School Violence Victimization Research Articles

Neglect, School Violence, and Internalizing Behaviors in Children from Multicultural Families in Korea

Children from multicultural families (i.e., families with at least one parent from a foreign country other than Korea) in South Korea face increased risks of adverse life conditions at home and school. However, few studies have investigated the cumulative effects of family and school adversities, especially internalizing behaviors in this population. This study examined the association between neglect and internalizing behaviors (i.e., depression and social withdrawal) and whether victimization from school violence amplifies the impact of neglect. Data were drawn from the second wave of the Multicultural Adolescents Panel Study (MAPS), which was constructed by the National Youth Policy Institute (NYPI) and included 1500 fifth-graders surveyed in 2012. We first examined the moderating effect of school violence victimization on the association between neglect and depression and subsequently tested the same model to predict social withdrawal. This study showed that neglect significantly increased depression and social withdrawal. Additionally, the impact of neglect on depression and social withdrawal intensified when school violence coexisted. The findings of this study suggest that children from multicultural families exposed to co-occurring adversities require more attention. Assessment of polyvictimization and psychological counseling are necessary for supporting these children who have suffered violence at home and school.

청소년의 주요 관계 대상과의 친밀함이 스마트폰 중독에 미치는 영향: 학교 폭력 피해 경험 유무(有,無)별 비교 분석

This study explores the relationship between the closeness of key adolescent relationships (parents, teachers, friends) and smartphone addiction, specifically comparing adolescents with and without experiences of school violence victimization. Using data from the Korea Youth Foundation, the study surveyed 3,066 middle and high school students. The results revealed that adolescents who experienced school violence are more vulnerable to stress and less able to mitigate smartphone addiction through key relational systems. This finding highlights the overwhelming impact of school violence on individuals compared to other factors. School violence has long-term negative effects on the mental health and behavior of victims, necessitating systematic approaches and diverse support programs for prevention and support. Building networks among parents, teachers, educational authorities, and external organizations is essential. Additionally, the study emphasizes the urgent need to enhance the social capital functions of key adolescent relationships and raise awareness about the competitive educational environment.

An Exploratory Study on the Analysis Method of the Phenomenological Self-assessment Method* : Focusing on the Return Process of In-depth Interviews with School Violence Victims

An Exploratory Study on the Analysis Method of the Phenomenological Self-assessment Method* : Focusing on the Return Process of In-depth Interviews with School Violence Victims

Character Values of The Independent Learning Curriculum on The Profile of Pancasila Students in The Burlian Novel

In reality the profile of the Pancasila youth is still not maximally achieved. Based on data from the Indonesian Child Protection Commission, in 2020 the number of children victims of violence in schools (bullying) increased to 76 students from 46 students in the previous year. One of the legendary novels that holds a lot of values is the novel entitled Burlian by Tere Liye. This novel contains educational aspects that are relevant to everyday life. This study is to identify the character values in independent learning curriculum of profile of Pancasila students that can be implemented to build students’ character in the novel “Burlian”. The research method is qualitative research with intertext approach. The role of the researcher is a compulsory because the researcher is the key instrument in this study. The "Pancasila Student Profile" consists of six elements: (1) Faith, Fear of God, and Noble Manners, (2) Global Diversity, (3) Mutual Assistance, (4) Independence, (5) Critical Reasoning, (6) Creativity. The six characteristics included the Pancasila Student Profile. The instrument was used to assess the character in the Burlian Novel. The results revealed that the character values in the Burlian Novel matched Pancasila Student Profile.

