초록 ▼

이 연구는 학교폭력 해결을 위해 가해학생의 반성을 통한 피해학생의 치유 및 피해학생의 용서를 통한 가해학생의 치료, 그리고 공동체의 참여를 통해 피해를 회복하고 깨어진 관계를 복원하고자 하는 회복적 정의모델을 도입할 수 있는 제도적 방안으로써 회복적인 학교폭력 해결모형을 개발해 제안하고, 학교차원에서의 도입방안과 사법절차에서의 도입방안, 지원체계 구축방안 등을 제안하는 것을 연구목적으로 한다. 이러한 연구목적 달성을 위한 연구방법으로써 델파이조사 방식의 전문가 의견조사(1차조사 28명, 2차조사 26명)와 심층면담(8명)을 실시했다

이 연구는 학교폭력 해결을 위해 가해학생의 반성을 통한 피해학생의 치유 및 피해학생의 용서를 통한 가해학생의 치료, 그리고 공동체의 참여를 통해 피해를 회복하고 깨어진 관계를 복원하고자 하는 회복적 정의모델을 도입할 수 있는 제도적 방안으로써 회복적인 학교폭력 해결모형을 개발해 제안하고, 학교차원에서의 도입방안과 사법절차에서의 도입방안, 지원체계 구축방안 등을 제안하는 것을 연구목적으로 한다. 이러한 연구목적 달성을 위한 연구방법으로써 델파이조사 방식의 전문가 의견조사(1차조사 28명, 2차조사 26명)와 심층면담(8명)을 실시했다. 연구의 주요결과는 다음과 같다. 전문가 의견조사 결과, 현행 제도 중 회복적인 제도라고 생각하는 순서는 또래조정, 화해권고, 형사조정, 분쟁조정, 가해학생 조치 중 서면사과․ 학교 및 사회 봉사․특별교육의 순으로 나타났다. 현재 법제화되어 있는 제도 중에서는 화해권고가 가장 회복적인 제도이기 때문에 이의 적용을 확대해야 하고, 소년사법절차의 가해학생은 가정환경 등 전제조건의 회복이 선결과제라는 의견이 제시되었다. 현행 학교내 대응체계 중에 전문가들이 가장 문제의식을 갖고 있는 부분은 학교폭력대책 자치위원회인데, 모든 학교폭력사건을 자치위원회에 회부하도록 함으로써 회복적 처리에 저해요인이 되고 있으므로 학교로부터 독립된 중재기구에서 분쟁조정을 담당하고 그 결과를 자치위원회 조치결정과 연동하여 불처분이 가능하도록 해야 한다는 의견이 제시되었다. 한편 회복적 정의모델 구현을 위해 지역사회 기반의 중재센터 설립이 필요하고, 갈등해결 등 조정 전문가의 양성이 필요하며, 학교폭력예방법에 예산수립에 관한 명시적 규정을 신설해야 한다는 의견이 제시되었다. 심층면담 결과, 화해가 이루어진 사건은 상담교사가 가해학생들과 피해학생의 대화모임에서 조정을 통해 화해가 이루어졌는데, 사건 발생 초기에 상담교사가 인지함으로써 가피해 부모가 개입하지 않고 학생들끼리 해결할 수 있었고, 가피해학생 모두 갈등 없이 지금처럼 지낼 수 있는 것은 상담교사의 개입이 있었기 때문이라고 보고 있다. 그러나 화해가 이루어지지 않아 자치위원회에 회부된 사건의 경우, 양쪽 모두 대화의 시간에는 화해가 될 수 있을 것 같았는데 자치위원회를 거치면서 사이가 오히려 더 나빠졌다고 한다. 