본 연구는 집단따돌림의 해결을 위한 학교사회복지서비스 실천방안을 모색하기 위하여 중학생 남ㆍ여 403명을 대상으로 집단따돌림 실태와 학교사회복지서비스욕구를 조사 분석, 고찰한 결과 다음과 같은 결론을 얻었다. 첫째, 중학생 4명 가운데 1명 이상은 따돌림 당한 경험이 있고 따돌려 본 경험이 당한 경험보다 높게 나타났으며, 남학생이 여학생에 비해 따돌림 피해ㆍ가해경험이 높았다. 따돌림 당하는 이유는 차별된 행동이나 대인관계능력이 부족한 것으로 나...
본 연구는 집단따돌림의 해결을 위한 학교사회복지서비스 실천방안을 모색하기 위하여 중학생 남ㆍ여 403명을 대상으로 집단따돌림 실태와 학교사회복지서비스욕구를 조사 분석, 고찰한 결과 다음과 같은 결론을 얻었다. 첫째, 중학생 4명 가운데 1명 이상은 따돌림 당한 경험이 있고 따돌려 본 경험이 당한 경험보다 높게 나타났으며, 남학생이 여학생에 비해 따돌림 피해ㆍ가해경험이 높았다. 따돌림 당하는 이유는 차별된 행동이나 대인관계능력이 부족한 것으로 나타났으며, 따돌림 방법은 심리적ㆍ정서적ㆍ언어적 형태로 나타났다. 둘째, 따돌림이 가장 많이 일어나는 시간은 학교생활시간 중이며, 장소 또한 학교 안에서 일어나는 것으로 나타났다. 셋째, 따돌림 당한 학생들은 혼자 고민하는 소극적인 태도로 대처하고 있고, 따돌린 학생들은 미안해하거나 후회하지 않는 것으로 나타났다. 넷째, 따돌림이 해결되지 않는 이유로 가해ㆍ피해학생의 개인적인 문제가 가장 높게 나타났고, 집단따돌림의 예방과 지도는 대중매체를 통한 교육을 통한 접근이 효과가 있을 것으로 나타났다. 다섯째, 청소년의 학교사회복지서비스 욕구는 비교적 높고 가정 및 부모교육관련 서비스욕구가 가장 높으며, 남학생이 여학생보다 서비스욕구가 높다. 본 연구의 결과를 통해 집단따돌림의 해결을 위한 학교사회복지서비스의 실천방안을 제시하면 다음과 같다. 첫째, 개인수준의 실천방안에서 따돌림 피해학생은 개별상담과 집단상담을 통해 심리적 지지와 안정을 되찾게 하고 적응력을 높이도록 하며 가해학생은 분노, 적대감, 가학성 등의 상태를 통제할 수 있도록 돕는다. 둘째, 가족수준의 실천은 따돌림의 예방과 해결에 있어 가정의 긍정적인 기능을 설명하고 부모에 대한 교육ㆍ정보 제공으로 효과적인 부모 역할 수행을 위한 상담 및 교육, 훈련을 실시하여 자녀에 대한 이해를 도와 기능적인 가정이 되도록 돕는다. 셋째, 학교수준의 실천방안으로 학교운영자 및 교사들에게 집단따돌림에 관한 필요한 정보와 자료를 제공하고, 학생상담활동을 하며 교사의 주의가 미치지 않는 점심시간, 쉬는 시간의 예방활동, 수시 따돌림실태 파악 등을 통하여 따돌림을 예방하고 해결한다. 넷째, 지역사회수준의 실천방안으로 청소년단체나 상담기관과 학교와의 연계를 강화하며 학교뿐만 아니라 지역사회의 민간부문과 정부와 공공단체 등이 적극적으로 참여하여 집단따돌림에 대응하는 장치와 제도를 마련하고, 유해환경을 개선하며 건전한 문화공간을 확보하는 등 관련 기관과의 협력 체계 구축을 돕는다.
