학교폭력의 방어자 역할 경험에 대한 질적 연구 = (A) qualitative study about defender’s role experiences on school violence

국문 초록 (Abstract)

국문 요약

본 연구는 합의적 질적 연구방법(CQR: Consensual Qualitative Research. Hill, 2011; Hill, Knox, Thompson, Williams, Hess & Ladany, 2005)을 사용하여 학교폭력 참여자 중 방어자들을 대상으로 방어자 역할 경험을 조사하였다. 연구대상은 학교교사와 또래에 의하여 지명된 10명의 중학교 남학생이었다. 그 결과 학교폭력의 유형과 피해자와 가해자의 특징이 추출되었고, 최종적으로 방어자의 경험은 방어자의 도움행동과 도움행동 당시의 심리적 경험, 방어자의 도움행동의 영향, 방어자의 개인적인 특징에 대하여 7개의 영역과 17개의 범주가 도출되었다. 본 연구를 통해 나타난 결과를 요약하면 다음과 같다.
첫째, 방어자는 가해자의 괴롭힘 행동이 너무 심하다고 판단되어 순간적으로 뛰어들어 말리게 되었다. 주변 학생들은 주로 방관자 역할을 하였으며 여러 명의 강화자와 드물게는 방어자 역할도 한 것으로 나타났다. 방어자는 말과 행동으로 동시에 막았고 한 사례는 교사에게 즉시 보고하였다. 방어자는 도움행동 이전에는 친구들에게 닥칠 결과가 걱정되고 폭력행동은 부당하다는 생각을 했으며, 피해자가 불쌍하고 마음이 아프고 두렵고 겁이 났지만 도움행동을 한 이후는 자신이 옳은 일을 한 행동에 대해 뿌듯함을 느꼈고 더 이상 피해자가 당하지 않는 것을 보고 안도감을 느꼈다. 그러나 방어자는 가해자에게는 화가 나고 배신감을 느끼기도 하였다. 방어자의 개입 후 가해자는 폭력행동을 멈추었고 막아주는 또래들이 점점 더 늘어났다.
둘째, 방어자의 도움행동은 방어자 자신에게 변화를 가져왔다. 방어자는 도움행동 이후 내적으로는 도움행동이 옳은 일이라는 신념과 자신감을 가지게 되었고 스스로 성장함을 느끼게 되었다. 방어자는 내적변화뿐만 아니라 외적 변화를 경험하게 되었다. 주변 친구들로부터 인정받아 관계가 더 좋아졌으며 가해자와는 멀어졌고 피해자와는 예전과 같이 지내는 것으로 나타났다. 또한 방어자는 가해자와 피해자의 행동이 긍정적으로 변한 것으로 지각하였다. 가해자는 더 이상 심한 폭력행동을 하지 않았으며 피해자도 급우들과 잘 어울리게 되어 학급에 적응하게 되었다.
셋째, 방어자는 이전에도 도움행동을 한 경험이 여러 번 있었고 도움행동을 하는 습관이 형성되어 있었으며, 부모의 지속적인 가정교육이 학생들의 가치관에 영향을 끼친 것으로 나타났다. 방어자들은 학교폭력 피해를 당한 경험을 하였으며 도움행동으로 인한 피해를 경험한 경우도 있는 것으로 나타났다. 그러나 이러한 경험은 방어자들이 피해자의 입장을 더 잘 이해하게 하고 공감하게 하였다. 방어자들은 이타심과 봉사심을 중요한 가치로 여기며 어려운 사람을 보면 관심을 가지고 연민을 느끼는 것으로 나타났다. 방어자는 또래 관계 내에서 사회적 지위가 높은 것으로 나타났는데, 학업성적은 중상정도 이상으로 높은 편이고 대부분 학급에서 여러 번 리더의 역할을 경험하였다.
결론적으로, 방어자는 성장과정에서 평소에도 도움행동을 한 경험이 축적되어 있고, 부모님의 가정교육으로 인한 이타심과 봉사심 및 연민의 가치관, 학급에서는 높은 지위를 갖고 있었다. 이 모든 것들이 방어자가 도움행동을 가능하게 한 원동력이었다. 특히 도움행동 이후 부모님과 친구들의 격려와 칭찬 등의 긍정적인 피드백은 방어자가 도움행동 이후 긍정적인 정서를 경험하게 하고 성장하도록 하였으며, 이것은 또한 방어자가 이후의 도움행동을 하도록 하였다.
본 연구는 방어자의 인지적, 정서적 과정을 중심으로 방어자가 도움행동의 과정에서 느낀 심리적 경험을 탐색하고, 방어자의 행동이 다른 참여자들과 자신에게 어떤 영향을 미치는지를 살펴봄으로써 전체 참여자의 행동변화 과정에 대한 전반적인 이해를 넓혔다. 또한 기존의 연구에서 밝혀진 방어자의 특징을 확인하였을 뿐만 아니라 새로운 특징을 발견하였다는 점에 의의를 가지는 동시에, 학교폭력 개입에 방어자 역할에 초점이 맞춰진 정보를 제공하고, 학교폭력 예방의 바람직한 방향에 대해 이타적 도움행동과 관련된 지침을 제안한 연구로서 의의를 갖는다.

목차 (Table of Contents)

• 목 차
• 국문요약
• I. 서론
• 1. 연구의 필요성과 목적
• 2. 연구문제
• II. 이론적 배경
• 1. 학교폭력의 정의
• 2. 학교폭력 참여자
• 가. 학교폭력 참여자의 역할 유형
• 나. 학교폭력 참여자에 대한 관점의 변화
• 다. 학교폭력 피해자 및 가해자
• 라. 학교폭력 주변인
• 3. 학교폭력의 방어자
• 가. 방어자의 정의
• 나. 학교폭력 방어자의 역할과 관련된 변인들
• 다. 학교폭력 방어자의 도움행동
• III. 연구방법
• 1. 연구설계
• 2. 연구참여자
• 가. 연구참여자 선정 시 기준
• 나. 연구참여자 모집과 선정과정
• 3. 연구절차 및 자료수집
• 가. 연구절차
• 나. 합의팀 구성
• 다. 질문지 구성 및 자료수집
• 4. 자료분석
• 가. 영역부호화
• 나. 핵심개념구성
• 다. 1차 감수
• 라. 교차분석
• 마. 범주개발
• 바. 사례 수
• 사. 교차분석 감수
• 5. 연구과정 평가
• IV. 연구결과
• 1. 분석 결과 개요
• 2. 사례별 사건의 내용과 피해자․가해자의 특징
• 3. 방어자의 도움행동과 당시 심리적 경험
• 가. 도움행동 이전 경험
• 나. 도움행동
• 다. 도움행동 직후 반응에 대한 지각
• 4. 방어자의 도움행동의 영향
• 가. 방어자의 변화
• 나. 피해자․가해자의 변화
• 5. 방어자의 개인적 특징
• 가. 도움행동에 대한 내면화된 동기
• 나. 높은 사회적 지위
• V. 논의 및 결론
• 1. 방어자의 도움행동과 당시 심리적 경험
• 2. 방어자의 도움행동의 영향
• 3. 방어자의 개인적 특징
• 4. 연구의 의의 및 시사점
• 가. 연구의 의의
• 나. 연구의 시사점
• 5. 연구의 제한점 및 제언
• 참고문헌
• Abstract
• 부 록

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