학교폭력 피해학생 보호와 가해학생 선도 조치의 현황, 문제점 및 개선방안에 관한 소고

The purpose of this study was to examine the current status and issues of protecting school violence victims, leading measures for perpetrators to prevent school violence recurrence and propose improvement measures. For this purpose, an analysis was conducted based on data related to current legal regulations, the status of the deliberation committee's measures to protect victims and lead perpetrators, and the awareness of the protection and guidance of victims and perpetrators. The results pointed out the weakness of protection measures for student victims, the lack of protection measures for many student victims by the committee, and the fact that protection measures are focused on counseling areas. However, there are not enough counseling institutions for student victims, and the counseling agency does not report or recognize that the student victims received official help. Accordingly, improvement proposals were made, such as legal guarantees for the treatment and recovery of victim students, additional protection measures by the committee, strict intervention in cases of casual and emotional violence, and assistance with school adaptation after the protection measures. More issues were pointed out, such as the regulations for leading measures for perpetrator students, the problems of committee measures with written apologies and special education, and the problem of perpetrators themselves recognizing that they had not received any action. To address these
 issues, improvement measures have been proposed, including supplementing regulations regarding immediate separation from victim students, emergency measures, written apology measures, improvements in special education, and emphasizing the need for apology and responsibility from perpetrators.

Violence sexuelle en milieu scolaire : étude de 30 dossiers d’expertises psychiatriques

IntroductionSexual violence in schools among children and adolescents is a public health problem. Its frequency and its short- and long-term consequences are often underestimated due to the non-specific socio-demographic and clinical characteristics of the victims. AimTo describe the socio-demographic and clinical characteristics of child victims of sexual violence in schools. Materials and methodsWe conducted a retrospective, descriptive and analytic study of 30 psychiatric expert reports carried out for children and adolescents who had been exposed to sexual violence in the school environment. Patients were presented to the department of child psychiatry of the CHU Hédi Chaker of Sfax, following requisitions from the national police services. The psychiatric expert reports were collected over a period of six months from January 2019 to June 2019. ResultsThe average age of our patients was 11.7±3 years, 57% of whom were male. The perpetrator of the sexual violence was a male in 86.7% of cases, a minor at the time of the events in 53.3% of cases and a teacher or a member of the school staff in 30% of cases. Sexual abuses consisted of sexual touching in 56.6% of cases, exhibitionism in 30% of cases and anal penetration in 26.7% of cases. Sexual abuse was repeated in 53% of cases, mainly for exposure to pornography. The victim's expert examination concluded to mainly anxiety symptoms (in 76.7% of cases) and sleep disorders (in 46.7% of cases). A post-traumatic stress disorder was retained in 16.7% of cases. ConclusionThe results of our study suggest that sexual violence in the school environment can concern different socio-demographic classes. Sexual violence between minors seems quite frequent and the clinical manifestations presented by the victims are non-specific. This encourages the conduct of awareness-raising campaigns among workers with children to prevent this phenomenon.

초기 청소년기 학교폭력 피해경험과 교우관계의 관계와 전학경험의 조절효과

Objectives This study examines the relationship between early adolescence school violence victimization, peer relationships, and the moderating effect of school transfer experience.
 Methods Using panel data from the Korean Educational Development Institute's ongoing Korean Education Longitudinal Study, which has been conducted since 2013, we conducted an analysis of school violence victim-ization experiences, peer relationships, and transfer experiences from elementary 5th grade to high school graduation. For data preprocessing and identifying transfer experiences, we utilized SPSS 27, while for examining moderation effects (multigroup analysis) using structural equation modeling, we employed Mplus 8.3.
 Results Firstly, experiences of school violence during early adolescence have a negative impact on subsequent peer relationships during the adolescent period. Secondly, transfer experiences moderate the effects of school violence victimization during early adolescence on later peer relationships in adolescence.
 Conclusions Experiencing school violence during early adolescence had a negative impact on the formation of peer relationships during subsequent schooling. However, it was found that when students transfered schools and joined a new peer group, they experienced less difficulty in forming peer relationships. Therefore, policy alter-natives that allow school violence victims to choose school transfers are needed.

