집단따돌림에 대한 교사의 인식 및 예방교육 이행 정도

윤영미,임미영 韓國學校保健學會 2009 韓國學校保健學會誌 Vol.22 No.2

Purpose: This study is to investigate teachers' perception about bullying and education for bullying prevention. Methods: The subjects were 196 teachers who worked middle or high school in Seoul and Kyonggi province in 2008. We used self-administered questionnaires for bullying assessment that modified by the investigator. Chi-square and ANOVA test were performed to analyze the perception and education for bullying prevention. Results: The perception about bullying and education for bullying prevention of the teachers was examined in three domains: the perception about bullying's situation. cause, and solution. Teachers did not perceive bullying seriously but perceived that the main cause of bullying is personal characteristics. They recognized the solution of bullying is a responsibility for students. parent. teachers and society. The performance rate of education for bullying prevention was higher among teachers who perceived bullying seriously than the others. Conclusion: The teachers could recognize origin of bullying between students and also could solve this origin. So, teachers' role is very important than everything else to prevent bullying, Various education programs for bullying prevention should be developed.

학급 내 집단 괴롭힘에 대한 담임교사의 경험과 개입과정에 대한 연구

방기연,이규미 한국심리학회 2009 한국심리학회지 일반 Vol.28 No.1

This study was conducted to investigate school teachers' experiences regarding bullying incidents in their own homerooms. Most bullying occurs in schools and thus teachers are essential to intervention efforts. However, research on bullying did not investigate the voice of teachers. Therefore, this study investigated the school teachers' experiences on bullying in their homerooms. A purposeful sampling approach was used to generate information-rich cases that illuminated the study and elucidated variation as well as significant common patterns with in that variation. Criteria for inclusion were to have bullying incidents in their homerooms in recent 2 years. Nine teachers, seven females and two males, participated in this study. Five of them worked at elementary schools and four of them worked at secondary schools. Each case was idiosyncratic but shared commonalities. Teachers did not recognize bullying phenomena until the victim was extremely suffered. Teachers lose their confidence as a classroom manager since they realized their limit and did not know how to intervene. Teachers investigated the bullying phenomena and stopped violent actions of bullies. Teachers referred victims to professional counselors. After experiencing bullying, teachers were always alert regarding bullying and observed all students, and asked once in a while student leader about classroom atmosphere. Teachers also helped potential victims to have a friend. Their prevention efforts were rewarded as no bullying after all, but teachers were always anxious that bullying might happen again. They lost their confidence because of bullying incidents and tried to recover their confidence as a classroom manager through entering graduate programs in counseling and joining teachers' networks. The results of this study were discussed as moral and psychosocial education regarding bullying and tolerance about individual differences. Also this study discussed the role of school counselors. 본 연구는 지난 2년 내 학급에서 집단 괴롭힘 사건이 발생한 적이 있는 9명의 담임교사를 면접하여 교사의 사건에 대한 대응, 사건 후 인지적․정서적 경험을 조사하고, 교사에게 집단 괴롭힘 경험이 의미하는 바를 탐색하였다. 교사들은 자신이 인식하지 못하는 사이 집단 괴롭힘 사건이 진행되고 있었다는 것을 알게 되었을 때 학급 운영자로서의 자신감을 상실했고, 어떻게 개입해야 하는지 몰라서 막막했다. 교사는 집단 괴롭힘 사건의 성격과 관여한 학생들을 조사하고, 가해 학생을 훈육하고 부모에게 가해 사실을 알렸다. 교사가 피해 학생의 부모에게 자녀의 피해사실을 알린 경우도 있지만, 피해 학생의 부모는 교사보다 먼저 자녀의 피해 상황에 대해 알고 있는 경우가 많았다. 집단 괴롭힘 사건 이후 교사들은 집단 괴롭힘을 허용하지 않을 것을 학생들에게 명확히 밝혔고, 항상 학급에 별다른 일은 없는지 관찰하였다. 또한 믿을 수 있는 학급 임원들에게 학급의 상황을 보고받았고, 괴롭힘을 당할 가능성이 높은 학생에게는 친구를 붙여주었다. 이러한 담임교사들의 집단 괴롭힘 예방 활동은 효과적이었으며 그 후 집단 괴롭힘 사건은 재발하지 않았다. 하지만 여전히 교사들은 집단 괴롭힘에는 해결책이 없다고 인식하고 있었으며, 집단 괴롭힘이 언제 다시 일어날지 몰라 불안해했다. 교사들은 집단 괴롭힘 사건을 통해 상실한 학급 운영자로서의 자신감을 회복하기 위해 교육대학원 입학과 교사 동호회 참여 등의 노력을 하였다. 본 연구의 결과는 선행연구들의 결과와 비교하여 논의되었으며, 집단 괴롭힘 현상에 대한 보다 포괄적인 심리사회적 교육의 필요성과 전문상담교사의 역할에 대해 논의하였다.

