또래괴롭힘 상황에서의 주변인 역할 연구동향 및 과제

안효영(Ahn Hyo young),진영은(Chin Young eun) 한국열린교육학회 2014 열린교육연구 Vol.22 No.4

본 연구는 또래괴롭힘 상황에서의 주변인 역할을 중심으로 논의하였다. 또래괴롭힘 상황에서 직접 당사자인 가해자, 피해자 보다 주변인인 일반 학생이 다수를 차지한다. 주변인 연구는 이러한 다수의 역할행동에 관심을 가짐으로써 또래괴롭힘을 감소시킬 수 있다는 생각에서 출발한다. 이를 위해 또래괴롭힘 상황에서의 주변인 역할을 다룬 국내의 학술지 논문, 석ㆍ박사학위논문 총 57편을 분석하였다. 국내 연구의 대부분은 주변인의 역할을 유형별로 나누어 연구하였다. 주변인은 동조자, 강화자, 방어자, 방관자의 역할유형으로 분류되고 있다. 방어자는 대부분의 특성이 긍정적으로 나타났고, 동조자와 강화자는 비슷한 특성을 보였다. 동조자 및 방관자는 방어자와 대조되는 경향이 있다. 주변인의 역할행동에 영향을 미치는 요인들은 개인특성, 학교환경 및 사회적 인지, 가족환경, 도덕변인으로 나누어 개관하였다. 이러한 요인들에 따라 또래괴롭힘 상황에 있는 주변인들은 다른 역할행동을 하는 것으로 나타났다. 개인특성과 학교환경은 주변인의 역할행동에 영향을 미치는 중요한 요인이었다. 또래괴롭힘 감소를 위한 실천적인 과제로 주변인 역할의 사회생태관점에서의 이해, 주변인 역할의 변화 가능성에 초점 맞추기, 방어자 역할을 하도록 하는 교육과 환경 조성, 질적연구의 확충을 제안하였다. 본 연구를 통해 주변인 역할에 대한 이해를 넓히고 또래괴롭힘 감소에 기여하고자 한다. This paper explores the role of bystanders in bullying situations. In any general student population, there are many more bystanders than there are bullies and victims directly associated with bullying. Bystanders research starts from the idea that to reduce bullying one must understand role behaviors. For this, a total of 57 papers of domestic theses and dissertations were analyzed that researched the role of bystanders in dealing with bullying situations. Most of the domestic research studied divided the bystander roles into assistants, reinforcers, defenders, and outsiders. When analyzing these roles, defenders showed the most positive characteristics. Assistants showed similar properties with reinforcers. And, assistants and outsiders contrasted with the defenders. This study surveyed individual characteristics, school environment, family environment, and moral variables as factors that affect the role behaviors of bystanders. Depending on these factors, bystanders' role behaviors in bullying situations exhibited differences. Individual characteristics and school environment, in particular, had a major influence on bystanders' role behaviors. This paper suggests practical tasks to be made based on the research of bystanders' roles to help reduce bullying. The tasks are understanding the social ecological perspective of the role of bystanders, focusing on the possibility of changing bystanders' roles, to educate and create a positive atmosphere for a defenders actions, and the expansion of qualitative research. The broadening of the understanding of bystander's roles throughout this study was done to contribute to a reduction of bullying.

The Ethics of Study Impacts on Bystanders

이경도(Kyungdo Lee) 이화여자대학교 생명의료법연구소 2021 Asia Pacific Journal of Health Law & Ethics Vol.14 No.3