The Dual Mediating Effects of Depression and Violence Insensitivity on the Impact of School Violence Victimization Experience and Sexual Grooming Victimization of Elementary School Students

The Dual Mediating Effects of Depression and Violence Insensitivity on the Impact of School Violence Victimization Experience and Sexual Grooming Victimization of Elementary School Students

Adolescent Social Networks and Physical Intimate Partner Violence Among Colombian Rural Adolescents

ABSTRACT The current study analyzes individual and social network correlates of adolescent engagement in physical intimate partner violence (IPV) utilizing socio-centric data from a high-school population of 242 adolescents from rural Colombia. We studied self-reported victimization and perpetration for boys and girls. First, we used logistic regression to explore the relationship between adolescents’ IPV engagement and school peers’ IPV engagement, school violence victimization, and social network position, controlling for gender and age (N = 111). Second, we used social network statistical methods to investigate if there were more friendships of similar IPV status to the adolescent than expected by chance in their social networks. Our results show that the proportion of friends perpetrating physical IPV increased the probability of adolescents’ IPV perpetration. Contrarywise, the proportion of friends experiencing IPV victimization decreased with the adolescent’s own victimization. Being a victim (a status significantly more common among boys) was also associated with reporting perpetration for both genders. Furthermore, our results contradicted the social network literature, as we found no preferential ties among perpetrators/victims (e.g. adolescents do not seem to befriend each other by IPV engagement). Our study is unique to the global adolescent IPV literature given the scarcity of research examining physical IPV among adolescents in the context of both girls and boys in the context of their school networks. We also add to the understanding of IPV in the case of the global majority of adolescents with the highest rates of IPV victimization (living in low and middle-income countries).

Transition From School Violence Victimization to Reporting Victimized Experiences: A Latent Transition Analysis.

This study aimed to understand the heterogeneity of school violence experiences among South Korean youth, explicitly examining how each type of violence experienced transitions into different reporting behaviors. A latent profile analysis was conducted to classify different types of violence victimization and reporting behaviors, followed by a latent transition analysis, which contributed to an understanding of the relationships between profiles of violence and reporting. The influence of social support on reporting victimization was further examined. The results are as follows. First, school violence victimization experience was divided into five profiles: cyber violence-oriented (7.0%), ostracization-oriented (8.9%), verbal violence-oriented (41.8%), high-level of multiple-violence (2.8%), and medium-level of multiple-violence (39.5%). Second, reporting behavior was divided into four profiles: reporting to family and teachers (14.7%), reporting to family, teachers, and friends (11.0%), actively reporting (1.5%), and passively coping (72.8%). Third, students showed the highest probability of passively reporting, while the probability of actively reporting was low for all victimization profiles. Fourth, support from family and friends positively correlated with reporting violence, while support from teachers did not. The findings confirm that reporting violence may vary depending on the type of school violence victimization, implying that different types of violence need to be mitigated in distinct ways. Additionally, the study's result regarding the influence of social support suggests that school counselors and practitioners need to develop ways to facilitate violence reporting in schools.

Interpersonal- and Community-Level Risk Factors for Adolescent Obesity: An Examination of Sexual Identity, School Violence, and School Climate in a Large Sample of Urban Adolescents.

Sexual minority adolescents are more likely to have obesity compared to their heterosexual peers, but little is known about potential contributors to this disparity that lie outside of individual-level health behaviors, such as diet and exercise. One possible contributor is school violence victimization, a factor associated with overweight/obesity in adolescence. Another possible contributor is school climate, which is associated with feelings of safety and connectedness that can lower the likelihood of school violence victimization. Moreover, even less is known about relationships among all these factors among sexual minority adolescents. This gap in the literature was addressed by analyzing CDC's district-level data from the Youth Risk Behavior Survey and School Health Profiles (N = 60,625; 50.9% female, Mage = 16 years, 84.7% heterosexual, 15.3% sexual minority). Using multilevel mixed effects logistic regression models and controlling for covariates, it was found that among females and males, those with 2+ counts of last 12-month school violence victimization had higher odds of obesity than those with no school violence victimization (AOR = 1.33; AOR = 1.24). Furthermore, females and males in more positive LGBTQ school climates had lower odds of obesity than those in less positive school climates (AOR = 0.84; AOR = 0.85). There were no sexual identity differences in these models. Findings support the careful consideration of school violence victimization and LGBTQ school climate in future obesity prevention initiatives.

