CRISIS of School Violence in KOREA: Understanding Bystanders in School Violence Applying the Theory of Planned Behavior

Lee Bong-min J-INSTITUTE 2018 International Journal of Crisis & Safety Vol.3 No.1

This study focused on the role of the bystander in the school violence situation and tried to understand the choices of the bystander by applying “Theory of Planned Behavior”. In school violence situations, there are bystanders in addition to bullies and victims, and bystanders play significant roles in the situation. Sometimes their choices can determine the outcome of the school violence. According to TPB(behavior, intention, attitude, subjective norms and perceived behavioral control), the reasons why they choose to be an outsider rather than a defender can be interpreted as follows. They perceive the indifferent behaviors of a bystander and its results as positive and believe that others around will remain outsiders. Also, there is no difficulty in being a bystander, as it does not require an active action. On the other hand, they do not show the behavior of defenders because they perceive the defender s behavior and its result as negative, believe that the students in a classroom have the norm against the defender s behavior. Even if they want to take an action, they do not know what to do. And they may not be confident in taking an action even when they know what to do. In order to resolve school violence, the bystanders should respond effectively to the situation as defenders of victims. To this end, it is necessary to actively utilize the result of verifying bystander selection in school violence applying TPB. In particular, we must improve students’ attitudes toward the outsiders’ and defenders’ behaviors and the behavioral outcomes. And Concrete and explicit norms for helping behaviors should be built in their classroom. Finally, we need to inform students how to help victims and improve their confidence in those behaviors. So, we will be able to solve school violence problems by reducing outsiders and increasing defenders when designing and operating an anti-bullying program based on the TPB in the school environment

중학생들의 학교폭력 주변인으로서의 인식 탐색

양재영 ( Yang Jaeyoung ),임승엽 ( Lim Seungyup ) 고려대학교 한국사회연구소 2021 한국사회 Vol.22 No.2

The purpose of this study was to explore the perceptions and views of middle school students who experienced school violence as bystanders, and to provide implications for the reduction and prevention of school violence. Participants included a total of 12 students (6 male and 6 female students) in grades 1-3, enrolled in a middle school located in S City. All students participated in semi-structured and open-ended interviews individually and the collected data were analyzed using constant comparative analysis. As results, the students participating in the study recognized that the role of intervention as a bystander in order to reduce and prevent school violence was very important, and expressed their views on more effective actions and countermeasures. It included six major themes: 1) experience according to the types of bystander, 2) desirable response as a bystander, 3) strengthening education to prevent school violence, 4) strengthening the level of punishment for students who are conducting school violence, 5) smooth communication between a teacher and students, 6) establishment of a convenient school violence reporting system. It was confirmed that the defender role helping a victim, not as a bystander who does not provide any assistance or intervention, plays an important role in the reduction and prevention of school violence. Particularly, sympathizers and reinforcers who play a sympathetic role for the perpetrator students and bystanders who show no response to the victim can show defensive attitudes and behaviors against school violence if school violence prevention education is effectively implemented in schools.