본 연구는 집단따돌림의 해결을 위한 학교사회복지서비스 실천방안을 모색하기 위하여 중학생 남ㆍ여 403명을 대상으로 집단따돌림 실태와 학교사회복지서비스욕구를 조사 분석, 고찰한 결과 다음과 같은 결론을 얻었다. 첫째, 중학생 4명 가운데 1명 이상은 따돌림 당한 경험이 있고 따돌려 본 경험이 당한 경험보다 높게 나타났으며, 남학생이 여학생에 비해 따돌림 피해ㆍ가해경험이 높았다. 따돌림 당하는 이유는 차별된 행동이나 대인관계능력이 부족한 것으로 나타났으며, 따돌림 방법은 심리적ㆍ정서적ㆍ언어적 형태로 나타났다. 둘째, 따돌림이 가장 많이 일어나는 시간은 학교생활시간 중이며, 장소 또한 학교 안에서 일어나는 것으로 나타났다. 셋째, 따돌림 당한 학생들은 혼자 고민하는 소극적인 태도로 대처하고 있고, 따돌린 학생들은 미안해하거나 후회하지 않는 것으로 나타났다. 넷째, 따돌림이 해결되지 않는 이유로 가해ㆍ피해학생의 개인적인 문제가 가장 높게 나타났고, 집단따돌림의 예방과 지도는 대중매체를 통한 교육을 통한 접근이 효과가 있을 것으로 나타났다. 다섯째, 청소년의 학교사회복지서비스 욕구는 비교적 높고 가정 및 부모교육관련 서비스욕구가 가장 높으며, 남학생이 여학생보다 서비스욕구가 높다. 본 연구의 결과를 통해 집단따돌림의 해결을 위한 학교사회복지서비스의 실천방안을 제시하면 다음과 같다. 첫째, 개인수준의 실천방안에서 따돌림 피해학생은 개별상담과 집단상담을 통해 심리적 지지와 안정을 되찾게 하고 적응력을 높이도록 하며 가해학생은 분노, 적대감, 가학성 등의 상태를 통제할 수 있도록 돕는다. 둘째, 가족수준의 실천은 따돌림의 예방과 해결에 있어 가정의 긍정적인 기능을 설명하고 부모에 대한 교육ㆍ정보 제공으로 효과적인 부모 역할 수행을 위한 상담 및 교육, 훈련을 실시하여 자녀에 대한 이해를 도와 기능적인 가정이 되도록 돕는다. 셋째, 학교수준의 실천방안으로 학교운영자 및 교사들에게 집단따돌림에 관한 필요한 정보와 자료를 제공하고, 학생상담활동을 하며 교사의 주의가 미치지 않는 점심시간, 쉬는 시간의 예방활동, 수시 따돌림실태 파악 등을 통하여 따돌림을 예방하고 해결한다. 넷째, 지역사회수준의 실천방안으로 청소년단체나 상담기관과 학교와의 연계를 강화하며 학교뿐만 아니라 지역사회의 민간부문과 정부와 공공단체 등이 적극적으로 참여하여 집단따돌림에 대응하는 장치와 제도를 마련하고, 유해환경을 개선하며 건전한 문화공간을 확보하는 등 관련 기관과의 협력 체계 구축을 돕는다.
The purpose of this study is to seek the effective practices of school social welfare service for solving the problem of group teasing and to provide for some basic data useful for the way to go of the school social welfare. For this purpose, 403 boy and girl middle school students were sampled to b...
