• 가정과삶의질연구
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• 제26권5호
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• pp.419-432
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• 2008

The purpose of this study was to examine that marital conflict, maternal parenting behavior, and a child's friendship quality varied as a function of bully/victim groups. A sample of 227 elementary school children and their mothers participated in the study. Children answered questionnaires regarding maternal parenting behavior, friendship quality, and bullying/victimization and mothers rated their marital conflict. The data were analyzed by frequencies, factor analysis, one-way ANOVAs, and Duncan's post-hoc analyses. The bully/victim distribution was 8.4% bullies, 7.9% victims, 4.4% bully-victims, and 79.3% normative contrasts when reported by children themselves and 9.3% bullies, 4.8% victims, 5.3% bully-victims, and 80.6% normative contrasts when reported by peers. Bullies and bully-victims experienced higher marital conflict than normative contrasts. Bully-victims perceived higher maternal warmth than bullies and both bullies and victims perceived higher maternal rejection/punishment than normative contrasts. Victims perceived their mothers to be more permissive/neglected than normative contrasts, and bully-victims perceived them to be more overprotective than both bullies and normative contrasts. Both bullies and bully-victims showed higher negative function of friendship quality than victims.

• 아동학회지
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• 제25권2호
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• pp.93-108
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• 2004

This study investigated personality and environmental variables influencing peer bullying by sex and by differences between bullies, victims, bully-victims, and normal children. Findings were that the proportion of the total sample involved in peer bullying was 47.88%. Of the bullying children, 38.15% were bully-victims, followed by victims and bullies. The bullying of both boys and girls was influenced by exposure to violence, delinquent friends, and peer support. Bullies had higher levels of aggression and exposure to violence than normal children and higher levels of peer support than victims. Victims had higher levels of delinquent friends and exposure to violence than normal children. Bully-victims showed higher levels of aggression, immaturity, delinquent friends, exposure to violence and lower levels of peer support than normal children.

• 아동학회지
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• 제22권3호
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• pp.49-61
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• 2001

This study explored concurrent and prospective relationships of the coping strategies of 4th and 6th grade children in peer conflict focusing on bullying, victim, and prosocial behavior. Instruments were the Self-Report Coping Scale and the Peer Relations Questionnaire. Concurrent results of Study I showed children using more avoidance and fewer approach strategies were more likely to bullies or victims; and children using fewer avoidance and more approach coping strategies were more likely to be prosocial children. Externalizing best explained bullies and victims; seeking social support best explained prosocial children. Prospective results of Study II showed children using more externalizing and fewer problem solving were more likely to be bullies; and children employing internalizing and externalizing were more likely to be victims; and children using more seeking social support were more likely to be prosocial children. It was also found that externalizing at Time I best predicted bullies, internalizing best predicted victims, and seeking social support best predicted prosocial children.

• 대한간호학회지
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• 제34권3호
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• pp.458-466
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• 2004

Purpose: This study was to develop a substantive theory on the conquering experience of group-bullies among teenagers, and thereafter suggest a model for solving the problems. Method: Data collection and analysis was proceeded by a method of Grounded Theory. Data was collected by interviewing the participants. Five teenagers participated in this study who had already overcome the situation. Result: In the analysis 31 concepts, 6 categories, and 14 subcategories are extracted from the raw data, and all are constituted on the paradigm model. The causal condition is a painstaking of participants. The context is affirmative reconsidering and the phenomenon is conquering difficulties. The intervening condition is a positive intervention of a supporting system and the strategy for action/interaction is building a relationship. The consequences of this analysis is harmonizing. Conclusion: The results of this study suggest adequate ways of conquering group-bullies. These are positive attitudes towards solving problems and the full use of support systems surrounding them.

• 초등상담연구
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• 제4권1호
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• pp.237-262
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• 2005

The purpose of this study was to examine the effects of an empathy training program on the empathy and bullying's degree for bullies. The research hypotheses set to achieve this goal were as follows. 1. An experimental group that gets empathy training might make a better improvement in empathy immediately after the training than a control group that doesn't, and the effect of the training might last till eight weeks later. 2. An experimental group that undergoes empathy training might show a more significant decrease in bullying's degree for bullies immediately after the training than a control group that doesn't, and the effect of the training might last till eight weeks later. The subjects in this study were 20 children who were designated as bullies when 40 fifth graders from Y Elementary school and 31 children from S Elementary school in the city of T, south Gyeongsang province, took K-PNI. Those children were asked to tell about who were attackers and who were victims, and 10 children each were selected from the two elementary schools as bullies, who were respectively selected as an experimental group and a control group. The empathy training program used in this study was prepared by modifying the empathy training programs developed by Shin Gyeong- il(1994). That program was prepared to be appropriate at fifth grader level. To assess how much the selected children bullied their peers, Kim Seok-jin(1999)'s School Bullying Inventory was utilized. Besides, Song Ho-yeon's revised version to assess the change of counselee empathy was employed. In order to analyze the resulte, ANOVA was implemented. The conclusions obtained from the results and discussion of this study are as follows. First, the empathy training program was effective in changing the empathy of the bullies for the better, and their improved empathy remained the same eight weeks later. Second, the empathy training program had an effect in reducing bullying's degree for bullies, and there was no change in their reduced bullying's degree eight weeks later. Third, the empathy training program served to change their neglecting/ ostracizing and ridiculing/teasing behaviors. And the retention test that was implemented eight weeks later showed the effect of training remained unchanged. Fourth, the empathy training program was effective in changing their cursing/threatening actions according to the posttest results, but the retention test showed that its effect didn't keep on. Fifth, the empathy training program didn't bring any changes to their robbing/striking actions either immediately after the training or eight weeks later.