기질을 활용한 학교폭력 방관자 프로그램의 효과 검증

정은하,신윤미,조선미 한국문화및사회문제심리학회 2016 한국심리학회지: 문화 및 사회문제 Vol.22 No.1

We tried to develop the school violence prevention program which focuses on the bystanders. In the context of school violence, most students are bystanders. They can either reinforce the violence or stop the violence. We hypothesized that the students who know their own temperament dimensions such as novelty seeking, harm avoidance, and reward dependence (Cloninger, 1994) will show more tendencies to defend victims from school violence when they learned the methods to prevent school violence in accordance to their temperament dimensions. 351 Korean middle school students participated the 4 sessions of school violence prevention program. The students completed the questionnaires to identify their own behavior in school violence situations. In the experimental group(temperament group), students learned the methods to help the victims that suits with their own temperaments. Whereas, the comparison group just attend the class regardless of their temperaments. Both groups showed significant increase in the trend of defending the victims. However, the temperament group showed more tendency to protect/defend the victims than the comparison group when they faced with school violence. These results show that students can learn the methods of defending victims from school violence more easily by knowing their own temperament dimensions, and can be the prepared and the effective defenders. 본 연구에서는 기질 특성을 활용한 학교폭력 방관자 프로그램을 개발하고자 하였다. 학교폭력 상황에서 대부분의 학생은 방관자이며, 이들은 단순한 목격자가 아니라 폭력을 강화하거나 중단하는 역동적인 역할을 한다. 학생에게 각자의 기질검사 결과를 알게 하고 폭력 상황에서 기질 특성에 맞게 대응할 수 있도록 하였으며, 이것이 피해자를 돕고자 하는 태도 변화에 영향을 미치는지 살펴보았다. 351명의 중학생이 4회기의 학교폭력 예방 프로그램에 참여하였으며, 프로그램 시작 전후로 자기 보고 검사를 시행하였다. 실험 집단(기질 집단)은 기질검사(TCI, Cloninger)로 측정된 기질 특성에 적합한 보호자로서의 역할을 배웠다. 반면, 통제 집단은 방관자로서 폭력 상황에 대응할 수 있는 방법을 교육 받고 역할극에 참여하였다. 연구 결과, 프로그램 시행 이후 통제 집단에서는 학교폭력에 대한 방관적인 태도에 유의한 변화가 없었으나, 기질 집단은 방관적 태도가 감소하는 것으로 나타났다. 또한, 통제 집단과 기질 집단 모두 프로그램 시행 후 학교폭력 상황에서 보호자로서의 역할에 대한 인식 수준이 유의하게 상승하였으며, 기질 집단에서 그 정도가 큰 상호작용 효과가 발견되었다. 결과를 종합하여, 시사점과 본 연구의 의의, 제한점 및 후속 연구에 대한 제언에 대해 논의하였다.

중학생이 인식한 담임교사 의사소통유형과 학생의 공감능력이 학교폭력에 대한 방관적 태도에 미치는 영향

김지현,이효정 한국청소년상담복지개발원 2017 청소년상담연구 Vol.25 No.2

This study examined the effects of middle school students' empathy and their homeroom teachers' communication types on bystander attitudes toward school violence. A total of 938 middle school students in 7 middle schools located in Seoul participated in the study. Questionnaires including bystander attitudes toward school violence, homeroom teachers' communication types and empathy were completed. The major findings of the investigation were as follows: First, significant sex and grade differences has been shown in the ability of empathy. But there was no significant difference in the bystander attitude toward the school violence based on sex and grade. Second, there was a significant difference in the relationship between the bystander attitude toward the school violence and the students' ability of empathy based on the homeroom teachers' communication types that students perceived. Lastly, both homeroom teachers' communication types that middle school students perceived and students' ability of empathy have showed significant influence on bystander attitudes toward the school violence. Further findings as well as limitations of the study were also discussed. 본 연구는 중학생이 인식한 담임교사 의사소통유형과 학생의 공감능력이 학교폭력에 대 한 방관적 태도에 미치는 영향을 살펴본 것이다. 이를 위해 서울시에 소재한 중학교 7 개교의 청소년 938명을 대상으로 학교폭력에 대한 방관적 태도, 담임교사 의사소통유형, 공감능력 척도를 조사하였다. 연구결과를 요약하면 다음과 같다. 첫째, 성별과 학년에 따른 중학생의 공감능력은 집단 간 유의한 차이가 있었으나 학교폭력에 대한 방관적 태 도에는 유의한 차이가 없는 것으로 나타났다. 둘째, 중학생이 인식한 담임교사 의사소통 유형에 따른 학생의 공감능력과 학교폭력에 대한 방관적 태도 간의 관계에 유의한 차이 가 있었다. 마지막으로 중학생이 인식한 담임교사 의사소통유형과 학생의 공감능력은 학교폭력에 대한 방관적 태도에 유의한 영향을 미치는 것으로 나타났다. 이러한 연구결 과를 토대로 이 연구의 의의와 제한점을 논의하였다.