기존 연구윤리와 그와 관련된 규제 및 행정 조직들은 연구참여자의 이해와 권리를 보장하려는 데에 집중해왔다. 연구에 참여하지는 않지만 연구의 영향을 받을 수 있는 주변인의 권리와 이해 또한 연구의 정당성을 판단하는 데에 포함해야 한다는 의견이 최근 대두되었다. 하지만 이를 어떻게 윤리적으로 다루어야 할지에 대한 여러 학자들의 의견이 서로 상이하여 일관된 규제나 논의가 이루어지지 못하였다. 먼저, 어떤 학자들은 연구참여자의 주변인 또한 연구의 영향을 받으므로 연구참여자의 권리와 이해를 보장하려는 충분한 정보에 의한 동의와 같은 일체의 노력과 기준이 동일하게 주변인에게 적용되어야 한다고 주장했다. 그 반면, 어떤 학자들은 흔한 경우 주변인을 특정할 수 없고 그리하여 그들에게 충분한 정보에 의한 동의를 구득할 수 없기에 주변인에게 갈 영향을 더욱 강력하게 최소화하고 차단해야 한다는 의견을 피력했다. 마지막으로 어떤 학자들은 주변인에게 갈 연구의 영향은 사회적인 위험과 비슷하게 동의를 구득하지 못했지만 그 이득을 통해 정당화할 수 있다고 주장하거나 그 연구의 영향을 오롯이 연구자의 책임만으로 돌릴 수 없는 경우 또한 존재한다는 점을 지적했다. 본 논문은 이렇게 다양한 의견을 종합적으로 탐구하고 그 기저에 있는 가정과 논리 구조를 분석하여 해당 논의를 소개하고 진전하려는 목적이 있다. 또한 본 논문에서는 이 모든 논의를 종합할 수 있는 하나의 완벽한 분석적 틀을 제시하지는 않지만, 논의에서 포함하여야 할 관련 사실들이 무엇인지, 또 그것을 판단하는 여러 윤리적인 쟁점은 어떤 것이 있을지 구체적으로 살펴볼 것이다. Most current regulations in research ethics are devoted to protecting the rights of study participants. On the contrary, a possibility that some studies might affect study bystanders has largely been neglected within the field of research ethics. Bystanders have not been placed within the purview of current regulations, even though their rights may be infringed by or require some protection from research activities. Some scholars recently began to pay attention to the issue of study impacts on bystanders, and suggested several different approaches to it. First, some suggested that it is required for researchers to treat bystanders in the same way as study participants, such that researchers have to seek individual informed consent from and grant veto right to bystanders. Second, some rejected this approach by arguing that more stringent protection is warranted for bystanders since they cannot often be informed with, protected from, and prepared for any potential risk or harm generated from research. Third, some others objected to both of these approaches and claimed that there are some moral and practical reasons to let us believe that bystander risks are more readily justifiable than study participants’ risks. Although it is not feasible to come up with a single unified framework here and resolve all of the ongoing disagreements, this article aims to analyze the logical structures of these distinct positions and introduce some of the relevant considerations to ethically assess bystander risks.

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.

학교폭력 방관자 하위유형 탐색: 공감, 자기효능감, 불안, 동조성, 초기부적응도식을 중심으로

정지윤,이은희 한국교육치료학회 2018 교육치료연구 Vol.10 No.3

The purpose of this study was to find out whether bystanders in school bullying can be clustered into subtypes according to empathy, self-efficacy, anxiety, conformity and early maladaptive schemas, and whether there were significant differences in bullying assistant behaviors and defending behaviors across the subtypes. Participants were 818 students from 2 elementary schools and 3 middle schools in Changwon and Jinju City. Among them, 179 students were selected as bystanders in school bullying. Cluster analysis revealed three groups. ‘negative and anxious bystanders’, ‘confident and stable bystanders’, and ‘timid and indifferent bystanders’. Anova analysis revealed significant group differences in defending behaviors and non-significant group differences in bullying assistant behaviors among three subtypes. Implications of this study findings and effective counseling strategies for bystanders in school bullying were discussed. 이 연구에서는 학교폭력 방관자 집단이 공감, 자기효능감, 불안, 동조성, 초기부적응도식의 유사성에 따라 어떠한 하위유형이 도출되는 지 알아보고, 도출된 하위유형 간에 가해동조행동 및 피해자 방어행동의 차이가 있는지를 알아보고자 하였다. 이러한 목적으로 경남 창원 및 진주시에 소재한 5개 초·중학교 818명 학생들을 대상으로 설문조사를 실시하였고, 방관자로 분류된 179명의 자료만을 가지고 군집분석을 실시하였다. 분석결과는 다음과 같다. 첫째, 군집분석결과 ‘부정적이고 불안한 방관자’, ‘자신감 있고 안정적인 방관자’, ‘소심하고 무관심한 방관자’로 나누어지는 것으로 나타났다. 둘째, 변량분석결과 학교폭력 방관자 세 유형 간에 가해동조행동 수준에서는 차이가 없었고, 피해자 방어행동 수준에서 차이가 있는 것으로 나타났다. 마지막으로 이 연구의 시사점 및 학교폭력 방관자에 대한 효과적인 상담적 개입전략이 논의되었다.