DHP분석을 통해 학교폭력 피해자들을 위한 회복탄력성 요인 개발

The purpose of this study is to develop resilience factors that increase the strength of the mind so that victims of school violence can overcome psychological situations well, improve positive self and self-esteem, as well as maintain problem-solving skills and good interpersonal relationships. It is to provide basic data for healing. It is necessary to actively utilize and reflect resilience factors so that school violence victims can develop mental strength through school violence prevention education using factors by area of ​​resilience, development of psychological scale test sheets, and development of mental recovery programs from school violence.

아동학대 및 학교폭력 피해경험과 청년기 사회적 고립의 관계에서 사회성 기술의 매개효과

아동학대 및 학교폭력 피해경험과 청년기 사회적 고립의 관계에서 사회성 기술의 매개효과

Intervention strategy for children victims of bullying and school violence

The present work "Intervention strategy in children victims of bullying and school violence", was designed to evaluate and intervene, based on the scales of psychological damage found, with cognitive behavioral therapy techniques, exposure therapy, cognitive processing, physical care, self-knowledge, self-acceptance and learning to see memories as a tool. Objective: To develop and apply an intervention strategy in children victims of violence and bullying. Methodology: This research was experimental and mixed, combining qualitative and quantitative approaches. Both approaches were used in this work because when evaluating the children with the AVE test it was done by means of percentiles, when describing the concepts of the scales it was done in a qualitative way, as well as when registering the progress of the patients in the Anecdotal Record. The program provides a series of techniques for dealing with bullying and school violence.

Teacher violence from the perspectives of teachers and students and related factors: A survey in Southern Iran.

Teacher violence is defined as the intentional use of power by teachers against students in a variety of ways, including physical, verbal, psychological, and sexual assault. Victims of school violence are more anxious and insecure than other students. An in-depth and comprehensive study on the prevention of violence in schools is urgent and necessary. We conducted this study to determine teacher violence from the perspectives of schoolteachers and students and related factors. We conducted this descriptive-analytical study on 313 teachers and 400 students in Ardestan, southern Iran, in 2019. We selected teachers and students using a census method and stratified random sampling, respectively. The research instrument was the school violence questionnaire. From the perspective of teachers, the mean score of teacher violence (5.7) was significantly lower than that of students (18.3). Male, young, single teachers with diploma and less work experience had significantly higher violence scores than other teachers (P < 0.001). We witnessed this trend in public boys' schools as well (p < 0.001). The total mean score for teacher violence was not significantly different between male and female students. From the perspective of students, the mean score of teacher violence was significantly different (P < 0.001). Our results suggest that education authorities and school principals should supervise public school teachers with less education, younger students, and boys' schools and provide practical training to improve the communication and emotional skills among these teachers.

