideations as compared to 9% of non-victims over the month prior to the evaluation ($x^2$=119.595, df=1, p<.001). The multiple logistic regression analysis indicated that the AMPQ-II bullying score significantly increased the risk of suicidal ideation [Exp(b)=1.55, df=1, p<.001] after adjusting for age and gender. Conclusion : School bullying was highly prevalent among Korean middle and high school students. This study provided strong evidence that suicidal ideation and psychopathology were serious problems among the victims of bullying.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.23 no.3
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• pp.117-126
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• 2012

Objectives : We developed the short form of the Mentalization Improvement Program for Adolescent-Community Model (MIPAdo-CM-S), based on the concept of the mentalization. Methods : The MIPAdo-CM was composed of 6 sessions and was applied to 133 students in the 1st grade of a middle school for six weeks during their regular school hours. After 6 weeks, we compared the endpoint changes of Adolescent Mental Problem Questionnaire-Revised (AMPQ-R), Emotional Empathy Test, Peer Aggression Scale, Peer Bullying Scale, School Adjustment Scale, Test Anxiety Inventory and Visual Analogue Scale between the subject and the control group. Results : On the Visual Analoge Scale, students in the trial classes reported an increased understanding and respect for others, as well as themselves. Conclusion : The efficacy of MIPAdo-CM was subjective improvement of understanding and respect for both others and themselves. To prove objective usefulness of this program, further studies should be administered in the form of long-term, regular and structured courses.

• Journal of the Korea Convergence Society
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• v.10 no.2
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• pp.349-359
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• 2019

The purpose of this study is to explore and deeply understand the essence and meaning of the bullying experiences of school bullies. Data were collected through in-depth dividual interviews and analyzed using Colaizzi phenomenological analysis methodology. Participants of this study were 16 adolescents with compulsory education due to school bullying. Data collection was conducted through in-depth interviews from May to August, 2018. The results of the analysis were derived from 13 theme clusters and 5 categories, focusing on causes of school bullying, factors contributing bullying, and experiences after bullying. Bullying experienced by school bullies were categorized as followed: 'Difficult to empathize with others', 'Uncontrolled anger behavior', 'No hope for the future'. 'Gain from bullying', and 'Difficulty of daily life'. The results of this study are significant in providing basic data to provide practical help and support to school bullies.

• Korean Journal of Culture and Social Issue
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• v.10 no.spc
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• pp.1-10
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• 2004

This paper reviewed the researches of adolescent's behavior as following three main viewpoint in order to defend the impairment of adolescent's rights to their own life style: (1) the influences of environmental factors(family, school and society) to adolescent's behavior, (2) the influences of adolescent's activity areas or activities to their behavior and (3) the understanding of adolescent's behavior by the analysis of their delinquent activities. For further understandings of adolescent's behavior, the dynamic research approaches and the interdisciplinary studies are necessary.