학교폭력 주변인 역할에 영향을 미치는 요인

남미애(Mi Ae Nam),홍봉선(Bongsun Hong) 한국아동복지학회 2015 한국아동복지학 Vol.- No.50

본 연구는 학교폭력 예방 및 조기개입을 위해서는 학교폭력 주변인의 역할이 중요한다고 전제하고 생태체계적 관점에 입각해서 학교폭력 주변인 역할에 영향을 미치는 요인을 알아보고자 하였다. 이를 위해 부산지역에 거주하는 초등학생과 중학생을 서베이하였으며 최종 분석한 사례 수는 1196부였다. 조사결과, 첫째, 성별, 학교별에 따라 학교폭력 주변인 역할 및 주요 변수간에 유의미한 차이가 있었다. 즉 남자는 여자보다 동조자 역할이 상대적으로 더 높았으며 중학생은 초등학생보다 방관자과 동조자 역할 수준이 상대적으로 높았다. 둘째, 학교폭력 주변인 역할에 영향을 미치는 요인은 하위역할에 따라 개인 요인, 학교폭력 요인, 환경 요인이 다소 상이하게 영향을 미쳤다. 즉 방어자 역할에는 학교폭력 방어행동에 대한 자기효능감, 학교폭력 피해자에 대한 공감, 인권감수성, 친인권적 학교문화가 영향을 미쳤다. 동조자 역할에는 성별, 학교폭력에 대한 허용적 태도, 주변에서의 학교폭력심각성, 친인권적 학교문화, 학교폭력 도움요청 장애요인이, 방관자 역할에는 학교폭력 방어행동에 대한 자기효능감, 학교폭력 피해자에 대한 공감, 학교폭력에 대한 허용적 태도, 인권감수성, 주변에서의 학교폭력 심각성, 친인권적 학교문화, 학교폭력 도움요청 장애요인이 영향을 미쳤다. 이는 학교폭력 주변인 역할을 강화하거나 약화시킬 수 있는 예측 요인의 파악하게 함으로서 주변인의 책임 있는 행동을 유도하며 평화로운 학교 공동체의 형성에 기여하게 한다. The purpose of this study was to examine the factors affecting the bystander role in school violence from an ecosystemic perspective. Data were analysis for 1,196 elementary and middle school students (5th-8th graders) residing in Busan, Korea. The finding of multiple regression analyses were as follows: 1) Significant differences existed between the bystander role in school violence and the main variables across gender and level of school. That is, boys plated the role of bystander more frequently than girls did, and the defender and bully-follower roles were more common among middle-school students than among students in elementary school. 2) Factors influencing the bystander role were different, depending on the bystander subgroup. Factors influencing the defender role included school violence coping self-efficacy, victim empathy, human rights sensibility, human-rights-friendly school culture. Factors influencing the bully-follower role were gender, permissive attitude toward school violence, seriousness of school violence perceived by youth, human-rights-friendly school culture, and barriers to help-seeking. Factors influencing the outsider role were school violence coping self-efficacy, victim empathy, permissive attitude toward school violence, human rights sensibility, seriousness of school violence perceived by youth, human-rights-friendly school culture, and barriers to help-seeking. The finding of this study underscore the importance of identifying potential factors influencing the bystander role in order to encourage bystanders to ac more responsibly and contribute to promoting a peaceful school environment.

학교폭력 방관자역할에 영향을 미치는 요인 연구: 성별차이를 중심으로

정혜원 ( Jung Hye-won ) 한국소년정책학회 2017 소년보호연구 Vol.30 No.2

This study was aiming at figuring out key factors affecting roles of bystanders to school violence by gender. According to the study, the largest number of female students showed indifference when they witnessed cases of school violence. In comparison, the largest portion of male students tried to stop violence, indicating behavioral differences between female and male students about campus violence. Whereas many female students pretended not to see campus violence because they didn't know what to do, male students did so because they were interested in it. Second, preceding studies were examined to understand factors affecting roles of bystanders. It was found that age, parents' attachment and satisfaction with school life had significant effects on roles of bystanders statistically. In other words, older students, students under parents with weaker attachment and students who were less satisfied with campus life were more likely to become bystanders to school violence. By gender, female students' age and attachment of their parents had significant effects on bystanders' roles statistically. Older students and those under parents with weaker attachment were more likely to become bystanders. On the other hand, regarding male students, parents' attachment had significant effects on bystanders' roles statistically. It means that students under parents with weaker attachment were more likely to become bystanders. Like this, there were gender differences in factors affecting their experience in witnessing school violence, their responses and bystanders' roles, but policy for school violence hasn't considered gender. Based on results of this study, a suggestion was made about policy considering gender differences in response to school violence.

