또래 따돌림을 경험한 초등학교 5학년 여학생의 관계 회복과 심리적 성장 과정 = The Process of Relationship Recovery and Psychological Growth Among Fifth-Grade Girls Who Experienced Peer Bullying

다국어 초록 (Multilingual Abstract)

This study explored the experiences of peer bullying and the subsequent process of relationship recovery among elementary school students, with a focus on understanding how they rebuild peer relationships and achieve psychological growth. Participants were six fifth-grade female elementary school students who each took part in three in-depth individual interviews. Data were analyzed using the grounded theory approach proposed by Strauss and Corbin (1998). The analysis revealed that support and intervention from family, teachers, and peers, along with the establishment of self-directed relationships and the pursuit of positive experiences in daily life, interacted to shape the formation and recovery of new peer relationships. Through open coding, 69 concepts, 20 subcategories, and 17 categories were identified, leading to the development of a paradigm model describing the relationship recovery process of elementary school students who experienced peer bullying. The central phenomenon was characterized as “letting go of existing relationships and embracing new ones,” with the associated causal conditions, contextual factors, action–interaction strategies, and outcomes systematically categorized. The recovery process following bullying was delineated into four stages: isolation and withdrawal, self-protection and coping, formation of new relationships, and self-reflection and internal growth. These findings provide foundational insights into the developmental characteristics of children’s recovery and growth following peer bullying and offer theoretical and practical implications for designing effective educational and counseling support systems.