결과적으로 상담교사의 조정이 자치위원회 심의보다 회복적이었다는 것을 보여주고 있다. 이러한 연구결과 다음과 같은 정책이 제안되었다. 첫째, 회복적인 학교폭력 해결모형으로써 제시한 회복적 정의모델의 도입 목표는 학교폭력으로 인해 발생한 모든 피해와 상처, 그리고 깨어진 관계를 회복하는 것이다. 대상별로 가해학생과 부모의 목표는 ‘반성과 사과 및 원인치료’이고, 피해학생과 부모의 목표는 ‘용서와 치유 및 피해회복’이며, 이들을 둘러싼 다른 학생들과 교사들의 목표는 ‘평화로운 학교문화’ 속에서 생활하는 것이고, 지역사회의 목표는 ‘안전한 환경조성’이다. 이러한 대상별 목표를 통해 ‘갈등해결과 관계회복’이라는 회복적 정의모델의 궁극적인 목표가 달성될 수 있다. 둘째, 학교차원의 도입방안으로써 예방활동 단계에서는 현행 학교폭력 예방교육의 빈도를 늘리고, 학생 자치활동의 기본교육 내용에 회복적 갈등해결을 반영하도록 해야 한다. 갈등조정 단계에서는 또래조정을 통해 화해가 이루어진 사안에 대해서는 자치위원회에 회부하지 않고 종결할 수 있도록 담임종결사안을 확대하고, 또래조정의 전면 확대를 위해 ‘또래조정지원센터’를 설립할 필요가 있다. 또한 분쟁조정의 결과 당사자간에 합의가 있고 화해가 이루어진 사안에 대해서는 학교폭력대책 자치위원회에 회부하지 않고 학교 자체적으로 종결할 수 있어야한다. 조치결정 단계에서는 회복적 정의의 이념에 반하는 조치인 생활기록부 기재지침을 철회하고, 가해학생 조치와 교우관계 회복기간 제도의 회복적 운영을 위해 가해학생에 대한 회복적 생활지도를 병행해야 하며, 피해학생에 대해서는 담임 및 상담 교사의 지속적인 관심과 상담 등 심리적 지원이 필요하다. 셋째, 사법절차상의 도입방안으로써 경찰 단계에서는 소년법을 개정하여 ‘회복적 훈방’ 제도를 도입하고, 촉법소년에 대해 회복적 선도 프로그램을 운영할 필요가 있다. 검찰단계에서는 형사조정 대상사건에 학교폭력 사안을 확대 적용하고, ‘회복적 기소유예’를 운영할 필요가 있다. 법원 단계에서는 화해권고에 따라 화해가 되면 학교 자치위원회에 통보하여 조치결정을 면제하고, 청소년회복센터와 같은 ‘사법형 그룹홈’을 설립해 가해학생의 회복을 도와야 한다. 교정 단계에서는 가해학생에 대한 보호관찰을 동해 회복적 절차에 따른 협의결과 이행을 감독하고, 소년원이나 소년교도소에 수용된 가해학생에 대해 회복적 사회복귀 프로그램을 운영할 필요가 있다. 넷째, 지원체계 구축방안으로써 시설 인프라 구축을 위해 회복적 지원기구인 지역중심 ‘갈등중재센터’를 설립하고, 전문적인 조정인력을 양성해야 하며, 학교폭력예방법에 회복적 정의와 관련하여 필요한 예산을 수립하도록 명시적 규정을 신설해야 하고, 통일된 운영 매뉴얼을 개발해야 한다. 더불어 회복적 정의에 관한 사회적 인식도 제고 및 저변 확대를 위해 노력해야 한다.

