The Social Workers' Subjective Perception Type on the School Violence of Adolescents : Application of Q-Methodology

청소년의 학교폭력에 대한 학교사회복지사의 주관적 인식유형 : Q방법론의 활용

The purpose of this study is to explore how school social workers recognize on the school violence of adolescents by using Q methodology. To this study, selected 31 of Q samples related school violence of adolescent by applying Q methodology and 33 of socials workers completed classification table, and three types were derived. The first type is named 'a type of improvement parents' concern with nonprofessional perception' because it has a significant part in bringing up children by parents to prevent school violence of adolescent and also has a negative perception, which is difficult to approach professional intervention. The second type is named 'a type of uncertainty of responsibility with passive perception' because there is an ambiguousness between responsibility and criteria through connection of official on the school violence. The third type is named 'a type of absence of responsibility with professional perception' because it is perceived absence of job roles to prevent school violence. This type showed school social workers, as a professionals of school violence of adolescents, wanted to intervene school violence but realistic intervention was difficult. From this study, it is considered subjective perception of school social workers on the school violence of adolescents will be affected on the change of adolescents in the future, and it is a significant way to use them as a basic data to prevent or remove school violence of adolescents in the school through conception and typology of them.

본 연구는 Q방법론을 이용하여 학교사회복지사들이 청소년들의 학교폭력을 어떻게 인식하고 있는지를 탐색하려는 목적을 가지고 있다. 본 연구를 위하여 Q방법론을 적용하여 청소년의 학교폭력과 관련된 31개의 Q표본을 선정하여 33명의 학교사회복지사들에게 분류표를 작성한 결과 3개의 유형이 도출되었다. 제1유형은 '비전문적인식 부모 개선형', 제2유형은 '소극적인식 책임 모호형', 제3유형은 '전문적인식 책임 부재형'으로 명명되었다. 이러한 유형은 전반적으로 학교사회복지사들은 청소년들의 학교폭력에 대한 전문가로서 직접적인 개입을 원하나 현실적인 개입의 어려움으로 나타났다. 이상의 연구결과를 통해서 학교사회복지사들의 청소년들의 학교폭력에 대한 주관적 인식은 향후 청소년들의 변화에 영향을 미칠 것으로 판단되며, 학교에서는 이를 통해 청소년들의 학교폭력에 대한 인식과 유형화를 통한 예방과 개선을 위한 기초자료로 활용하는데 의의가 있다.