• Korean Journal of Child Studies
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• v.23 no.5
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• pp.123-138
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• 2002

The assessment of the 678 6th grade subjects of this study was with the Perry, Kusel, and Perry(1988) Modified Peer Nomination Inventory and the Daily Hassles Coping Scale for Children (Min & Yoo, 1998). Findings were that 14% of the children were bullies, 14% were victims, and 11% were bully/victims(bullies in one situation and victims in a different situation). Sex differences showed that boys who are victims and bully/victims used more passive coping than bully type boys. Bully and bully/victim types used more aggressive coping; victim types used more evasive coping. For girls, bully and bully/victim types used more passive coping than the victim types, who used more evasive coping. Bully types used more social support-seeking in their coping than victims and bully/victim types.

• Journal of Families and Better Life
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• v.26 no.5
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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.

• Journal of Korean Academy of Nursing
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• v.30 no.1
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• pp.137-147
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• 2000

The purpose of this study was to investigate characteristics of teenagers' perceptions to bullies according to the classification types of Q-methodology. The results of the analysis were classified in 5 types. Type 1, which was the type geared foward solution, showed that they expressed a strong attitude of sympathy and protection towards the victim. However, they had harbored rage and hostile feelings against the assaulter. For example, when they witnessed the bully in action, they positively intervened in the situation. Type 2, which was the observer type, showed that they thought the victims were to blame for their misfortune. Also, when a friend who was left out in the cold by his classmates, they were just watched without showing any special interest. Type 3, which was the type of conflict, indicated that they believed that the both the victim and the assaulter should have responsibility. In contrast to the previous type, they had sympathy for the friend who was left out in the cold by his classmates, they had the dual feeling that intended to use the bully under the situation with his friend. Type 4, which was the type of assenting, indicated that they assumed an indifferent attitude to the situation, while they implied assenting to the situation of the friend who had a bad relationship with them. Type 5, which was the negative type, showed that they had the negative view to the situation of bully itself so that they did not recognize the bully as the method of revenge for whatever reason. The results of the study showed that the bully increased the factor of stress to school life of the victim or assaulter, even in the subjective position. The perception of the bully should change according to the characteristics of the types of people and it is necessary to study how to cope with the situations.

• Journal of KIISE:Computer Systems and Theory
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• v.31 no.10
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• pp.553-561
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• 2004

Leader election is an important problem in developing fault-tolerant distributed systems. As a classic solution for leader election, there is Garcia-Molina's Bully Algorithm based on time-outs in synchronous systems. In this paper, we re-write the Bully Algorithm to use a failure detector instead of explicit time-outs. We show that this algorithm is more efficient than the Garcia-Molina's one in terms of the processing time. That is because the Bully_FD uses FD to know whether the process is up or down so fast and it speed up its execution time. Especially, where many processes are connected in the system and crash and recovery of processes are frequent, the Bully_FD algorithm is much more efficient than the classical Bully algorithm in terms of the processing time.

• The Journal of the Korea Contents Association
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• v.8 no.2
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• pp.9-17
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• 2008

Tn this paper, we design and analyze an election algorithm, based on the Bully algorithm, in synchronous distributed systems. We show that the Bully algorithm, when using Failure Detector, is more effectively implemented than the classic Bully algorithm for synchronous distributed systems.

• Korean Journal of Child Studies
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• v.25 no.2
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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.

• Korean Journal of Child Studies
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• v.23 no.5
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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.

• Korean Journal of Child Studies
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• v.32 no.3
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• pp.19-41
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• 2011

This paper was an examination of gender-specific behaviors in children and the types of bullying behavior among 1,181 fifth and sixth grade elementary schools student identified were then classified. Differences were identified in individual variables, family variables, and school variables. The data thus collected were subjected to descriptive and comparative statistical analysis using the SPSS software program. Our results showed that multiple discriminant analysis yielded a function of individual, family and school variables that proved effective in classifying bully, reinforcer, assistant, victim, outsider and defender types in boys. In girls, multiple discriminant analysis yielded a function of individual variables that was effective in classifying bully, reinforcer, assistant, victim, outsider and defender types.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.35-51
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• 2006

The purpose of the present study was to identify variables for predicting types of outsiders and possible mitigating factors in bullying situations. Participants were 344 $5^{th}$, $6^{th}$ and $7^{th}$ grade students(159 boys and 185 girls). Involvement of outsiders in bullying was examined by proportion. Major findings were that; (1) Over half of the sample(65.4%) were involved in bullying by either actively reinforcing(bully-followers; 6.4%) or passively observing(bystanders; 59.0%); 34.6% were defenders of victims. (2) Multiple discriminant analysis yielded a function of 3 variables(empathy, risk burden, and prosocial moral reasoning) that was effective in classifying bully-followers, bystanders, and victim-defenders. Empathy and prosocial moral reasoning predicted victim-defenders and risk burden predicted bully-followers and bystanders.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.1
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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.