학교폭력 피해에 대한 인식과 경험에 관한 연구 : 서울시 고등학생을 중심으로 = (A)study on awareness and experience of school violence : a study on high school students in Seoul

다국어 초록 (Multilingual Abstract)

The school violence is not new all over the world including Korea and becomes increasingly dangerous, wily and continuous as years go by. In this regard, the national and local governments and citizens' groups have been much interested in finding out the causes of the school violence and explored diverse countermeasures. However, such efforts have been accused of poor effect on the actual prevention, because the existing studies and plans were focused on the offender of the school violence to find out its status, offender's characteristics and causes and to prepare the countermeasures. The position of this study is that dealing with the attacking students simply as the school violence criminal will not be practically helpful. And it is necessary to take priority of the proper and wide understanding for them, in order to find out the adoption of appropriate ways to counteract.
The recent studies have started to focus even on the school violence-victimized students, beyond the offender-centered prevention and countermeasures. However, as many victimized students are still protected on the blind spot, we feel that it is necessary to protect them. Therefore, the proper understanding about the problems caused by the school violence must take precedence in order to efficiently prevent it.
In this regard, the purpose of this study is to analyze diversely on what the perceptions of school violence are, to find out the causes, to review on the problem experienced types in related to those causes, and to examine on how we may present the appropriate policies if the perception of the problems are related with the school violence experiences.
The scope of this study is the 'Deeds accompanying the physical, emotional or damaged properties caused by the violence, threatening and isolation' defined in Article 2, Act of Prevention of School Violence', together with the recently controversial 'Sexual assault' not defined in this law.
The theoretical review on the problems caused by school violence is divided into the individual-centered causes and the environment-centered causes.
As for the occurrence causes of the school violence, the victimized students are focused in this study, rather than the offender students. In this study, it is proven that how many school violence cases have been actually affected by the basic factor and attitude. The regional scope is restricted to the high school students in Seoul.
To find out the victimized students' experiences through the study on the perception of the school violence problems, the extensive literature-based study was conducted by reviewing on the research reports issued by the government and citizens' organizations and the journals issued by the related academic society. In addition, the analysis was made on the international internet data, magazines, news articles and statistical data, in order to find out the real state and countermeasures against the school violence. To get to the theoretical discussion, various analysis was made on the various literatures with respect to the domestic and international precedent studies. After finding out the concepts and theories in relation to this study, we extracted the subsequent variables and designed the research model.
As for the results of this study, the hypothesis was acquired partially by selecting the variables based on the basic factor and attitude factor of the perception of the school violence, and verifying the relation between the school violence and variables by the use of the various statistical techniques. The result of the analysis are categorized and explained as follows:
First, how do the respondents' gender and school related to the types of school violence experience such as verbal abuse; harass; extortion; physical violence; emotional violence. In conclusion, it shows the respondents mentioned in the bracket have higher experiences for verbal abuse[male, national and public school, vocational school] ; harass [female, national and public school, liberal arts school] ; extortion [male, national and public school, vocational school] ; physical violence[male, national and public school, vocational school]; and emotional violence[male, national and public school, vocational school].
Second, as for the correlation of the types of school violence experience with misdemeanor experience, self-esteem, social skills, aggression, negative propensity and negative perception of violence, the higher correlation with victimized experiences was shown in aggressiveness and negative propensity in case of the verbal abuse; in low social skills and negative propensity in case of harrass; in negative propensity and negative perception of violence in case of extortion; in negative propensity and negative perception of violence in case of physical violence; in negative propensity and negative perception of violence in case of emotional violence.
Third, according to the research on the correlation of the parents' attitude and harmony degree within the family with school violence experience, it shows close relation between them, especially in the categories such as verbal abuse, harrass, extortion, physical violence and emotional violence. As for the attitude for the school environment, this study looks into the correlation of the school violence victimized experiences especially with satisfaction degree toward the school life; relationship with friends; relationship with teachers; active/passive participation in school activities; and active/passive participation in regular class.
Fourth, the result shows that the school violence victim experiences are highly related to the offending experiences, which may lead to the same conclusion with the precedent studies. In other words, the conclusion may present that there are close relation between the school violence offenders' experiences and victim's one; the offending deed itself may be interpreted as the life style raising the possibility of being victimized; and the offender students may have higher victimized experiences by the school violence.
Finally, the policy proposals and limitations of this study are described as follows.
First, it is necessary to counteract to activate the system in which offenders and victims report problems. Namely, the activated report system in the society is regarded as the most important prevention of school violence.
Second, it is necessary to support the victim students to avoid the dangerous area to and from school, and to form the support system for them with the students who may provide the mutual help.
Third, the role of family take precedence of the activated protection support plan for the environment of family, school and residential place. For this, the central and local governments are supposed to allow the parents to participate in the parenting education or parent-child conversation programs.
Fourth, The prevention education of school violence importantly requires the strengthening of character building education.
Fifth, by operating test schools for the prevention and crack-down of school violence, the government may select the excellent schools as the model, providing them with the citation or incentives from the authorities.
Sixth, the student protection activities should be strengthened inside and outside the school. It is necessary to set up the safety zoning inside and outside the school; surveillance camera for school violence; improved system of police officer in charge of school; cure and rehabilitation support for the victim students.
This study presents the necessary programs in order to ensure the early settlement of the protection system for the victim students of the school violence. However, this study has the remaining challenges in the limitations of the sampling only in Seoul area and divided studies between the offender and victim students. The future studies will require more various proven studies to present the prevention plans appropriate to the real status of the school violence, and to put the plans into action.