청소년의 오프라인 괴롭힘에서 주변인의 심리적 특성에 따른 사이버 괴롭힘 참여행동의 차이

허연주(Yeon-Ju Heo),서미정(Mijung Seo) 가정과삶의질학회 2020 가정과삶의질연구 Vol.38 No.1

This study focused on adolescent bystanders by reflecting the collective contextual view of bullying and investigated cyber bullying associating with offline bullying. We examined gender differences in the participant behaviors of offline and cyber bullying, and examined the differences in cyber bullying participant behaviors by classifying the types of bystanders according to psychological characteristics. A survey was conducted for 1st and 2nd graders of middle school on Jeju Island. The results are as follows: First, gender differences have emerged in offline and cyber bullying participant behaviors. Second, according to the similarity of the psychological characteristics of the bystanders, the types of bystanders in offline bullying were classified into “pro-bullying” (17.1%), “anti-bullying” (47.7%), and “ambivalence” (35.2%). Third, differences have emerged between each participant behavior of cyber bullying according to the bystanders’ type of offline bullying. This study has significance by discovering that grouping of bystanders by their psychological characteristics is reflected in cyber bullying participant behaviors. The findings suggest that prevention and intervention considering gender and bystanders’ characteristics should be provided for both offline and cyber bullying.

공감, 공정성, 도움행동의도 및 사회적 자기효능감이사이버 괴롭힘 상황에서 주변인의 도움행동에 미치는 영향

홍솔지,최윤경 한국사회및성격심리학회 2017 한국심리학회지 사회 및 성격 Vol.31 No.2

The purpose of this study was to examine how empathy, fairness, intention in helping behavior and social self-efficacy affect bystanders' helping behavior in a cyber bullying situation. The participants were 94 female college students. After an online chatting for discussion(cyber bullying experiment), each participant completed some self-report questionnaires. Participants’ responses in a cyber bullying situation were classified into one of 10 categories. The collected data was analyzed by correlation analysis and multiple regression analysis. The results are as follows. First, emotional empathy and social self-efficacy significantly influenced on bystanders' intention to help someone who experience an everyday difficulty, and cognitive empathy significantly explained bystanders' intention to help bullying victim. Second, social self-efficacy and cognitive empathy showed significant effects on actual helping behavior of participants as bystanders in cyberbullying situation. Third, empathy and fairness had mediation effects between intention in helping behavior and actual helping behavior of bystanders, respectively. Fourth, social self-efficacy didn't moderate intention in helping behavior on actual helping behavior of bystanders. These results suggest that activation of cognitive empathy and improving social self-efficacy can contribute to actual helping behavior and the prevention of cyberbullying. Finally, the limitations of this study were discussed along with suggestions for further research. 본 연구의 목적은 공감, 공정성, 도움행동의도 및 사회적 자기효능감이 사이버 괴롭힘 상황에서 주변인의 도움행동에 미치는 영향을 검증함으로써 주변인의 도움행동이 어떻게 일어나는지를 살펴보고자 하였다. 참가자는 94명의 여대생으로 토론을 위한 온라인 채팅(사이버 괴롭힘 실험)을 실시한 후 일련의 자기보고식 설문지를 완료하였다. 사이버 괴롭힘 상황에서 참가자들의 언어적 반응은 10개의 범주로 분류하였고, 수집된 자료는 상관분석과 다중회귀분석을 통해 분석하였다. 그 결과, 첫째, 일반적인 어려움 상황에서는 정서적 공감과 사회적 자기효능감이 도움행동의도를 유의하게 설명하였고, 괴롭힘 상황에서는 인지적 공감이 도움행동의도를 유의하게 설명하였다. 둘째, 사회적 자기효능감과 인지적 공감이 사이버 괴롭힘 상황에서 실제 도움행동에 유의한 정적 영향을 미치는 것으로 나타났다. 셋째, 공감과 공정성은 도움행동의도를 매개로 하여 도움행동에 영향을 미치는 것으로 나타났다. 마지막으로, 도움행동의도가 도움행동으로 이어지는데 자기효능감의 조절효과는 유의하지 않았다. 이러한 결과는 사이버 괴롭힘 상황에서 인지적 공감과 사회적 자기효능감이 실제 도움행동과 사이버 괴롭힘의 예방에 기여할 수 있음을 시사한다. 마지막으로, 본 연구의 한계점과 후속연구를 위한 제언이 논의되었다.

