E-ISSN : 2733-4538
The purpose of this study is to evaluate the effectiveness of problem-solving group therapy for bullies and victims. Eight bullies and twelve victims were selected as an experimental group through K-MPNI, and eleven bullies and eight victims in the waiting list group were used as a control group. The problem-solving group therapy consisted of eight sessions. The first step was to build an emotional and physical relationship with bullies and victims, to recognize the negative effects of bullying through an exclusion experience, and to create self-awareness of the students' interpersonal patterns. The focus of middle step was to train the steps of interpersonal problem-solving skills, while each subject was expected to think about how to cope with bullying as a defender. The last part of the program was to practice it in real-life and to train a communication skills. The result of this study was divided into two groups. In victim group, the frequency nominated by peers for being bullied and the victimization frequency reported by self were decreased. Indeed, their emotional and behavioral problems were reduced. Both assertive and aggressive response to bullying situation were increased. In bullying group, the frequency nominated by peers for bullying was decreased. In contrast, the bullying frequency reported by self and their emotional and behavioral problems were increased. Both assertive and aggressive response to bullying situation were increased. In conclusion, the clinical implications and limitations of this study, and also the further study were suggested.
(2000) 집단따돌림 피해중학생을 위한 집단상담 프로그램의 효과,
(1997) 청소년 집단따돌림의 원인과 지도방안 따돌리는 아이들 따돌림 당하는 아이들 ,
(2000) 한국형 변형 또래지명 설문지 개발에 관한 연구 집단따돌림 및 또래 괴롭힘 측정도구,
(2004) 세 집단간의 비교를 통하여 본 우리나라 사람들의 도덕지향에 대한 연구 Kohlberg의 도덕발달단계 및 도덕지향을 중심으로,
(2000) 중학생의 집단따돌림 현상의 정신병리학적 연구,
(1997) K-YSR 청소년 자기행동평가 척도, 중앙적성출판사
(1998) 비행청소년의 사회정보처리과정,
(1999) 집단상담 프로그램이 따돌림을 당한 중학생의 사회성숙도 및 성격특성에 미치는 효과,
(2001) 또래 따돌림에서 가해 청소년의 인지적 특성에 관한 연구 사회정보처리 모델을 중심으로,
(2000) 또래 따돌림과 심리사회적 부적응,
(1991) Manual for the youth self-report and 1991 profile University of vermont Department of psychiatry,
(1990) Recent advances in the study of peer rejection Peer Rejection in Childhood, Cambridge university
(2004) Evaluation of an intervention program for the reduction of bullying and victimization in schools,
(1977) Statistical power analysis for the behavioral sciences, Academic Press
(1994) A review and reformulation of social information- processing mechanisms in children's social adjustment,
(1999) When intervention harm; Peer groups and problem behavior,
(2001) The science of youth violence prevention Progressing from developmental epidemiology to efficacy to effectiveness to public policy ,
(1998) The long-term effectiveness of anti-bullying work in primary schools,
(1998) Self-blame and victimization in middle school: An attributional analysis,
(1975) Using a Repeated Measures ANOVA to Analyze the Data from a Pretest-Posttest Design:A potentially confusing task,
(1993) Variations in peer and self- perceptions in multiple domains,
(1987) Self and peer perceptions and attributional biases of aggressive and nonaggressive boys in dyadic interactions,
(1993) Bullying at school,
(1994) bullying at school Basic facts and effects of a school based intervention program Journal of Child Psychology and Psychiatry,
(1991) The development and treatment of childhood aggression,
(1988) Victims of Peer aggression,
(1995) Aggressors and their victims:Toward a contextual framework for understanding children's aggressor-victim relationships,
(1992) Social information processing in aggressive and depressed children,
(2000) Subtypes of victims and aggressors in children's peer groups ,
(2000) Narrative strategies in bullies and victims in Italian schools,
(1976) The problem-solving approach to adjustment A guide to research and intervention, Jossey-Bass
(1997) An application of the Scared Straight principle in early intervention programming:Three studies on activating the other's perspective in pre-adolescents' perceptions of a stepping- stone behaviour,