• 한국사회복지학
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• 제63권1호
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• pp.241-266
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• 2011

본 연구는 학교 내 학생들 사이에는 권력관계에 바탕을 둔, 보이는 또는 보이지 않는 권력관계 유형이 존재하고, 이 유형들 간 역동이 학교폭력에 영향을 준다는 것을 전제로, 어떤 권력관계 유형의 청소년들이 학교폭력 상황에서 어떤 역할을 하는지를 규명해 보고자 시도되었다. 권력관계 유형화 작업을 위해 권력요소를 '권력장악가능성'과 '권력장악욕구'라는 두 차원으로 보고 이 두 개념을 직각으로 교차시켜 각 차원의 높고 낮음에 따라 학교폭력 상황에서의 권력관계 유형을 지배자, 실력자, 추종자, 은둔자의 네 가지 유형으로 분류했다. 학교폭력 상황에서 학생들이 취할 수 있는 여러 가지 역할은 Salmivalli 외(1996)가 제시한 여섯 가지 역할들을 활용했다. 분석을 위해 서울과 경기도에 소재한 초 중 고등학교 중 7개의 학교로부터 수집된 1822개의 사례가 사용되었다. 분석결과 지배자 유형의 학생은 가해자, 조력자, 강화자의 역할을, 추종자 유형의 학생은 피해자, 방관자의 역할을, 은둔자 유형의 학생은 피해자 역할을 주로 하는 것으로 나타났으며, 실력자 유형의 학생들의 경우 두드러진 역할이 발견되지는 않았다. 본 연구에서는 결과에 대한 함의와 함께 학교폭력 예방 및 대처를 위한 제안이 제시되었다.

• 한국융합학회논문지
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• 제10권2호
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• pp.349-359
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• 2019

본 연구의 목적은 학교폭력 가해 청소년의 가해 경험에 대한 본질과 의미를 탐색하고 깊이 있게 이해하는 것이다. 자료는 심층적인 면담을 통해 수집하였고, Colaizzi의 현상학적 분석 방법을 사용하여 분석하였다. 연구 참여자는 학교폭력으로 인해 특별교육을 받고 있는 청소년 16명을 대상으로 하였으며, 자료수집은 2018년 5월부터 8월까지 심층면담을 통해 이루어졌다. 분석결과는 학교폭력의 원인과 지속하게 하는 요인, 사건 이후의 경험을 중심으로 13개의 주제모음과 5개의 범주로 구조화되었다. 5개의 범주는 '타인을 공감하기 어려움', '통제되지 않는 분노행동', '미래에 대한 희망이 없음'. '폭력을 통해 이득을 얻음'. '일상이 주는 어려움'으로 구성되었다. 본 연구의 결과는 학교폭력 가해 청소년에게 실질적인 도움과 지원을 마련하기 위한 기초자료를 제공한 것에 의의가 있다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제12권1호
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• pp.94-102
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• 2001

