중학생용 비대면 활용 사이버불링 예방교육 프로그램 개발

Abstract

Purpose: The purpose of this study was to develop a prevention program for cyberbullying using a noncontact way for middle school students and verify its effects.
 Methods: For the study a four-step process of the program development was performed including goal setting, theoretical review, pilot study, and program execution and amendments .In the first step of the goal setting, the program was planned and a demand analysis was performed in the subjects with three teachers and three school counselors so as to amend and reestablish the goal. In the second step of program organization, multiple activities were designed in the program from theoretical reviews.
 In the third step, the program was amended and supplemented upon the experts’ reviews and collection of the study subjects’ opinions to verify the pilot study, resulting in the program possessing a total of eight cycles. The fourth step, the step of program execution and amendments, resulted in the final program being completed with amendments. The study’s subjects were 11 middle school students and the program was executed to verify the effects. The data of the study subjects’ changes regarding the acceptability of cyberbullying were processed by matching sample t-test, and a qualitative analysis was performed with the experience reports and review reports of the participants in each cycle.
 Results: As a result, the level of cyberbullying acceptability after the test significantly decreased compared to that in the pilot study. In the comparisons of perception of cyberbullying between the 1st and 7th classes, the concept that anyone could be a victim or attacker was developed. Through the qualitative analysis with each class outcomes and review reports,19 concepts of psychological experiences, six topics, and three changing processes were developed. The changing processes after the program participation showed the following” first, students’ perceptions were changed with ‘violence behavior without acknowledgment’ and ‘newly understood fear of cyberbullying,’ clearly understanding cyberbullying as violent behavior causing psychological agony; second, they recognized after the program participation that even with ‘changes in the cyberspace’ and ‘shield of victim’ that they were still responsible even though they were not attackers, and their attitudes were changed to not being bystanders or sympathizers; third, students’ reactions were changed in a variety of educational areas including ‘I change first’ and ‘developing reaction plans’ should be performed to protect the victims from attackers and eliminate cyberbullying.
 Conclusion: The study results suggest educational implications to develop an education program for cyberbullying. The results will also help pre-service teachers, teachers, and parents to prevent and cope with students' cyberbullying.