중학생의 학교폭력 피해경험과 가해경험 간 관계

Objectives This study selects the school violence victim experience, the perpetrator experience, and the perception of the school climate as major factors, and examines the longitudinal path from the middle school student's school violence victim experience to the perpetrator experience. Most of the studies so far have focused on cross-sectional studies, an aspect of simple change in the relationship between the victim experience and the perpetrator experience and the focus on personal factors. However, not only personal factors but also environmental factors are considered to be important factors in the experience of school violence victimization and the perpetrator experience. Therefore, in this study, the purpose of study was to examine the effect of school factors, in which students spend a relatively large amount of time, on school violence. To this end, we intend to verify the mediating effect of the school violence victimization experience leading to the school violence perpetrator experience through the perception of school climate through longitudinal study data. Methods For this purpose, data from 2013(middle school 1) to 2015(middle school 3) among panel 1 data of the Seoul Education Longitudinal Study 2010 were used. The total number of subjects was 2,411, and the data were analyzed using the autoregressive cross-delay model. Results The victimization experiences and perpetrating experiences of school violence at the previous point affects the victimization experiences and perpetrating experiences of school violence at the next point in time, respectively, and that the previous perception of school climate also affects the perception of next time. In addition, the victimization experience of school violence at the previous point (middle 1) affects the perception of the school climate at the next point (middle 2), and the perception of the school climate at the previous point (middle 2) affects the perpetrating experience of school violence at the next point (middle 3). In other words, the study confirmed that the perception of the school climate had a longitudinal mediating effect in the relationship between the victimization experience and the perpetrating experience. Conclusions These imply that the victimization experience of school violence at the previous point can lead to the perpetrating experience of school violence next time. Also, if a student perceives the school climate negatively in this path, the perpetrating experience of school violence in the future may increase.

The Characteristics of Crime Suspects Who Were Previous School Violence Victims: A Directed Content Analysis of Court Decisions

The Characteristics of Crime Suspects Who Were Previous School Violence Victims: A Directed Content Analysis of Court Decisions

Student Number as Default Choice for Friendship Relationship and Its School Violence Defense Function: An Approach from a Behavioral Economics and Network Perspective

학급을 효율적으로 관리하기 위한 학급번호는 교육활동을 조직화하는 도구로서 수업과 학급 활동에서 학생들을 선택하고 조직화하는 목적으로 활용된다. 인접한 학급번호의 학생들은 교과와 비교과의 활동에서 반복적인 집단 활동에 참여할 가능성이 크며, 인접한 학급번호는 친구관계 default를 제시한 설계로서 선택을 도와주는 nudge로 작용할 수 있다. 이 연구의 목적은 학교급 간 전환기에 혼란하고 불확실한 학급환경에서 학급번호가 어떻게 새로운 친구 관계를 발생시키는지 또한 어떠한 과정을 통하여 학급번호를 기반으로 한 친구 관계가 학교폭력을 방어하는지를 조사하는 것이다. 본 연구는 학급번호의 기능을 행동경제학의 관점에서 검토하고 친구 관계가 확산하는 과정을 네트워크 확장의 관점에서 분석하였다. 본 연구의 대상은 중학교로 이행기에 새로운 또래 지위를 형성하며 이성 간의 상호작용이 많아지고 또래 간 갈등과 다툼이 많은 시기인 남녀공학 중학교 1학년으로 하였다. 연구 결과는 학급번호를 중심으로 근접 친구관계가 형성되고 이러한 근접 친구관계가 학급 전체를 대상으로 확장되며. 이렇게 형성된 총 친구 수가 학교폭력 피해 경험의 방어 및 예방 역할을 하고 있음을 보였다. 근접한 학급번호의 친구 형성 기능은 마치 눈덩이를 뭉치기 위해서 처음에는 근처 눈으로 뭉치지만 덩어리가 형성된 이후에는 여기저기 굴러다니며 온갖 눈을 모으면서 눈덩이가 커진다는 비유로 설명할 수 있다. 학급번호를 토대로 한 친구관계와 학교폭력 피해 경험의 감소는 비의도적인 외부효과로서 그 영향이 인식되지 못하므로 과소 생산될 수 있다. 교육활동에서 학급번호를 기반으로 한 학생들의 집단적인 활동이 적극적으로 독려될 필요가 있다.Student numbers are used for the purpose of selecting and organizing students in class activities for efficient class management. Students with adjacent student numbers are more likely to engage in repetitive group activities in both curricular and extracurricular activities. The design of having adjacent student numbers can act as a stimulus to help students make friendship choices, suggesting a default friendship relationship. The purpose of this study is to investigate how student numbers create friendships in a confusing and uncertain class environment during the transition period between schools and to investigate how student number-based friendships protect against school violence. This study examines the function of student numbers from the viewpoint of behavioral economics and network expansion. The participants in this study were __ first year students at a coed middle school, where new peer status is formed. The results of the study indicate that friendships are formed around student numbers, and that these friendships are extended to the entire class. The total number of friends formed in this way plays a role in defending and preventing victims of school violence. The friendship-forming function of adjacent student numbers can be explained by the analogy of a snowball: In order to form a snowball, snow is initially gathered together, but after a ball is formed, it grows in size as it rolls around and collects more snow. The reduction in friendship relationships and experiences of school violence based on student numbers is an unintentional external effect and can be underestimated because it goes unrecognized. In education, it is necessary to actively encourage activities based on student numbers.