목차 (Table of Contents)

• 제1장 서론 = 1
• 제1절 연구의 목적 = 1
• 제2절 연구의 범위 및 방법 = 4
• 1. 연구의 범위 = 4
• 2. 연구의 방법 = 7
• 제2장 연구의 이론적 배경 = 9
• 제1절 학교폭력 피해의 의의 = 9
• 1. 학교폭력의 개념 = 9
• 2. 학교폭력 피해의 개념 = 14
• 제2절 학교폭력의 피해에 관한 이론 = 19
• 1. 생활양식이론(Life Style Theory) = 22
• 2. 일상활동이론(Routine Activities Theory) = 24
• 3. 상호작용이론(Intraction Approach Theory) = 25
• 4. 상황중심이론 = 27
• 제3절 학교폭력의 피해유형 및 실태 = 29
• 1. 학교폭력의 피해유형 = 29
• 2. 학교폭력의 피해실태 = 40
• 3. 학교폭력 피해에 대한 인식 = 44
• 제4절 선행연구의 검토 = 50
• 1. 학교폭력 피해에 대한 인식에 관한 연구 = 51
• 2. 학교폭력의 피해자 특징에 관한 연구 = 53
• 3. 학교폭력의 피해자와 가해자의 상호관계에 관한 연구 = 55
• 제3장 조사연구의 설계 = 59
• 제1절 분석모형과 연구가설 = 59
• 1. 분석모형 = 59
• 2. 연구가설 = 61
• 3. 주요용어의 개념 정의 = 62
• 제2절 조사도구 = 64
• 1. 응답자의 기본 요인에 대한 질문 = 64
• 2. 태도 요인에 대한 인식 = 67
• 3. 학교폭력의 피해경험 및 피해의 구체적 질문 내용 = 70
• 4. 응답자에 대한 학교폭력 가해경험의 질문 = 71
• 제3절 조사실시 및 자료분석 = 74
• 1. 표본추출 = 74
• 2. 수집자료 분석 = 75
• 제4장 조사결과의 분석 및 논의 = 80
• 제1절 조사결과의 분석 = 80
• 1. 응답자의 성별과 학교에 따른 피해경험의 분석 = 80
• 2. 기본 요인이 피해경험에 미치는 영향 = 93
• 3. 태도 요인이 피해경험에 미치는 영향 = 99
• 4. 학교폭력의 가해경험이 피해경험에 미치는 영향 = 110
• 제2절 분석결과의 논의 = 117
• 1. 응답자 성별과 학교에 따른 피해경험과의 관계 = 117
• 2. 기본 요인에 따른 피해경험과의 관계 = 121
• 3. 태도 요인과 피해경험과의 관계 = 125
• 4. 학교폭력의 피해경험과 가해경험과의 관계 = 131
• 제5장 결론 및 정책적 제언 = 133
• 참고문헌 = 142
• ABSTRACT = 151
• 설문지 = 158