The purpose of this study is to seek the effective practices of school social welfare service for solving the problem of group teasing and to provide for some basic data useful for the way to go of the school social welfare. For this purpose, 403 boy and girl middle school students were sampled to be subject to the questionnaire survey. About the conditions of the group teasing and their needs of the school social welfare service the results from the analysis on the details of this survey are as follows ; First, one or more per four middle school students have experienced the group teasing and the rate of the group teasing students is higher than that of the group teased students. And there were more group teasing and group teased boy students than girl students as well. Group teased students appeared to be deficient of differentiated behaviors and personal relations and not to get along with their classmates well. Second, many students responded that the group teasing occurs mainly in the schools, especially in lunch time when the teachers don't pay much attention to the students. Third, it appeared that repetitive group teasing could cause another social problem such as suicide or mental disease, but the teasers didn't feel sorry or regretful for their wrong behaviors because they weren't conscious of the behaviors being wrong and immoral. Fourth, many students responded why the problem of group teasing was not solved was because it was mostly attributed to the personal problems of the teasing and the teased students. For the prevention and guidance of group teasing, the approaches such as a group teasing forum through mass media or a special program made a connection between school and community appeared to be effective. Fifth, the youth's need for school social welfare service was comparatively high, and their service need related to home and parents education was much higher than any other needs. It also appeared that boy students' needs about welfare service were higher than those of girl students. As a result of this study, some practices of the school social welfare service for solving the problem of group teasing are as follows ; First, as individual level practices, school social welfare workers help the teased students to recover psychological support and emotional stability through the individual counselling or group counselling and well adapted for possible situations. And school social welfare workers help the teasers to control their wrath, hostility, and brutality as well. Second, as family level practices, school social welfare workers explain to the parents that home can play an important role for the prevention and solution of group teasing and help to enable them to understand their children by providing them with the education and information about the group teasing such as the importance of family support and encouragement. Third, as school level practices, school social welfare workers recognize the importance of the teachers for solving group teasing and provide them with necessary data and information. Paying much attention to the students suffered from the group teasing, the workers should consult about their matters. Also they are requested to prevent the group teasing through a preventive tour and questionnaire program during the school life and to improve the school education system and education circumstances. Fourth, as community level practices, while the workers make an effort to reinforce the connection between schools and juvenile organizations or consultation facilities, they also should help not only schools but also the government and the private and the public organizations of the community to positively participate in solving the group teasing and to make safety devices and systems to specifically cope with it. In addition, workers should try to improve harmful circumstances around the school and help to structure cooperation system of the relevant organizations such as to establish the sound culture centers and the like.
The purpose of this study is to seek the effective practices of school social welfare service for solving the problem of group teasing and to provide for some basic data useful for the way to go of the school social welfare. For this purpose, 403 boy and girl middle school students were sampled to be subject to the questionnaire survey. About the conditions of the group teasing and their needs of the school social welfare service the results from the analysis on the details of this survey are as follows ; First, one or more per four middle school students have experienced the group teasing and the rate of the group teasing students is higher than that of the group teased students. And there were more group teasing and group teased boy students than girl students as well. Group teased students appeared to be deficient of differentiated behaviors and personal relations and not to get along with their classmates well. Second, many students responded that the group teasing occurs mainly in the schools, especially in lunch time when the teachers don't pay much attention to the students. Third, it appeared that repetitive group teasing could cause another social problem such as suicide or mental disease, but the teasers didn't feel sorry or regretful for their wrong behaviors because they weren't conscious of the behaviors being wrong and immoral. Fourth, many students responded why the problem of group teasing was not solved was because it was mostly attributed to the personal problems of the teasing and the teased students. For the prevention and guidance of group teasing, the approaches such as a group teasing forum through mass media or a special program made a connection between school and community appeared to be effective. Fifth, the youth's need for school social welfare service was comparatively high, and their service need related to home and parents education was much higher than any other needs. It also appeared that boy students' needs about welfare service were higher than those of girl students. As a result of this study, some practices of the school social welfare service for solving the problem of group teasing are as follows ; First, as individual level practices, school social welfare workers help the teased students to recover psychological support and emotional stability through the individual counselling or group counselling and well adapted for possible situations. And school social welfare workers help the teasers to control their wrath, hostility, and brutality as well. Second, as family level practices, school social welfare workers explain to the parents that home can play an important role for the prevention and solution of group teasing and help to enable them to understand their children by providing them with the education and information about the group teasing such as the importance of family support and encouragement. Third, as school level practices, school social welfare workers recognize the importance of the teachers for solving group teasing and provide them with necessary data and information. Paying much attention to the students suffered from the group teasing, the workers should consult about their matters. Also they are requested to prevent the group teasing through a preventive tour and questionnaire program during the school life and to improve the school education system and education circumstances. Fourth, as community level practices, while the workers make an effort to reinforce the connection between schools and juvenile organizations or consultation facilities, they also should help not only schools but also the government and the private and the public organizations of the community to positively participate in solving the group teasing and to make safety devices and systems to specifically cope with it. In addition, workers should try to improve harmful circumstances around the school and help to structure cooperation system of the relevant organizations such as to establish the sound culture centers and the like.
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