Attitudes, Environments and Involvement in Bullying among Senior Secondary School Students in Owerri, Nigeria

Canice Enuma Okoli,Theresa Ucheoma Ettu APEC국제교육협력원 2018 Asia-Pacific Cybereducation Journal Vol.14 No.2

Bullying among secondary school students has become one of the most disturbing issues in Nigeria. A variety of bullying behaviour abounds with their attendant negative consequences. This study investigated students’ attitudes towards bullying, environments in which bullying takes place and the extent of their involvement in bullying behaviours. The sample comprised 592 senior secondary students in Owerri metropolis who completed the Attitude to Bullying Rating Scale (ABRS), Checklist on Environments of Bullying (CEB), and Involvement in Bullying Rating Scale (IBRS). The findings indicate that a majority of students (67.57%) exhibited an inappropriate attitude toward bullying. Bullying was found to be prevalent among senior secondary school students in Owerri. Of the total number of students, 57.43% were involved as victims, 68.92% were involved as bullies, while 74.66% were involved as bystanders On the nature of bullying, social bullying ranked highest (82.94%), followed by physical bullying (81.1%) and verbal bullying (64%). With regards to the environments where bullying occurs, the study found that bullying can take place anywhere in the school and outside the school, however, the prominent places include the classroom (without the teacher), school play grounds, corridors, toilet ends, school canteens and on the way home. While a greater number of the male students were involved in physical bullying, more females were involved in verbal bullying. It is recommended that anti-bullying campaign be mounted in the secondary schools.

Church Interventions to reduce bullying in schools

김장대 개혁신학회 2007 개혁논총 Vol.7 No.-

This study consists of the literature review associated with the explanations of bullying and church interventions to tackle bullying. The definitions make clear the relationship of the term ‘bullying’ to other similar terms ‘aggressive behaviour’, ‘violence’, ‘criminal offences’ and ‘negative action’. The concepts show how researchers understand bullying, including personality characteristics of participants in bullying. The different concepts of bullying are reviewed and show that the theoretical perspectives on bullying range from examining individual pathologies or deviances to examining factors in the social environment. The concept of bullying generally involves four factors: intention, repetition, power imbalance in the relationship between ‘bully’ and ‘victim’, and unjust use of power in bullying between different ethnic groups. Further, in relation to the contributing factors to the occurrence of bullying it can be hypothesised that school bullying is mainly caused by society and school-related surroundings, individual behaviour and peer-related experience. Intervention programs to reduce and eliminate these contributing factors to the occurrence of bullying have been developed within school and church authorities. Five intervention programs are introduced in this study. For examples, the No-blame approach, the Pikas Method of Shared Concern, Circle Time and Peer Counselling. Keith Sullivan has reviewed these intervention programs. Teachers would mainly manage the No-blame approach and Pikas Method of Shared Concern. Circle Time and Peer Counselling would closely work with peers. Another intervention program was developed by Don Olweous in 2004. It was the ‘Bullying Prevention Program’. As a better implementation of these anti-bullying programs, this study suggests collaboration between school and church authorities. Consequently an intervention to tackle bullying in the Uniting Church in Australia is introduced. This study consists of the literature review associated with the explanations of bullying and church interventions to tackle bullying. The definitions make clear the relationship of the term ‘bullying’ to other similar terms ‘aggressive behaviour’, ‘violence’, ‘criminal offences’ and ‘negative action’. The concepts show how researchers understand bullying, including personality characteristics of participants in bullying. The different concepts of bullying are reviewed and show that the theoretical perspectives on bullying range from examining individual pathologies or deviances to examining factors in the social environment. The concept of bullying generally involves four factors: intention, repetition, power imbalance in the relationship between ‘bully’ and ‘victim’, and unjust use of power in bullying between different ethnic groups. Further, in relation to the contributing factors to the occurrence of bullying it can be hypothesised that school bullying is mainly caused by society and school-related surroundings, individual behaviour and peer-related experience. Intervention programs to reduce and eliminate these contributing factors to the occurrence of bullying have been developed within school and church authorities. Five intervention programs are introduced in this study. For examples, the No-blame approach, the Pikas Method of Shared Concern, Circle Time and Peer Counselling. Keith Sullivan has reviewed these intervention programs. Teachers would mainly manage the No-blame approach and Pikas Method of Shared Concern. Circle Time and Peer Counselling would closely work with peers. Another intervention program was developed by Don Olweous in 2004. It was the ‘Bullying Prevention Program’. As a better implementation of these anti-bullying programs, this study suggests collaboration between school and church authorities. Consequently an intervention to tackle bullying in the Uniting Church in Australia is introduced.