최근 학교 아동들 사이에 집단따돌림현상이 문제화되고 있다. 학급에서 여러명의 학생이 특정 학생을 놓고 집중적으로 괴롭히고 따돌리는 현상은 비단 따돌림을 당하는 아동뿐만 아니라, 따돌림을 하는 아동들에게도 부정적인 영향을 미칠 수 있다. 이러한 따돌림의 원인은 다양하며 그중 따돌리거나 따돌림을 당하는 아동의 인격적 측면도 중요하리라 생각된다. 따라서 본 연구는 집단 따돌림의 피해군, 가해군, 피해 및 가해군과 무경험군 사이에 인격성향의 차이점이 있는지를 알아보고자 하였다. 1999년 3월부터 1999년 8월까지 서울에 소재한 초등학교 6학년에 재학중인 아동 215명(남자 115명, 여자 100명)을 대상으로 하였다. 아동과 아동의 보호자에게 집단따돌림의 여부에 관한 설문지를 배부하여 조사하였으며 아동의 보호자에게 한국아동인성검사(Korean Personality Inventory for Children, 1997)를 실시하여 아동에 관한 자료들을 조사하였다. 자료분석은 SPSS version 통계 처리 프로그램을 사용하였고 각 집단간 차이는 ANOVA, post hoc scheffe test, Student’s t-test로 분석하였다. 연구의 결과는 다음과 같았다. 1) 피해군, 가해군, 피해 및 가해군과 무경험군은 각각 11명(5.1%), 56명(26.0%), 11명(5.1%), 137명(63. 7%)이었다. 2) 따돌림피해의 빈도에 있어 1회 15명(7.0%), 2회 4명(1.9%), 3회이상 3명(1.4%)이었다. 또한 따돌림 가해빈도는 1회 40명(18.6%), 2회 17명(7.9%), 3회이상 10명(4.7%)이었다. 3) 집단따돌림의 피해군, 가해군, 피해 및 가해군과 무경험군에 있어 한국아동인성검사상 결과는 다음과 같았다. (1) 무경험군에 비하여 피해군은 자아탄력성(p=.00)척도가 유의하게 낮았으며, 과잉행동(p=.00), 정신증척도(p<.01)는 유의하게 높았다. (2) 무경험군에 비하여 피해 및 가해군은 자아탄력성척도(p=.00)가 유의하게 낮았고, 신체화(p=.00). 과잉행동척도(p=.00)는 유의하게 높았다. (3) 가해군에 비하여 피해군은 사회관계(p=.00), 정신증(p<.01), 자폐증척도(p=.00)가 유의하게 높았다. (4) 가해군은 무경험군과 통계적으로 유의한 차이가 없었다. 이상으로 보아 피해아동은 상황에 따른 적응력이 떨어져 적절히 대응하지 못하며, 대인관계를 잘 갖지 못하고 행동이 부산하거나 충동적인 면이 있어 또래관계에서 소외되고, 정서적으로 불안정, 의사소통의 어려움 및 사회기술이 떨어지고 사회적으로 고립되는 인격성향을 보이며, 이러한 특성은 피해전의 특성일수도 있으나, 피해로 인해 생긴 문제일수도 있을 것으로 생각된다. 피해 및 가해아동도 피해아동처럼 적응력이 떨어져 적절히 대응하지 못하고 행동이 부산하거나 충동적인 면이 있으나 사회적 관계를 맺는 기술의 문제나 정신증적인 특성, 자폐증적인 특성을 보이지 않고, 자신이 피해후 갖게된 분노감, 우울, 불안 등을 신체화시키고, 그러한 느낌에서 벗어나기 위해 다른 친구를 가해하는 것으로 생각된다. 이러한 과정을 통하여 피해아동보다 피해후 발생하는 사회적 위축이나 적응상의 문제가 더 적을 것이다. 또한 가해 아동은 인격성향에 있어서 특이소견이 없었던 바 사회문화적, 교육적 측면에서의 접근이 필요할 것으로 생각된다.

• 한국간호교육학회지
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• 제9권1호
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• pp.126-135
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• 2003

Purpose: The purposes of this study are as follows: Identifying the types of bullying; describing the relationship among social support, parent-adolescent communication and bullying types; identifying factors influencing the bullying. Method: 374 subjects were 5-6th grade students of two elementary schools in Daejeon. We collected the data from June 10 to October 29, 2002. The data were analyzed by using the frequency, ANOVA, pearson's correlation and stepwise multiple regression in the SPSS. Result: The 7 % of the subjects were found as bullies and another 23.8 % as victims, while 25.9 % were found as bully-victim group. The number of the victims in peer-support got less than in the normal or bully group. In the correlation analysis, the score of bullies, victims and bully-victim group were reversely-correlated with the social support. The score of victims was reversely-correlated with the mother-adolescent communication. In regression analysis, the social support influenced significant effects on both the bullies and victims. Conclusion: Findings indicated that the health professionals need to identify social support and parent-adolescent communication according to bullying types. Therefore, adequate approaches for the three independent groups of bullying are necessary.

• 아동학회지
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• 제23권5호
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• pp.139-151
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• 2002

This study explored the conditions of daily hassles and the relations between daily hassles, bullying, and victimization by grade and gender. Data were collected from 530 1st-6th grade children through questionnaires. The extent of stress, bullying, and victimization of children differed by grade and gender. Males reported higher parent-, study-, and friend-related stress than females. Bullying and victimization were highly related to each other. Most bullying appeared in 3rd-6th grade children while most victimization occurred in 1st-2nd grade children. Most bully/victims were in 5th-6th grade children. More females than males were not-involved and victimized. More males than females were bullies and bully/victims. Bullies, victims, bully/victims, and not-involved children experienced different degrees of daily hassles.