중학생의 지각된 부모 양육태도와 또래괴롭힘 주변인 행동의 관계에서 성격강점의 매개효과

문미영(Moon, Mi-Young),오인수(Oh, Insoo) 이화여자대학교 교육과학연구소 2018 교육과학연구 Vol.49 No.3

This study aimed to examine whether psycho-social characteristics differ according to bystanders" role types (follower, outsider, defender), by focusing on the importance of the bystander"s role as a mediator for effective bullying prevention and proactive intervention. In order to understand the mechanism of bystanders" behaviors, we also explored structural relations among perceived parenting styles (rejection, overprotection, emotional warmth), character strengths (humanity, courage, justice), and bystanders" behaviors (follow, look on, defense). One-way ANOVA, Scheffé post-hoc test, and Structural Equation Modeling (SEM) analysis were conducted using data collected from self-reported questionnaires that were given out to a total of 1,005 boys and girls in grades 1 through 3, from 34 classes of 17 middle schools located in Seoul, Gyeonggi-do, and Incheon, Korea. The results showed that perceived parenting styles and character strengths of all virtues showed significant differences according to bystanders" role types. Moreover, rejective, overprotective, and affectionate parenting styles statically predicted followers" behavior, outsiders" behavior, and defenders" behavior respectively, and overprotective and affectionate parenting statically predicted the manifestation of children"s character strengths. On the other hand, rejective parenting did not predict it. Also, character strengths predicted followers" and outsiders" behavior negatively, and defenders" behavior statically. As a result of analysis of mediating effects, character strengths were found to partially mediate the relationship between "overprotection-look onˮ and "emotional warmth-defenseˮ, excluding "rejection-followˮ; thereby proving the influence of character strengths. This study suggests that the improvement in parents" parenting styles and the development and utilization of character strengths may contribute to the reduction of looking on and following behavior in bullying situations and the promotion of defending behavior. In addition, it holds its significance by suggesting the necessity of individualization strategy according to bystanders" role types, as well as the basis for the importance of parent education.

Managing Service Recovery via Social Media: The Impact of Transparency and Service Recovery Type in the Distribution of Feedback

Jie CAI,Yoonseo PARK 한국유통과학회 2024 유통과학연구 Vol.22 No.1

Purpose: The popularity of social media has altered how customers interact with businesses, and an increasing number of customers prefer to voice their complaints on social media. Bystanders can observe the customer complaint process on social media, but the impact of transparency on bystanders remains uncertain. Therefore, this study established and verified a model for defining the effect of transparency and service recovery types on bystanders. Research Design and Methodology: In this study, we used the internet survey platform “So Jump” to collect data. And we validated three studies with SPSS 26.0 and Smart PLS 4.0. Result: First, we showed that the transparency process (vs. result) is more likely to increase customer forgiveness and E-loyalty and reduce E-NWOM intention among bystanders. Second, customer forgiveness also plays a complementary mediating role between transparency and E-loyalty, as well as between transparency and E-NWOM intention. Finally, we found a modest interaction effect between transparency (process vs. result) and service recovery types (psychological vs. tangible vs. hybrid) on bystanders’ customer forgiveness and E-loyalty. Conclusions: This study provides actionable recommendations for how service managers can effectively employ social media as a means for distributing feedback information to manage service recovery in the future.