Framework for the Prevention of Bullying in Sports

( Sunyoung Jun ),( Yu Taeho ) 한국체육학회 2016 국제스포츠과학 학술대회 Vol.2016 No.1

“As soon as I started university in 1997, I became a member of the Summer Universiade National Basketball Team. It had been my dream since I was an elementary school students. However, little did I know it would turn into my biggest nightmare, as I became a victim of bullying. Relentlessly, before, during and after training, I would be victimized. Our dormitory was the most dangerous place. It felt like a death zone because I was alone; neither our coach, nor our manager could monitor what was going on behind these closed doors. My spirit had been broken irrevocably, and I made the painful decision to stop being and athlete, which felt the same as deciding to kill a part of me.” As this case, bullying is often exposed only after an athlete has become so victimized that they feel they have no other choice. Also they give up their dreams of succeeding in their sport. In this study, I examine other cases of athletes who were victims of bullying. I take into consideration oversea anti- bullying programs in hopes of making suggestions for the implementation of a plan that would help prevent bullying in sports. In many countries, including England, the United States of America, Norway, Germany, and Australia, governing bodies are trying to root out bullying and create diverse policies. They are actively trying to stamp out bullying and have begun to put into practice the necessary changes. In South Korea, bullying falls a small category under violence. Although human rights in sports provide some education and counseling for athletes, there still remains problems with insufficient support staff and inadequate programs. Because athletes here spend most of their time together, training, and living together, the effects of bullying are devastating. However, in South Korea, especially in the area of sports, there has been a disturbing lack of attention given to the issue of bullying and victims. This pare advocates for greater human rights in sports and the protection of Korean athletes, serves to strengthen the Korean athletic community in the prevention of bullying, and to aid in the development of anti-bullying programs.

