초등학교 고학년의 집단따돌림 예방을 위한 게슈탈트 집단상담 프로그램의 효과 = The Effect of a Gestalt Group Counseling Program for the Prevention of Group Bullying among Elementary School Students in the Upper Grade

다국어 초록 (Multilingual Abstract)

This study aimed to develop and discover a Gestalt group counseling program aimed at preventing group bullying in elementary school students in the upper grade. There is a theory (Salmivalli et al., 1996) that group bullying is not a problem simply between a victim and a perpetrator, but it is also a problem of the entire class, which plays the role of bystanders who witness such an incident. According to this theory, this study attempted to start a program aimed at the entire class, and to look into any increase of defensive behavior for the victims, any decrease of bully-following behavior for the perpetrators, and any improvement of empathic ability. As research subjects, the study selected two classrooms for sixth graders in elementary school in Seoul, and placed 25 students in one class as an experimental group and another 25 students in one class as a control group to discover the effect of the program. The study offered a total eight sessions of the group counseling program twice a week for four weeks, and the counseling for one session lasted 40 minutes. Additionally, the study made students engaged in a group activity throughout fourteen sessions for those four weeks of which one session lasted for 15 minutes. In order to verify the effect, the study conducted a pre-and post-tests using modified group bullying participant role questionnaires and a modified interpersonal reactivity index. With all the collected data, the study analyzed them using the SPSS 19, and verified them through a mixed-designed ANOVA. The results of the study may be summarized as follows. First, defensive behavior for victims in the experimental group increased significantly compared with the control group. Second, there was no significant difference in bully-following behavior for perpetrators between the experimental group and the control group. Third, there was no significant difference in perspective taking and having fantasy among cognitive components of empathy between the experimental group and the control group. Fourth, there was a significant rise in empathic concern among affective components of empathy in the experimental group compared with the control group. These results imply that the gestalt group counseling program for preventing group bullying aimed at elementary school students in the upper grade is effective in enhancing defensive behavior for victims in the class. The increase of defensive behavior for victims is assumed to be effective in preventing group bullying by increasing the punishment factor for perpetrators while raising the protection factor for victims. Also, the gestalt group counseling program may be effective in raising the emotional empathy of participants in the program.