The mediating effect of peer attachment between parents' achievement pressure and elementary school students' happiness: Multi-Group analysis according to school violence victimization

목적 본 연구에서는 부모 성취압력이 초등학생의 행복감에 미치는 영향에서 또래애착의 매개효과를 확인하고 학교폭력 피해경험 유무에 따른 효과 차이를 검증하는 것이다. 방법 한국아동패널(PSKC) 11차년도(2018) 데이터에서 4학년 1,390명을 대상으로 하였다. 수집된 자료는 SPSS 18.0 프로그램을 사용하여 기술분석을 실시하였으며, AMOS 18.0 프로그램으로 구조방정식모형을 분석하고, 부트스트래핑 분석으로 매개효과의 유의성을 검증하였으며, 잠재평균분석과 다집단 경로 차이 분석을 하였다. 결과 첫째, 부모의 성취압력과 행복감 간의 관계에서 또래애착은 매개효과가 있었다. 둘째, 잠재평균분석 결과, 학교폭력으로 인한 피해경험이 있는 집단이 피해경험이 없는 집단보다 또래애착과 행복감의 평균은 낮고, 부모의 성취압력의 평균은 높은 것으로 나타났다. 셋째, 학교폭력 피해 경험에 따른 다집단 경로 분석 결과 또래애착과 행복감의 경로에 차이가 있었다. 학교폭력 피해 미경험 집단에서는 부모 성취압력이 행복감에 통계적으로 유의한 영향이 있었으나, 학교폭력 피해경험 집단에서는 유의한 영향이 없었다. 결론 따라서 초등학생의 또래애착을 높이는 적절한 개입을 통해 행복감을 가질 수 있도록 학급 내에서 전략이 필요함을 시사해준다.

The Effectiveness of a Program for Victims of School Violence

본 연구는 학교폭력 피해학생 전문보호시설의 프로그램이 피해 학생들의 치유와 회복에 미치는 영향에 대한 효과를 분석하는 것을 목적으로 한다. 프로그램의 효과를 분석하기 위해 A센터에 2018년부터 2020년까지 위탁된 59명의 학교폭력 피해학생들을 대상으로 사전·사후 검사를 실시하여, 대응표본 t 검정을 통해 결과를 비교·분석하였다. 검사도구로는 한국판 아동·청소년 행동평가척도 교사용(Teacher’s Report Form for Ages 6-18 : TRF)을 사용하였으며, 학교폭력 피해학생들의 프로그램 사전과 사후 문제행동의 변화를 검증하였다. 연구 결과를 살펴보면 다음과 같다. 첫째, 문제행동은 총점 수준에서 유의미한 감소를 보였다. 둘째, 내재화된 증상, 외현화된 증상은 유의미하게 감소한 것으로 나타났다. 셋째, DSM 진단척도 중 정서문제, 불안문제, ADHD, 품행문제에서 유의미한 감소를 나타냈다. 연구결과를 바탕으로 학교폭력 피해학생 치유 프로그램이 더욱 확대될 필요가 있음을 제시하였다. 또한, 학교폭력 피해학생에 대한 보호뿐만이 아니라, 학생들이 손실을 복구할 수 있도록 회복적 관점을 제도적으로 도입할 필요가 있다는 시사점을 도출하였다.