형제자매 괴롭힘 경험과 내면화 문제간의 관계에서 친구관계의 질에 의해 조절된 또래 괴롭힘 경험의 매개효과-일반 초등학생을 대상으로

김진구,김은하 한국상담학회 2017 상담학연구 Vol.18 No.2

Given siblings play an important role on the children’s social development and sibling interactions are often carried into peer contexts, this study examined sibling bullying and peer bullying. More specifically, the purpose of the present study was to examine the role of peer bullying experience (perpetration and victimization) in underlying the relationship between sibling bullying experience (perpetration and victimization) and internalizing problems among Korean children. In addition, the role of friendship quality to serve as a moderator between sibling bullying experience and peer bullying experience was investigated. Among a sample of 536 Korean children in grades 3∼6, mediated moderation analyses using SPSS Macro revealed the following results. First, peer bullying perpetration mediated the relationship between sibling bullying perpetration and internalizing problems, friendship quality moderated the relationship between sibling bullying perpetration and peer bullying perpetration, and the interaction of sibling bullying perpetration and friendship quality influenced internalizing problems through peer bullying perpetration, which supported the mediated moderation Such findings indicate that those children who perceived their friendship quality to be low are vulnerable to internalizing problems because they are likely to bully their peers if they bullied their siblings, whereas those children with high friendship quality are not vulnerable to internalizing problems because they tend not to bully their peers even if they bullied their siblings. Second, peer bullying victimization mediated the relationship between sibling bullying victimization and internalizing problems. However, friendship quality did not moderate the association between sibling bullying victimization and peer bullying victimization, suggesting that children who were bullied by their siblings are at a great risk for peer bulling victimization regardless of their friendship quality. This is the first empirical study that suggests that sibling bullying influences internalizing problems through peer bullying and that friendship quality can prevent children who experienced sbiling bullying from experiencing peer bullying and internalizing problems. 본 연구에서는 아동의 사회발달에 있어 형제가 지대한 영향을 미친다는 점 그리고 형제자매간의 상호작용이 또래와의 상호작용으로 이어진다는 점을 고려하여 가정 내와 학교에서 발생하는 형제자매 괴롭힘과 또래 괴롭힘을 함께 살펴보았다. 구체적으로, 초등학생이 인식한 형제자매 괴롭힘 경험(가해, 피해)과 또래가 인식한 내면화 문제간의 관계에서 친구관계의 질을 통한 또래 괴롭힘 경험(가해, 피해)의 매개된 조절효과를 확인하였다. 이를 위해 536명의 초등학교 3∼6학년 아동을 대상으로 형제자매 괴롭힘 경험, 친구관계의 질, 또래 괴롭힘 경험, 내면화 문제를 측정하였고, SPSS Macro를 사용하여 자료를 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 또래 괴롭힘 가해 경험이 형제자매 괴롭힘 가해 경험과 내면화 문제간의 관계를 매개하고, 친구관계의 질이 형제자매 괴롭힘 가해 경험과 또래 괴롭힘 가해 경험간의 관계를 조절하며, 형제자매 괴롭힘 가해 경험이 내면화 문제에 미치는 영향에서 친구관계의 질에 의해 조절된 또래 괴롭힘 가해 경험의 매개효과가 나타났다. 이러한 결과는 친구관계의 질이 낮은 아동은 형제자매를 괴롭힌 경험이 있으면 또래를 괴롭힐 가능성이 높아 내면화 문제에 취약하지만, 친구관계의 질이 높은 아동은 형제자매를 괴롭힌 경험이 있어도 또래를 괴롭힐 가능성이 낮아 내면화 문제에 덜 취약하다는 것을 의미한다. 둘째, 또래 괴롭힘 피해 경험은 형제자매 괴롭힘 피해 경험과 내면화 문제간의 관계를 매개하는 것으로 나타났다. 하지만, 친구관계의 질은 형제자매 괴롭힘 피해 경험과 또래 괴롭힘 피해 경험을 조절하지 않는 것으로 나타나, 형제자매에게 괴롭힘을 당한 아동은 친구관계의 질이 높아도 또래에게 괴롭힘을 당할 가능성이 높은 것으로 나타났다. 본 연구는 국내에서 처음으로 형제자매 괴롭힘이 또래 괴롭힘을 매개로 내면화 문제에 영향을 미친다는 점을 증명했다는 점 그리고, 친구관계의 질이 형제자매 괴롭힘을 경험한 아동의 또래 괴롭힘과 내면화 문제를 예방하는데 효과가 있다는 점을 밝혔다는 데 그 의의가 있다.

