학교폭력예방을 위한 어울림프로그램이 청소년의 자아존중감, 학급응집력 및 학교폭력태도에 미치는 효과 = (The) effects of harmony programs on the prevention of school violences for self-esteem, classroom cohesion and attitudes toward school violences of adolescents

다국어 초록 (Multilingual Abstract)

Adolescence is the time that intellectual, emotional, social and physical development accomplishes the most vigorously and peer relationship gets activated from strong desire to belong. Also, adolescence is the time that a period of transition just before adulthood leads to physical and mental unbalance causing experience of psychological tension and confusion, it makes adolescents unstable on trivial emotion.
Therefore, school needs to be a training place of sympathy and communication making adolescents expand the establishment of a sense of values, the acquisition of knowledge and the ability of interpersonal relationship.
The problem of school violence keeps expanding and getting serious because alienated adolescents from the rapidly changing social circumstance nowadays, and the standardized admission system become merged with adolescents who has negative self-concept.
This phenomenon results from the undesirable methods to cope with school violence as tormentor doesn't get appropriate discipline and victim doesn't get enough treatment. Moreover, home and school need to prioritize emotional problem and personality education of adolescents to prevent school violence, however, most teachers and parents respond only to admission results so keenly that this phenomenon becomes social pathology.
Generally, the form of school violence appears as ways of severe bullying and anger-out teasing peers, because negative self-concept revealed in both tormentor and victim may lead to it.
This study is going to deal with three major variables which are self-esteem, class cohesion with peers and the attitude toward school violence among common variables from tormentor and victim of school violence. The low self-esteem, the negative class cohesion with peers and permissive attitude toward violence cause the school violence of adolescents, so those factors need to convert to positive changes.
In 2012, Ministry Of Education realized the severity of school violence problem through finding actual condition of school violence and designed Harmony Program to improve the ability of sympathy and communication of adolescents as a substitute.
The researcher made a plan to develop Harmony Program, participating as a host of the prevention program for school violence in KyoungNam and had to verify how the Harmony Program affected on students concretely. Developing Harmony Program, the researcher constituted programs to occur interactive activity among groups in the theory of Rational Emotive Behavior Therapy(REBT) by Ellis(1956). According to development procedure of program, there were pre-testings three times at middle and high schools, experience factors of adolescent group counselors were applied to program modifying process.

The selected research topics are according to the research purpose are such as below.
[Research 1] Is Harmony Program for preventing school violence effective on the self-esteem improvement of adolescents?
[Research 2] Is Harmony Program for preventing school violence effective on the class cohesion reinforcement of adolescents?
[Research 3] Is Harmony Program for preventing school violence effective on the attitude change about school violence of adolescents?

On a basis of such as above, the changing aspect of experiment group, comparison group and control group was analyzed to verify the effect of program, as a feasibility study, general characteristics, self-esteem, group cohesion and attitude about school violence were measured.
Harmony School Violence Prevention Program was conducted for 50 minutes once, total 12 times on experiment group, and School Violence Prevention Program developed by Yang, YaGi on comparison group.
Collected materials were figured by statistics using IBM SPSS Statistics 21 program. The purpose of this study is to find the effects of Harmony Program on prevention of school violence for self-esteem, class cohesion and attitude toward school violence of adolescents.

The main results from this study are such as below.
First, there were positive effects on self-esteem change of experiment group applied Harmony program for school violence prevention.
Second, there were positive changes to reinforce class cohesion of experiment group applied Harmony program for school violence prevention.
Third, there were positive effects on attitude change toward school violence of experiment group applied Harmony program for school violence prevention.

목차 (Table of Contents)

• Ⅰ. 서론 .................................................................................................1
• 1. 연구의 필요성 및 목적..............................................................................1
• 2. 연구 문제...................................................................................................5
• 2. 용어정의...................................................................................................6
• Ⅱ. 이론적 배경 ....................................................................................8
• 1. 학교폭력에 대한 고찰...............................................................................8
• 2. 우리나라 학교폭력현황 ..........................................................................31
• 3. 학교폭력예방프로그램.............................................................................36
• Ⅲ. 프로그램 개발................................................................................44
• 1. 프로그램 개발절차..................................................................................44
• 2. 프로그램의 구성 ....................................................................................48
• 3. 프로그램의 실제 ....................................................................................66
• 4. 어울림프로그램의 타당도 ......................................................................74
• IV. 연구방법.........................................................................................75
• 1. 연구대상 ................................................................................................75
• 2. 연구도구..................................................................................................77
• 3. 연구설계..................................................................................................81
• 4. 자료분석..................................................................................................86
• V. 연구결과 .........................................................................................87
• 1. 자아존중감 검사의 변화...........................................................................87
• 2. 학급응집력의 변화....................................................................................96
• 3. 학교폭력에 대한 태도변화......................................................................111
• VI. 논의 ............................................................................................122
• VII. 요약 및 결론 ..............................................................................127
• 참고 문헌 .........................................................................................130
• ABSTRACT ................................................................................141
• 부록목차 ............................................................................................145