교사의 집단따돌림 중재 경험에 대한 내용 분석
Content Analysis on the Teachers' Intervention Experiences on Bullying
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The purpose of this study was to analyze teachers’ intervention experience on bullying. Content analysis on in-depth interviews with seven teachers was conducted. Six categories and 36 themes were derived from the data. The six categories included: patterns on bullying intervention, attitude toward bullying intervention, negative feeling toward bullying intervention, intervention's difficulties, need of support for effective bullying intervention, and suggestions for future program on bullying intervenyion. Patterns on school bullying intervention included survey, identification of the cause, punishment, counseling, connecting friends, consultation, sympathy, balancing, and providing a sense of security. Attitude toward bullying intervention included a sense of reponsibility, skepticism about the intervention, and avoidance. Negative feeling toward bullying intervention included guilty and frustration. Intervention's difficulty included misunderstanding, side-effects of instructions, lack of confession, difficulty in gripping the situation, difficulty toward parents' interference, complicated situations, and limitation of teachers’ ability, systemic problems, ineffective programs, and deficiency of connection. Need of support for school bullying intervention included needs for professional support, teachers' education, and systemic programs. Suggestion for future program on bullying intervention included continuation, specialization, and programs for the students, teachers, school, parents, and the community. It is suggested that specific and detailed multi-level bullying prevention or intervention programs be developed to decrease bullying.
Abstract
The purpose of this study was to analyze teachers’ intervention experience on bullying. Content analysis on in-depth interviews with seven teachers was conducted. Six categories and 36 themes were derived from the data. The six categories included: patterns on bullying intervention, attitude toward bullying intervention, negative feeling toward bullying intervention, intervention's difficulties, need of support for effective bullying intervention, and suggestions for future program on bullying intervenyion. Patterns on school bullying intervention included survey, identification of the cause, punishment, counseling, connecting friends, consultation, sympathy, balancing, and providing a sense of security. Attitude toward bullying intervention included a sense of reponsibility, skepticism about the intervention, and avoidance. Negative feeling toward bullying intervention included guilty and frustration. Intervention's difficulty included misunderstanding, side-effects of instructions, lack of confession, difficulty in gripping the situation, difficulty toward parents' interference, complicated situations, and limitation of teachers’ ability, systemic problems, ineffective programs, and deficiency of connection. Need of support for school bullying intervention included needs for professional support, teachers' education, and systemic programs. Suggestion for future program on bullying intervention included continuation, specialization, and programs for the students, teachers, school, parents, and the community. It is suggested that specific and detailed multi-level bullying prevention or intervention programs be developed to decrease bullying.
참고문헌 (37)
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