또래괴롭힘(bullying)의 개념과 법적규율 -학교폭력예방 및 대책에 관한 법률과 관련하여-

김종구 ( Jong Goo Kim ),박지현 ( Ji Hyun Park ) 건국대학교 법학연구소 2014 一鑑法學 Vol.0 No.27

School violence and bullying are worldwide trends with various negative effects including victim`s suicide. The prevention of school violence and bullying are major concern of national policy of Korea. Korea has passed anti-school violence law named “Act on the Prevention of and Countermeasures Against School Violence”. Article 2 of the Act defines school violence and bullying. However the definitions of school violence and bullying are too broad and too vague. The term school violence used in the Act includes battery, assault, confinement, abduction, defamation, insult, extortion, coercion, forced errand, sexual violence, bullying and cyber-bullying. The problem is that the definition of school violence includes both criminal behaviors and non-criminal behaviors such as bullying. It causes the vagueness of the definition. One of the major factors leading to school violence is bullying. However, bullying is different from school violence because bullying involves repeated behaviors that shows imbalance of power. Thus, this paper argues that the Korea Act has to focus on bullying and define bullying more specifically. This kind of revision will contribute to better understanding and effective application of the Act.

전통적 괴롭힘과 사이버 괴롭힘 상황에서 주변인의 방어행동 의도에 영향을 미치는 요인 비교

김영은,오인수,송지연 이화여자대학교 교육과학연구소 2019 교육과학연구 Vol.50 No.4

The purpose of this study was to compare the factors influencing bystanders’ behavioral intention between traditional and cyber bullying in terms of verbal, extortion, and exclusion bullying situations. Moral disengagement, rejection sensitivity, social self-efficiency, and peer support were selected as factors influencing the behavioral intention of bystanders to determine whether the variables affect bystanders' behavior in traditional and cyber bullying situations. This research surveyed 581 middle school students in Seoul, and the results were analyzed by categorical regression. The results indicated that bystanders who had less moral disengagement, more rejection sensitivity, social self-efficiency, and peer support showed more defensive behavior when they witnessed verbal bullying situations in both traditional and cyber bullying situations. In the cases of extortion, while bystanders who had less moral disengagement, and more social self-efficiency demonstrated more defensive behavior in both traditional and cyber bullying situations, students who had more rejection sensitivity showed more defensive behavior only in cyber bullying. In the cases of exclusion, while bystanders who had less moral disengagement and more social self-efficiency showed more defensive behavior in both traditional and cyber bullying situations, students who had more peer support showed more defensive behavior only in cyber bullying situations. Based on the results, the necessity for differential anti-bullying interventions and strategies in each kind of bullying situation was suggested. 본 연구의 목적은 전통적 괴롭힘과 사이버 괴롭힘 상황에서 주변인의 방어행동 의도에 영향을 미치는 요인에차이가 있는지를 확인하는 것이다. 전통적 괴롭힘과 사이버 괴롭힘을 각각 비방형, 갈취형, 배제형으로 구분하여총 여섯 가지의 괴롭힘 상황을 가상의 시나리오 형식으로 제시하고, 이를 목격하였을 때 취할 행동을 선택하도록하였다. 방어행동 의도에 영향을 미치는 요인으로는 도덕적 이탈, 거부민감성, 사회적 자기효능감, 또래지지를 선정하였다. 서울 소재의 중학생 581명을 대상으로 설문을 실시한 후, 범주형 회귀분석을 통해 분석하였다. 그 결과, 비방형에서는 전통적 괴롭힘과 사이버 괴롭힘 모두에서 도덕적 이탈이 낮을수록, 거부민감성과 사회적 자기효능감, 또래지지는 높을수록 방어행동 의도를 가지는 것으로 나타났다. 갈취형에서는 전통적 괴롭힘과 사이버괴롭힘 모두에서 도덕적 이탈이 낮을수록, 사회적 자기효능감이 높을수록 방어행동 의도를 가지며, 거부민감성과또래지지는 사이버 괴롭힘 상황에서만 방어행동 의도와 정적 상관을 가지는 것으로 확인되었다. 마지막으로 배제형에서는 전통적 괴롭힘과 사이버 괴롭힘 모두에서 도덕적 이탈이 낮을수록, 사회적 자기효능감이 높을수록 방어행동 의도를 가지며, 또래지지는 사이버 괴롭힘 상황에서만 방어행동 의도와 정적 상관을 가지는 것으로 나타났다. 결론적으로 본 연구는 각 유형별 전통적 괴롭힘과 사이버 괴롭힘 상황에서 주변인 행동 의도에 영향을 주는요인들을 밝힘으로써 또래 괴롭힘에 대한 예방 및 개입의 교육적인 시사점을 도출하고자 하였다.

