또래 괴롭힘 참여역할에 따른 긍정적 강점의 차이-또래 괴롭힘 예방을 위한 피해방어자의 긍정적 강점-

임재연 한국학교사회복지학회 2013 학교사회복지 Vol.- No.24

The purpose of this study is to see if there are differences in the positive strengths, depending on the roles about the participation for bullying of the students of elementary and middle school in Seoul. For the study, students on 4, 5, 6th grades of 5 different elementary school in Seoul, and students on 1st and 2nd grades of 5 different middle school in Seoul, total 280 students were survey. After classifying the roles of participation for bullying into 5 groups, was selected as the final subjects 223 students(81%), who participate on one group as a particular role. And then analyzed the difference of the positive strengths of each group. The finding of Participant role in the bullying was this: defenders of victims(26%), bystanders (21.5%), victims (21.1%), bulllies (15.7%), bully-followers (15.7%) was show up of the order. And the positive strengths of each group showed a significant difference. The kindness and generosity of the defender group was significantly higher (p = .000) than the other four groups of students. civic spirit of the defender group of students was also significantly higher (p = .001) than the victims and bully-followers groups. The results of this study suggest that there is a need to reflect the defender group's strength which are kindness, generosity, and civic spirit for the educational component of bullying-prevention programs in schools. The limit of the current study and implications for future research were discussed. 본 연구의 목적은 서울시내 초등학생, 중학생이 학급 내 또래 괴롭힘에 참여하는 역할에 따라 긍정적 강점의 차이가 있는지 알아보는데 있다. 연구를 위해 서울시내 초등학교 5개교의 4, 5, 6학년과 중학교 5개교의 1, 2학년 총 280명을 대상으로 설문조사를 실시하였다. 또래 괴롭힘에 참여하는 역할을 5집단으로 분류한 후, 하나의 특정한 역할로 참여하는 학생 223명(81%)을 최종 연구대상자로 선정하고, 긍정적 강점의 차이를 분석하였다. 연구 결과 또래 괴롭힘 참여역할은 피해방어자(26%), 방관자(21.5%), 피해자(21.1%), 가해자(15.7%), 가해동조자(15.7%)의 순으로 높게 나타났다. 그리고 각 집단의 긍정적 강점은 유의미하게 차이가 있는 것으로 나타났다. 피해방어자 집단의 학생들은 친절과 아량의 강점이 다른 4개 집단의 학생들보다 유의미한(p < .001) 차이로 높았으며, 시민정신 또한 가해동조자, 피해자 집단의 학생들보다 유의미하게(p < .001) 높게 나타났다. 본 연구의 결과는 피해방어자 집단의 강점인 친절과 아량, 시민정신 등을 학교에서 실시하는 괴롭힘 예방프로그램에 교육적 요소로 반영할 필요가 있음을 시사하고 있다. 본 연구의 한계점과 후속연구에 대한 제언이 논의되었다.

또래괴롭힘 참여역할에 따른인지적·정서적 공감의 차이

김혜리 한국심리학회 산하 한국발달심리학회 2013 한국심리학회지 발달 Vol.26 No.4

This study examined the differences in cognitive and affective empathy in six types of participant roles in bullying. Cognitive and affective empathy was measured using three self-report questionnaires on empathy, Korean version of EQ-C (Cha, et al., 2011), BEI (Bryant, 1982), and IRI (Davis, 1983), on a sample of 299 Korean children in the fifth and sixth grade. Based on the results of a peer nomination questionnaire on participant roles (Sutton & Smith, 1999), the children were assigned to one of six roles: “bullies,” “reinforcers,” “assistants,” “defenders,” “outsiders,” and “victims.” It was found that affective empathy scores were higher for defenders than for victims, outsiders, assistants, and reinforcers, whereas cognitive empathy scores were higher for defenders than for victims, but were not higher than those for outsiders, assistants, and reinforcers. The results demonstrated that defenders displayed both aspects of empathy, affective and cognitive, but victims displayed neither. In contrast, bullies displayed cognitive but not affective empathy. 아동의 인지공감과 정서공감이 또래괴롭힘에 어떤 영향을 미치는 알아보기 위해, 또래괴롭힘 상황에 참여하는 역할 유형에 따라 인지공감과 정서공감에 차이가 있는지 연구하였다. 299명의 초등학교 5, 6학년 아동을 대상으로 연구하였다. 아동의 공감능력을 인지공감과 정서공감으로 구분하여 평가하기 위하여 자기보고형 한국어판 EQ-C, IRI와 BEI 척도를 사용하였으며, 또래괴롭힘 참여역할 척도를 또래거명 방식으로 사용하여 아동을 가해자, 동조자, 강화자, 방어자, 방관자 및 피해자의 6가지 유형으로 분류하였다. 공감척도의 정서공감 점수는 방어자가 피해자, 방관자 및 괴롭힘에 직․간접적으로 가담하는 동조자나 강화자보다 유의하게 더 높았다. 이에 반해 인지공감 점수는 방어자가 피해자보다 높았으나 방관자나 괴롭힘에 직․간접적으로 가담하는 가해자나 동조자보다 더 높지는 않았다. 이는 괴롭힘 당하는 아동을 방어해주는 방어자 집단은 정서공감과 인지공감이 모두 높고, 괴롭힘을 당하는 아동은 두 측면의 공감능력이 모두 낮으며, 괴롭힘에 가담하는 아동은 정서공감은 낮지만 인지공감은 높다는 것을 보여준다.

