따돌림 관여 유형에 따른 사회적 기술과 공격적 행동성향 = The Relations between Social Skill and Aggressive Behavior by Types of Bystanders' Roles

다국어 초록 (Multilingual Abstract)

This study examined the relation between two variables, namely social skills and aggressive behavior, for youths involved in or exposed to bullying behaviors. For this purposes of this study, 1,881 students in elementary, middle and high school were classified into four groups including non-bully/victim, the bully, the victim, and the aggressive victim. Results evinced a greater prevalence of bullying-related involvement than non-bullying-related involvement. Related to gender and school-of-attendance, there was no difference in gender, however, there was a difference in school-of-attendance. Also, the mean-scores for the social skills variable differed across the three subgroups; specially those students who were involved in the bullying reported less social skill than non-involvement group and reported more aggressive behavior. Additionally, there were differences in cooperation, responsibility, engagement, self-control among subvariables of social skills, however, there were no group difference in assertion, empathy, communication. Analysis revealed a relationship between social skill and aggressive behavior, except for self-control which was associated with aggressive behavior. Especially, related to correlation between subvariables of three groups, the bully, the victim, and the aggressive victim, the bully and the victim's subvariables of social skills were correlated with aggressive behavior, whereas the aggressive victim's were not correlated with it. Finally, this study suggested the future implications for prevention and intervention of bullying behavior.

국문 초록 (Abstract)

본 연구는 따돌림과 관련하여 공격적 행동성향과 사회적 기술과의 관련성을 살펴보고, 이 두 변인들에 대 해 따돌림 관여 유형에 따른 집단 간 차이를 검증하였다. 본 연구에서는 따돌림 관여 유형을 가해자, 피해 자, 공격적 피해자 그리고 비교집단으로서 따돌림 비관여집단을 포함하여 4집단으로 구분하였다. 본 연구 를 위한 대상으로는 서울 및 경기지역의 초·중·고등학생 1,881명을 대상으로 결과를 분석하였다. 연구결과, 따돌림 관여유형에 따른 하위집단들 중, 따돌림에 관여한 집단비율이 비관여집단 보다 더 높았다. 성별과 학년별로는 따돌림 가해자와 공격적 피해자 집단의 경우 여학생보다 남학생의 비율이 높았지만, 특히 공 격적 피해자의 경우 성별에 따른 큰 차이가 나타나지 않았다. 학년별로는 초등학교 시기에는 가해자와 공 격적 피해자들의 분포가 비슷하게 나타났지만, 중학교 시기에 공격적 피해자의 분포는 현저히 감소된 반 면, 가해자는 점점 증가하는 것으로 나타났다. 또한, 따돌림 유형에 따른 사회적 기술 및 행동과 공격적 행동성향의 차이를 살펴본 결과, 따돌림 관여 하위집단들의 사회적 기술이 비 관여집단에 비해 통계적으 로 유의한 수준으로 낮았고, 공격적 행동성향은 더 높은 것으로 나타났다. 특히, 따돌림 관여의 하위 집단 내에서는 사회적 기술의 하위변인들 중 협동, 책임감, 참여, 자기통제능력에서 통계적으로 유의한 차이를 나타냈지만, 자기주장, 공감, 의사소통과 관련한 변인들에서는 집단간 차이가 나타나지 않았다. 한편, 자기 통제능력을 제외한 사회적 기술의 모든 하위변인들은 공격적 행동성향과 부적인 상관을 나타냈다. 따돌림 관여 하위집단별 이 두변인간 상관을 살펴보았을 때, 공격적 피해자는 협동성을 제외한 모든 하위변인들 에서 유의한 관련성이 없는 것으로서, 가해자와 피해자집단과는 결과가 다르게 나타났다. 끝으로 본 연구 에서는 향후 따돌림에 관한 연구와 따돌림 예방 및 중재를 위한 프로그램 개발 및 실시를 위한 몇 가지 제언을 제시하였다.