지식공유와 보복행동에 대한 중요 예측변인, ‘직장내 괴롭힘’

강대석(Dae Seok Kang),김하연(Ha Yeon Kim) 한국경영학회 2013 經營學硏究 Vol.42 No.5

Workplace bullying has received increased prominence in the last few years. Evidence clearly suggests that being the target of bullying is stressful, left unmanaged it can severely affect both targets and organizations. However, a significant area the remains to be explicitly explored is the potential detrimental impact of workplace bullying on knowledge sharing and organizational retaliatory behavior(ORB), which are critical to organization functioning. Therefore, one purpose of our study is to examine what is the influence of workplace bullying on employees` knowledge sharing and retaliatory behaviors. Knowledge sharing is important for any organizations today to make them into a competitive advantage because it provides a link between the individual and the organization by moving knowledge that resides with the individual to the organization level (Hendriks, 1999). As recent organizational learning theories have become a central focus in this field, successful knowledge transfers are increasingly seen as requiring an ongoing process of learning interactions (Szulanski, 2000). Retaliatory behavior refers to something antisocial and akin to unethical behaviors (Barclay et al., 2005). Since organizational retaliatory behavior places a stronger emphasis on the situational context in which the behavior occurs as the main catalyst, it may play an important role in illuminating the detrimental effect of bullying in the perspective of organizational administration. Next, consequences of workplace bullying, largely organizational costs, have been studied mostly with respect to its main effects. Accordingly, our second purpose in this research is to detect its interactive effects with such moderator variables: employability and employment status, instead of only simple associations between bullying and its conventional outcomes. Despite the fact that research on workplace bullying has focused almost exclusively on victims`perceptions, little is known about the role of target characteristics (Hoel, Rayner, & cooper,1999). As a person`s ability and readiness to identify and realize career opportunities, perceived employability and employment status―the type of employment, i.e. a temporary or a permanent employee―are critical to predict realistic responses to bullying given that both have an important influence on a worker`s attitude or awareness toward an event (e.g. Clarke, 2008; Virtanen etal, 2003). By studying their joint moderating effect on the stressor-strain relationships, research knowledge about workplace bullying as well as both moderators could be advanced. Valid and reliable self-report evaluation measures were administered to a sample of 311 workers in big three discount stores in South Korea. Discount store jobs present an exemplary case to study our research questions because there has been M&A and contingent employmentare largest in that industry, which are vulnerable to bullying. According to the results, exposure to bullying behaviors was negatively related to knowledge sharing and positively related to ORB, providing support for the respective hypotheses. Furthermore, employability moderated the relationship only for knowledge sharing, whereas employment status had moderating role only for ORB. That is, the negative relationship between bullying experience and knowledge sharing was stronger for those respondents rating their employability to be high. For contingent workers who are generally the last hired and first fired, the positive relationship between their bullying experience and ORB was weaker than permanent ones. The value of this study lies in increasing understanding of workplace bullying phenomena, as well as suggesting a potential prescription to maintain a bullying-free workplace.