의사결정나무분석을 이용한 학교폭력 주변인 행동유형 예측모형 탐색

주지선,조한익 한국청소년상담복지개발원 2020 청소년상담연구 Vol.28 No.2

The purpose of this study was to predict the behavioral types among school violence bystanders, focusing on the interactions between ecological systemic factors affecting school violence. For this, 1,984 middle and high school students were surveyed using a questionnaire that consisted of 16 factors derived from the ecological systemic theory. The interactions between these factors predicting behavioral types (i.e., the bully-follower, outsider, and victim-defender) were analyzed using the data mining's decision tree analysis. Results are as follows. First, in the decision tree model of bully-follower, the bully-followers were most often predicted by the following factors: strong influence of violent media, perceived social tolerance to violence as being more tolerant, low level of empathy, and interactions with peer groups. Second, in the decision tree model of outsider, the outsiders were most often predicted when there were: less frequent interactions with teachers, not well-established school violence prevention safety systems existing, lack of conflict resolution strategies, and less influence of violent media. Third, in the decision tree model of victim-defender, the victim-defenders were most often predicted by the following factors: more frequent interactions with teachers, less influence of violent media, perceived social tolerance to violence as being more intolerant, and low level of social anxiety. Based on the results of this study, to prevent and reduce school violence, we discussed the importance of studying school violence bystanders and developing counseling and educational approaches for them. Directions for future research were also suggested. 본 연구의 목적은 학교폭력에 영향을 미치는 생태체계적 요인들 간의 상호작용을 통해 학교폭력 주변인 행동유형을 예측하기 위함이다. 이를 위해 전국 중․고등학생 1,984명을 대상으로 생태체계적 이론에 근거한 16개 요인에 관한 질문지를 활용하여 조사하고, 가해동조자, 방관자, 피해방어자를 예측하는 다양한 요인들 간의 상호작용을 분석하기 위해 데이터마이닝의 의사결정나무분석을 적용하였다. 그 결과는 다음과 같다. 첫째, 가해동조자 의사결정나무모형에서는 폭력적 매체의 영향과 지각된 사회의 폭력용인도, 공감, 또래집단화 간의 상호작용을 통해 가장 많은 가해동조자를 예측하였다. 둘째, 방관자 의사결정나무모형에서는 교사와의 상호작용과 학교폭력 예방 안전체계, 갈등 해결전략, 폭력적 매체의 영향 간의 상호작용을 통해 가장 많은 방관자를 예측하였다. 셋째, 피해방어자 의사결정나무모형에서는 교사와의 상호작용과 폭력적 매체의 영향, 지각된 사회의 폭력용인도, 사회불안 간의 상호작용을 통해 가장 많은 피해방어자를 예측하였다. 본 연구의 결과를 토대로 학교폭력 예방과 감소를 위해 학교폭력 주변인의 중요성과 이들에 대한 상담 및 교육의 실천적 방안을 논의하고, 추후 연구의 방향을 제안하였다.

초등학생의 또래괴롭힘 참여유형 간 관계 및 심리적 요인 분석

권혜선 ( Hye Seon Kwon ) 한국초등도덕교육학회 2013 초등도덕교육 Vol.0 No.42

초등학교 고학년의 집단따돌림 예방을 위한 게슈탈트 집단상담 프로그램의 효과

신용우 ( Yongwoo Shin ),김정규 ( Jungkyu Kim ) 한국게슈탈트상담심리학회 2014 한국게슈탈트상담연구 Vol.4 No.2

This study aimed to develop and discover a Gestalt group counseling program aimed at preventing group bullying in elementary school students in the upper grade. There is a theory (Salmivalli et al., 1996) that group bullying is not a problem simply between a victim and a perpetrator, but it is also a problem of the entire class, which plays the role of bystanders who witness such an incident. According to this theory, this study attempted to start a program aimed at the entire class, and to look into any increase of defensive behavior for the victims, any decrease of bully-following behavior for the perpetrators, and any improvement of empathic ability. As research subjects, the study selected two classrooms for sixth graders in elementary school in Seoul, and placed 25 students in one class as an experimental group and another 25 students in one class as a control group to discover the effect of the program. The study offered a total eight sessions of the group counseling program twice a week for four weeks, and the counseling for one session lasted 40 minutes. Additionally, the study made students engaged in a group activity throughout fourteen sessions for those four weeks of which one session lasted for 15 minutes. In order to verify the effect, the study conducted a pre-and post-tests using modified group bullying participant role questionnaires and a modified interpersonal reactivity index. With all the collected data, the study analyzed them using the SPSS 19, and verified them through a mixed-designed ANOVA. The results of the study may be summarized as follows. First, defensive behavior for victims in the experimental group increased significantly compared with the control group. Second, there was no significant difference in bully-following behavior for perpetrators between the experimental group and the control group. Third, there was no significant difference in perspective taking and having fantasy among cognitive components of empathy between the experimental group and the control group. Fourth, there was a significant rise in empathic concern among affective components of empathy in the experimental group compared with the control group. These results imply that the gestalt group counseling program for preventing group bullying aimed at elementary school students in the upper grade is effective in enhancing defensive behavior for victims in the class. The increase of defensive behavior for victims is assumed to be effective in preventing group bullying by increasing the punishment factor for perpetrators while raising the protection factor for victims. Also, the gestalt group counseling program may be effective in raising the emotional empathy of participants in the program.