참고문헌 (Reference)

1 김선애, "집단따돌림 연구경향 분석" 한국청소년정책연구원 15 (15): 73-107, 2004

2 조아미, "집단 따돌림의 발달적 변화와 유형에 따른 심리적 특성의 차이" 한국청소년시설환경학회 5 (5): 37-47, 2007

3 김성혜, "또래괴롭힘 당하는 초등학생을 위한 사회적 기술 향상 프로그램의 적용효과" 한국초등교육학회 15 (15): 59-86, 2002

4 도현심, "또래 괴롭힘 피해아의 특성에 기초한 중재 프로그램의 개발：부모교육 프로그램과 사회적 기술 훈련 프로그램을 중심으로" 한국아동학회 24 (24): 103-121, 2003

5 Berger, K. S., "Update on bullying at school : Science forgotten?" 27 : 90-126, 2007

6 Fox, C. L., "The social skills problems of victims of bullying: Self, peer, and teacher perceptions" 75 : 313-328, 2005

7 Asher, S. R., "The significance of peer relationships problems in childhood. in: Social Competence in Developmental Perspective" Kluwer Academic Publishing 5-23, 1989

8 Schwartz, Dodge, K. A., "The emergence of chronic peer victimization in boys' play groups" 64 : 1755-1772, 1993

9 Schwartz, D., "The early socialization of aggressive victims of bullying" 68 (68): 665-675, 1997

10 Wolke, D., "The association between direct and relational bullying and behavior problems among primary school children" 41 : 989-1002, 2000

11 Schwartz, D., "The aggressive victim of bullying: Emotional and behavioral dysregulation as a pathway to victimization by peers. in: Peer harassment in school: The plight of the vulnerable and victimized" Guilford Press 147-174, 2001

12 Salmivalli, C., "Stability and change of behavior in connection with bullying in schools: A two-year follow up" 24 : 205-218, 1998

13 Toblin, R. L., "Social-cognitive and behavioral attributes of aggressive victims of bullying" 26 : 329-346, 2005

14 Combs, M. L., "Social skills training with children. in: Advances in clinical child psychology(Vol.1)" Plenum 1977

15 Merrell, K. W., "Social skills of children and adolescents: Conceptualization, assessment and treatment" Erlbaum 1998

16 Gresham, F. M., "Social skills improvement system(SSIS)" Pearson Assessment 2008

17 Walker, H. M., "Social skill in school-age children and youth: Issues and best practices in assessment and intervention" 14 (14): 70-82, 1994

18 Crick, N. R., "Social information-processing mechanisms on reactive and proactive aggression" 67 : 993-1002, 1996

19 Dodge, K. A., "Social cognitive biases and deficits in aggressive boys" 53 : 620-635, 1982

20 Ando, M., "Psychosocial influence on physical, verbal, and indirect bullying among Japanese early adolescents" 25 (25): 268-297, 2005

21 Salmivalli, S., "Proactive and reactive aggression among school bullies, victims, and bully-victims" 28 : 30-44, 2002

22 Solberg, M. E., "Prevalence estimation of school bullying with the Olweus bully/victim questionnaire" 29 : 239-268, 2003

23 Olweus, D., "Peer harassment: A critical analysis and some important issues. in: Peer harassment in school: The plight of the vulnerable and victimized" Guildford Press 3-20, 2001

24 Vaughn, S., "Peer acceptance, self-perceptions, and social skills of learning disabled students prior to identification" 82 (82): 101-106, 1990

25 Salmivalli, C., "How do the victims respond to bullying?" 22 : 99-109, 1996

26 Rigby, K., "Cooperativeness and bully/victim problems among Australian school children" 137 : 357-368, 1997

27 Perry, D. G., "Conflict and the development of antisocial behavior. in: Conflict in Child and Adolescent Development" Cambridge University Press 301-329, 1992

28 Griffin, R. S., "Childhood bullying: Current empirical findings and future directions for research" 9 : 379-400, 2004

29 Elliot, M., "Bullying: A practical guide to coping for scholls" Longman 1991

30 Olweus, D., "Bullying at school" Blackwell 1993

31 Seals, D., "Bullying and victimization: Prevalence and relationship to gender, grade level, ethnicity, self-esteem, and depression" 38 (38): 735-747, 2003

32 Boulton, M. J., "Bully/victim problems in middle-school children: Stability, self-perceived competence, peer perceptions and peer acceptance" 12 : 315-329, 1994

33 Haynie, D. L., "Bullies, victims, and bully/victims: Distinct groups of at-risk youth" 21 : 29-49, 2001

34 Bjorkqvist, K., "Bullies and victims: Their ego picture, ideal ego picture and normative ego picture" 23 : 307-313, 1982

35 Carney, J. V., "Bullied to death: Perception of peer abuse and suicidal behavior during adolescence" 21 (21): 22-36, 2000

36 Austin, S., "Assessment of bully/victim problem in 8 to 11 year-olds" 66 : 447-456, 1996

37 Patterson, G. R., "Antisocial boys" Castalia 1992

38 Hanish, L. D., "Aggressive victims, passive victims, and bullies: Developmental continuity or developmental change?" 50 (50): 17-38, 2004

39 Gottfredson, M. R., "A general theory of crime" Stanford University Press 1990