직장내 괴롭힘에 대한 근로자 보호방안 — 직장내 괴롭힘법의 법적 쟁점과 개선방안 —

박수경 한국사회법학회 2019 社會法硏究 Vol.0 No.38

본 논문은 이른바 ‘직장내 괴롭힘법’인 개정 근로기준법과 산업안전보건법, 산업재해보상보험법과 관련된 규정을 살펴본다. 이를 통하여 향후 법 운용의 실효성 확보를 위한 관련 법제도 및 정책의 보완사항을 검토하여 앞으로의 개선방안을 강구하는 것을 목적으로 한다. 또한 2019년 6월에 채택된 ILO의 제190호 협약과 2019년 5월에 제정된 일본의 노동시책종합추진법의 주요 내용을 우리나라 현행법과 비교분석하여 직장내 괴롭힘법의 보완점을 고찰한다. 본 연구의 결과로서 직장내 괴롭힘의 문제가 노동 및 사회문제로서 인식되는 가운데, 직장내 괴롭힘 행위를 법률에 명시하여 금지했다는 점에 이번 법개정에 큰 의미가 있다고 평가할 수 있다. 하지만 첫째, 현행법상으로는 종속근로 외의 종사자는 법의 보호에서 제외되고 있는 점, 둘째, 직장내 괴롭힘 발생사실을 알게 된 경우 신고수리주체가 사용자로만 되어 있는 점, 셋째, 피해자 구제 또는 가해자에 대한 사업주의 책임 등이 불명확한 점, 넷째, 괴롭힘 행위자에 대한 처벌 규정이 없는 점 등의 문제점을 지적한다. 따라서 이에 대한 개선방안으로서 첫째, 일에 종사하는 모든 사람이 직장에서 발생하는 괴롭힘으로부터 보호받을 수 있도록 그 대상이 확대될 필요가 있다. 둘째, 괴롭힘 피해의 신고를 사용자에 더불어 기업 내 상설 신고창구를 설치하거나 또는 노동청 등의 공적기관에 그 피해를 적극적으로 신고할 수 있도록 신고수리주체의 확대와 쉬운 접근성이 도모될 필요가 있다. 셋째, 피해자가 괴롭힘의 피해를 입증해야 하는 어려움에서 입증책임의 완화 등의 문제 검토 및 괴롭힘의 행위와 피해가 발생하지 않도록 사전에 예방하고 방지할 수 있는 방안도 검토해야 한다. 넷째, 취업규칙의 필수 기재사항인 괴롭힘과 관련된 예방과 대처방안 등의 작성에 대한 중요성의 인식고조와 이를 지원하기 위한 근로감독관 등의 역할도 더욱 중요해진다. 마지막으로 직장 내에서 발생하는 괴롭힘, 성적 괴롭힘, 젠더 괴롭힘, 제3자에 의한 괴롭힘, 자영적 고용형태에 종사하는 자에 대한 괴롭힘 등까지 다양한 형태의 괴롭힘을 포섭하고 방지하기 위한 법제도 구축의 필요성도 향후 고려해볼 필요가 있을 것이다. This study examined provisions related to Workplace Bullying Law, which includes the revised Labor Standards Act, the Industrial Safety and Health Act, and the Industrial Accident Compensation Insurance Act. The goal of this study was to review supplementation of relevant legal systems and policies for increasing effectiveness of the operation of the law and to seek future measures for improvement. In addition, the main contents of the International Labor Organization’s (ILO) 2019 Violence and Harassment Convention concerning the elimination of violence and harassment in the world of work and the Japanese Act on Comprehensive Promotion of Labor Policies—taking place in June 2019 and May 2019, respectively—were compared with the current Workplace Bullying Law in Korea to carefully investigate potential areas of improvement within the law. As a result of this study, it can be concluded that workplace bullying and harassment is a prevalent societal problem, making laws prohibiting it extremely vital. However, several shortcomings in workplace bullying law have been revealed. Under the current Workplace Bullying Law, only workers addressed under the Labor Standards Act are protected. Additionally, the victim is only protected once the occurrence of workplace bullying has been discovered. Employer responsibility for support of the victim and punishment of the harasser is vague, and there is no specific regulation within the law regarding the attacker. Therefore, as improvement measures, it is imperative to expand the scope of workers protected from bullying at work. This expansion, along with accessibility for the reporting subject and the installation of permanent reporting channels within companies is necessary so offenses can be actively reported to public institutions such as the Labor Office. It is also necessary to review issues such as mitigation of the burden of proof—as there is often difficulty proving the extent of damage to victims of bullying—and to consider measures to prevent and control bullying and harassment in advance. With a heightened emphasis on the importance of prevention and coping measures in relation to bullying as a required description in employment procedures, the supporting role of labor inspectors will be of even greater significance. Finally, it is essential to consider the necessity of establishing a comprehensive legal system to prevent and embrace diversified forms of workplace bullying and harassment, such as sexual harassment, gender harassment, harassment by third parties, and bullying of those engaged in self-employment.