학교폭력 가해행동에 영향을 미치는 요인에 관한 연구 = (A)study of factors influencing school violence behavior

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the level of school violence behavior, to examine factors influencing school violence behavior in detail, and to analyze the effectiveness of interaction between the factors. Based on the purpose, this study presented effective social welfare intervention plans on juvenile school violence behavior and basic data for preventing school violence.
In this study total 718 high school students in Deagu were surveyed. The results of this study can be summarized as follows.
First, juvenile school violence behavior showed high incidence rate and school violence behavior by general characteristics of the subjects revealed significant difference in the variables of gender, father's academic career, and school record. Especially, the fact that many students have experienced violence behavior in the schools means that the schools are not the places contributing to students' socialization and self-actualization but the places learning school violence behavior. Thus it is suggested that various intervention programs are very necessary in the level of school system because the schools are no more safe places.
Second, the factors affecting school violence behavior and the related factors following types of school violence behavior were confirmed in this study. Especially, system factors highly affecting school violence behavior appeared in the order of school system factor, individual system factor, community system factor, and family system factor. From the level of subordinate factors, it appeared in the order of the degree of friends' delinquency, aggression, the experience of violence in the home, the attitude on violence use, the contact with mass media related to violence, and the teacher's attitude on violence. Also, the factor most highly affecting physical violence and blackmail was the experience of violence in the home, and the factor most highly affecting psychological and verbal abuse was the degree of friends' delinquency. Therefore, in order to resolve school violence behavior problems, it is necessary to formulate multi-dimensional intervention programs from the viewpoint of ecosystem such as individual, family, school, and community system.
Third, interactional characteristics among factors adding an weight on school violence behavior and by the type of the violence behavior were confirmed in this study. That is, school violence behavior was caused more by such interactions as individual system × family system, individual system × community system, individual system × school system, individual system × community system, family system × school system, family system × community system, and school system × community system. Also, the factors alone related to school violence behavior affected school violence behavior. However, the interaction between factors caused much more physical abuse, psychological abuse, verbal abuse, bullying, and blackmail. Accordingly, it is necessary to formulated complex access programs to resolve school violence behavior. School violence behavior which an weight is added by interactional characteristics of factors will be reduced by intervention into the factor to be more easily intervened. Hence, the individual, family, school, and community systems must be closely connected to cope with school violence behavior. Moreover, it is necessary to make full use of the school social worker in school system. Then more professional service can be provided to resolve school violence problems.
Overall with the above results, it is explored in this study that the effectiveness of interaction between individual/family system and environment system strengthens or weakens the school violence behavior although the school violence behavior stems from the individual or family factor. Thus, the intervention plan on school violence behavior should not simply focus on individual and family system. Also, the cooperative administration system in the government must be firmly built in order to cope with the school violence behavior. Furthermore, it is necessary to develop intervention programs on school violence behavior from the macroscopic viewpoint by introducing school social welfare system.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 문제의 제기 = 1
• 2. 연구의 의의 및 목적 = 4
• 3. 연구의 한계 = 6
• II. 이론적 배경 = 7
• 1. 선행연구의 동향 = 7
• 2. 학교폭력의 특성과 유형 = 10
• 3. 학교폭력 가해행동관련 요인 = 15
• 4. 학교폭력 가해행동관련 요인간의 관계 = 27
• III. 연구방법 = 30
• 1. 연구설계 = 30
• 2. 조사대상 = 32
• 3. 조사도구 = 33
• 4. 자료수집 = 38
• 5. 자료분석방법 = 38
• IV. 조사결과 = 39
• 1. 조사대상자의 일반적 특성 = 39
• 2. 학교폭력 가해행동의 특성 = 40
• 3. 학교폭력 가해행동에 영향을 미치는 요인 = 43
• 4. 학교폭력 가해행동에 영향을 미치는 요인간의 상호작용 = 53
• 5. 학교폭력 가해행동의 유형에 영향을 미치는 요인간의 상호작용 = 57
• V. 고찰 = 69
• 1. 학교폭력 가해행동의 특성 = 69
• 2. 학교폭력 가해행동에 영향을 미치는 요인 = 72
• 3. 학교폭력 가해행동에 영향을 미치는 요인간의 상호작용 = 79
• 4. 학교폭력 가해행동의 유형에 영향을 미치는 요인간의 상호작용 = 82
• 5. 학교폭력 가해행동의 문제 해결을 위한 사회복지개입 방안 = 85
• VI. 결론 = 89
• 참고문헌 = 91
• Abstract = 106
• 부록 = 109