주변인 대상 학교폭력 예방교육 프로그램 개발 연구

정제영,이승연,오인수,강태훈,류성창 이화여자대학교 교육과학연구소 2013 교육과학연구 Vol.44 No.2

본 연구의 목적은 학교폭력의 주변인(bystanders)인 학생들을 건강한 또래 중재자로 변화시키기 위한 초등학생용 학교폭력 예방 프로그램을 개발하고 그 효과를 검증하는 것이다. 목표 수립, 프로그램 구성, 예비연구, 프로그램 실시 단계를 거쳐 프로그램을 개발하였으며, 서울 소재 18개 초등학교에 재학중인 학생 474명을 대상으로 프로그램의 효과성을 검증하였다. 본 프로그램을 적용한 실험집단과 적용하지 않은 통제집단에게 프로그램 실시 전 사전검사, 실시 후 사후검사, 그리고 프로그램 종료 4주 후에 추수검사를 실시하여 프로그램의 효과를 검증하였다. 프로그램의 효과성을 측정하기 위하여 ‘주변인, 공감 및 태도, 대처 행동’ 등 3개 영역의 9개 항목을 활용하여 분할구획요인설계하의 반복측정 분산분석과 공분산 분석을 실시하였다. 연구 결과, 프로그램의 효과를 검증할 수 있는 세부항목 9개 중 본 프로그램이 목표로 하고 있는 3개 항목에서 실험집단이 통계적으로 유의미하게 긍정적 변화를 나타냈다. 즉, 주변인 척도 중에서 ‘방어자 행동’, 공감 및 태도 영역에서 ‘괴롭힘에 반대하는 태도(Anti-bullying Attitudes)’, 대처행동영역에서 ‘스스로 문제를 해결하려는 노력(Self-reliance/Problem-solving)’이 효과적인 것으로 나타났다. 이를 통해 본 프로그램을 경험한 학생들은 그렇지 않은 학생들에 비하여 괴롭힘(bullying) 상황을 해결하기 위하여 스스로 무엇인가를 하려는 성향과 능력이 강해졌으며, 괴롭힘을 당하는 다른 친구를 방어하고자 하는 성향과 능력이 높아졌으며, 괴롭힘(bullying)에 대해서 옳지 않다고 생각하는 경향이 더 커지게 됨을 확인하였다. The purpose of this study was to validate the effectiveness of a special elementary school program for bystanders, which has been designed to lead bystanders to be fellow agents for nullifying various types of school violence. The bystanders program was carefully developed through the essential procedures of goal setting, program design, preliminary study, and program implementation. A quasi-experimental study to examine the effectiveness of the program was conducted on 474 students in 18 elementary schools within Seoul. Tests examined three particular areas of bystander indicators, emotive and attitudinal changes, and response actions. Results suggest that the program is effective in fostering bystanders’ tendency to defend victims of bullying. Furthermore, the participants of the program generally showed increased levels of willingness to take actions against bullying, defend fellow victims, and adopt anti-bullying attitudes.

그립(GRIP)친구 도우미 프로그램이 학교폭력의 방관적 태도에 미치는 효과 -공감능력의 매개효과를 중심으로-

전혜리 ( Jeon¸ Hye-ri ) 한국게슈탈트상담심리학회 2013 한국게슈탈트상담연구 Vol.3 No.1

This study initiate the GRIP peer-helper program against middle school students in an attempt to reduce bullying and school violence; and to have a look at its efficacy in reducing bystanders' attitudes while raising empathy levels. Test subjects were 137 second year middle school students chosen from 4 classes whose parents consented to the program. The program's effect was studied by dividing these students into two groups: one experimental group consisting of 70 students, and the other 67 acting as the control group. Group therapy was conducted once a week for a total of 8 weeks, each therapy lasting 1 hours 20 minutes. Study was initiated using set standards of bystanders' attitude towards bullying and empathy capability. Analysis was conducted through analysis techniques making use of PASW STATISTICS 18.0 and AMOS 18.0 and the Sobel method. The results of this study were as follows: First, after the initiation of the program, the cognitive empathy capability of the experimental group saw significantly reductions compared to that of the control group. However, their emotional empathy capability rose significantly. Second, cognitive empathy capability was shown to increase bystanders' attitude rather than reduce it. In contrast, emotional empathy capability was seen to reduce bystanders' attitude. Third, while the GRIP Peer-helper program did not have a direct influence upon school violence and bystanders' attitude, it was seen to have an indirect influence through affecting emotional empathy capability. The results of this study affirm that the GRIP program can help reduce school violence, bullying and tendency to neglect by enhancing students' emotional empathy capability.