중학생의 집단따돌림 참여 역할에 따른 행동문제
Behavioral Problems according to the Role of the Middle School Students in School Bullying
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이에 본 연구는 집단따돌림을 경험한 피해, 가해, 피해-가해 학생이 집단따돌림에 가담하지 않은 학생들에 비해 유의하게 나타나는 행동문제를 분석하기 위해 시도된 연구이다. 임의 표집 된 서울 지역에 소재한 1개의 중학교에 재학 중인 학생 571명의 학생들을 대상으로 K-PNI (Korean-Peer nomination inventory), K-YSR (Korean-Youth Self-Report)를 사용하여 자료 수집하였고 평균, 표준편차, 카이제곱 검정, 분산 분석을 사용하였다. 분석결과 피해학생의 경우 신체화증상이 가해 학생의 경우 공격성이, 피해-가해학생의 경우 신체화 증상, 사회적 미성숙, 비행, 공격성이 집단 따돌림을 경험하지 않은 학생보다 유의하게 높게 나타 났다. 향후 집단따돌림 연구에서는 피해, 가해라는 이분 법적 분류가 아니라 피해-가해학생까지 포함시키는 것이 따돌림과 같은 행동문제를 설명할 때 적절할 것이며 중재 개발 등의 연구 시에도 각 유형의 차이가 반영된 접근이 바람직할 것이다.
Abstract
Purpose: This study was to identify the behavioral problems according to the role of the students in school bullying in adolescents Methods: The participants were 571 students, first to second-grade in a middle school. The instruments used were; K-PNI (Korean-Peer nomination inventory), K-YSR (Korean-Youth SelfReport) developed for adolescents in Korea. Descriptive, χ 2 test, ANOVA were used. Results: Somatic symptoms were significantly different between victims or victim-perpetrator and non-involved, respectively (F=4.508, p=.004). Social immaturity (F=9.158. p=.000) and delinquent behavior (F=3.382. p=.018) were significantly different between victim-perpetrator and non-involved. Aggression was significantly different between perpetrator or victim-perpetrator and non-involved, respectively (F=14.048. p=.000). Conclusion: Behavioral problems in students differed depending on his or her role in school bullying. Development of intervention programs applicable to behavioral problems specifically associated with the role of the students in school bullying may effectively intervene in adolescent school bullying.
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