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.

학교폭력 방관자 연구 동향 분석

이필주 ( Lee Pil-ju ) 국제뇌교육종합대학원 인성교육연구원 2018 인성교육연구 Vol.3 No.2

The purpose of this study is to present the direction of future research by opening the school violence bystander study and analyzing research trends. To this end, from 2000 to 2017, 4 doctoral and 42 master's thesis papers, 18 research papers, a total of 64 academic journals were found as “school violence bystander.” The analysis results are presented as follows. First, the study of school violence bystander rapidly increased to 12 in 2013 and has shown a slight decrease in 2014 and a steady increase since then. Second, the most common objects of the study was higher grade students of elementary school. 21(33 percent). Least common was high school students. 3(5 percent). Third, the most studied research topic was the variation of the school violence bystanders, second was the method of intervention. Fourth, the results of the study method analysis showed that there were 56 quantitative studies and 8 qualitative studies. Fifth, we found that the related variation of the bystander was influenced by individual and environmental characteristics, and especially peers and class culture. To sum up the above, Both personal and environmental characteristics are important but as it is influenced by age and environment due to adolescent characteristics. It is important to provide desirable class culture as well as prevention. In addition, it is more effective to analyze the internal processes of the bystanders through qualitative research and prepare measures for prevention and intervention than quantitative alone.

부모양육태도가 학교폭력 가해행동에 미치는 영향: 과보호양육, 자아탄력성, 우울, 공격성과 학교폭력가해의 구조적 관계

김원영,윤하나,김경식 경북대학교 사범대학부속중등교육연구소 2023 중등교육연구 Vol.71 No.4

본 연구는 KCYPS 제7차년도 데이터를 활용하여 부모의 과보호양육이 자아탄력성, 우울, 공격성을 매개로 학교폭력에 미치는 영향을 구조방정식 모형을 활용하여 살펴보고, 학교급별 차이를 조절변수로 투입하여 확인하였다. 부모의 양육형태를 과보호적이라 지각한 학생은 자아탄력성이 낮으며 우울과 공격성은 높은 것으로 나타났고, 학교폭력가해행동의 정도도 높은 것으로 나타났다. 자아탄력성이 높을수록 우울은 낮고 우울이 높을수록 공격성이 높은 것으로 나타났으며 공격성이 높을수록 학교폭력가해행동 정도도 높은 것으로 나타났다. 또한 과보호가 학교폭력에 미치는 경로와 자아탄력성이 우울에 미치는 경로에서 학교급별 집단 간 차이가 있는 것으로 나타났다. 이러한 결과를 바탕으로 청소년의 학교폭력가해행동에 대한 예방과 교육을 위한 시사점을 탐색해 보았다. This study examined the impact of overprotective parenting of parents perceived by domestic adolescents on school violence through self-resilience, depression, and aggression as a structural equation model using KCYPS 7th year data, and confirmed differences by school level as regulatory variables. Students who perceived overprotective in parents' parenting style have low self-resilience, and high levels of depression, aggression, and school violence. The higher the self-resilience, the lower the depression, and the higher the depression, the higher the aggression and the higher the degree of school violence behavior. In addition, there were significant differences between middle and high school level in the path of overprotection on school violence and the path of self-resilience on depression. Based on these results, implications for prevention and education of adolescents' school violence abuse behavior were explored.

Differential correlates of bully/victim status and bystander roles of school violence with school adjustment in Korea

박종효 한국교육개발원 2013 KEDI Journal of Educational Policy Vol.10 No.-

This study aimed to explore the differential associations of school violence experiences with school adjustment by specifying bully/victim status and bystanders’ roles. A total of 1516 primary (67.4%) and middle (32.6%) school students in Korea were administered a series of psychological instruments. Mean differences showed that students without bullying experiences were better adjusted at school than those of bully, victim or bully-victim status. Victim helpers were better adjusted at school than bully helpers or passive observers. Regression analyses showed that students were better adjusted in schools if they had higher levels of empathy, lower levels of hostile attribution, no experiences of school bullying, or being victim-helpers. Policy implications are discussed for prevention and intervention of school bullying in Korea.