Abstract ▼

This study looks at the introduction of a restorative justice model designed to help students who are victims of violence at school to recover by inducing students who have assaulted other students to reconsider their actions, giving opportunities for the parties involved to seek and accept apologie

This study looks at the introduction of a restorative justice model designed to help students who are victims of violence at school to recover by inducing students who have assaulted other students to reconsider their actions, giving opportunities for the parties involved to seek and accept apologies, and facilitating the full recovery of victimized students through the engagement of the local community. This study suggests how such a model can be introduced to school, the related legal systems, and how schemes can be put in place to support it. As a means of performing research, the Delphi Method was adopted when carrying out surveys to collect the opinions of experts (primary survey with 28 interviewees, secondary survey with 26 interviewees) plus in-depth discussions (with 8 interviewees). The major findings of this study are as follows: based on the results of survey conducted by professionals, the current systems which are considered to be restorative measures include, in descending order of its effectiveness, peer reconciliation, counseled reconciliation, criminal reconciliation, and conflict reconciliation. Among the measures taken for students who commit assault, making them offer a written apology, leading them to provide services to the school and the community and offering special education programs were identified as the most effective. Of all the institutionalized systems, recommendation for reconciliation was revealed to be the most restorative scheme, so its application should be expanded. In terms of taking judicial measures against juveniles, it was recommended that prerequisite conditions must first improve, such as the home environment of the students who bully other students. Of the school systems, the autonomous committee against school violence has been highlighted by the experts as one that has the most room for improvement. It was also suggested that the current system of requiring all incidents of school violence to be reported to the autonomous committee interferes with resolving the cases in a constructive way. As such, an independent organization should be in charge of resolving school violence issues, and its rulings should be executed in conjunction with the decision made by the autonomous committee. It is also suggested that community-based reconciliation centers be established in order to realize the restorative justice model, professional coordinators to reconcile conflict be trained, and provisions on budgeting be included in the Act on the Prevention of School Violence. In-depth interviews found that in those cases where reconciliation was reached, it was mainly accomplished through the counseling teachers who intervened between the students involved in school violence. In cases where teachers got involved for intervention immediately after an incident took place, students tended to come to reconciliation rather quickly without engaging their parents. In addition, the involvement of counseling teachers seemed to be the main factor enabling those students to recover and maintain their relationship with each other following the resolution of conflict. On the other hand, the autonomous committee did not seem to fulfill its goals. Those cases submitted to the autonomous committee were found to take a turn for the worse while they went through all the procedures led by the committee, including those cases that had seemed to be approaching reconciliation during the previous sessions. In conclusion, the reconciliation approach taken by the counseling teachers was found to be much more restorative than the one taken by the autonomous committee. The following suggestions are made based on the findings of the research. First, the goal of introducing a restorative justice model, which is presented as the model to solve school violence, should include, among other things, the requirement of recovering the damage or injury caused by school violence and rehabilitating the broken relationships among those parties involved. To be more specific, the goal of the offending students and their parents is to induce a reflection on and acknowledgement of one's conduct, and to implement remediation plans that get to the root cause. On the other hand, the goal of victimized students and their parents is to forgive, heal and make an effort to recover self-confidence. The goal of the teachers and other peer students is to live in a peaceful school environment, while the goal of the community is to create a safe environment for residents. Achieving the objectives of those involved will lead to the realization of the ultimate aim of the restorative justice model: resolution of conflict and restoration of relationships. Second, as part of the preventive measures for the schools to introduce, education programs with a focus on the prevention of school violence need to be expanded and offered more frequently, and the basic curriculum for self-governing activities of the students should include a program on how to resolve conflict. In the meantime, teachers should be empowered to conclude those cases in which an amicable resolution has been achieved through the peer reconciliation process, so that they need not be submitted to the autonomous committee. In addition, a ‘peer reconciliation support center’ should be established so that a peer reconciliation system can be implemented on a full scale across the country. Once settlement is reached between the parties concerned through conflict reconciliation, the school should be empowered to conclude those cases without having to hand them over to the autonomous committee in charge of preventing and tackling school violence. Guidelines on student records need to be revised, as the current guidelines run counter to the philosophy of restorative justice. In parallel, continued education needs to be provided to the assaulting students so that they can recognize and correct their behavior and wrongdoing. The teachers in charge need to take care of the students who were assaulted by providing counseling services and psychological support on a long-term basis. Third, the Juvenile Act needs to be amended in order to introduce a “restorative admonition system,” and the restorative guidance program ought to be offered to the students who committed assault. When it comes to the involvement of the prosecutor's office, school violence cases should be submitted to the agenda for criminal reconciliation, and ‘restorative suspension of indictment’ should be the approach. At the level of court procedures, once reconciliation is reached based on the counseled reconciliation approach, the results should be reported to the autonomous committee, and this notice should override any decisions made by such committee. “Judicial-type Group Homes” such as the center for the recovery of juveniles should be built with the aim of helping assaulting students to recover in a way that ensures they do not repeat their behavior in the future. At the stage of correction, those students who have physically attacked others should be put under protective supervision in an attempt to make sure that the outcome of the reconciliation is fully implemented. For those students on the giving end of an assault who are housed in the reformatory or community homes, a restorative program to help them reenter society should be provided. Fourth, as part of the program to build the infrastructure of a support system, community-based ‘conflict reconciliation centers’ need to be established. Then, professional staff in charge of reconciliation should be trained. In addition, provisions to provide and allocate the budget required to take action should be included in the Act to Prevent School Violence. Likewise, integrated operational manuals need to be developed. Furthermore, all-out efforts need to be made with the aim of raising awareness of restorative justice in society.