• Journal of Korean Academy of Fundamentals of Nursing
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• v.17 no.4
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• pp.548-556
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• 2010

Purpose: This study was done to investigate the relationship between self esteem, stress, depression and school adjustment among adolescents who were victims of bullying and those who were not. Methods: The questionnaire included the Peer Victimization Scale (Callaghan & Joseph, 1995), Self-esteem Scale, (Rosenberg, 1965), Daily Hassles Questionnaire (Feiner, Ginter & Primavera, 1982) and Center for Epidemiological Studies-Depression (Radloff, 1977). Data from 738 questionnaires were analyzed using frequencies, means, ${\chi}^2$-test, t-test and logistic regression analysis with SPSS 14.0. Results: Victims of bullying accounted for 19.8% of the students. Significant differences were found for grade, school record, family living together, satisfaction with parents and satisfaction with friends between students who were victims of bullying and those who were not. Self esteem and school adjustment for the victims of bullying were lower than for those in the non-victim group, and stress and depression were higher. The logistic regression analysis revealed that school record, family living together, satisfaction with friends, self esteem, friend related stress, family related stress and depression were significantly associated with being a victim of bullying. Conclusion: The result of this study offer basic data for the development of intervention programs to prevent students becoming victims of bullying.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.263-279
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• 2005

This study explored the participant roles and the cross-sectional and longitudinal relationships between interpersonal behavior characteristics and bullying/victimization. The subjects were 4th and 5th grade children and instruments were the Participant Roles Scale, Self-Report Coping Scale, Teenage Inventory of Social Skills, and Social Anxiety/Avoidance. They were contacted again one year later. In the distribution of participant roles at Time 1, defender of the victim was highest, then outsider; at Time 2 outsider was the highest and then defender. There was a tendency of gender difference in distribution of participant roles only at Time 1. Males were more in the group of reinforcer; females were more in the group of defender and victim. There were high positive correlations among bully/reinforcer/assistant scores. In the concurrent view, children who used approach coping strategies and showed higher social skills were more likely to be defender. Children who had lower social skills and higher social anxiety and social avoidance were more likely to be victim. In the longitudinal view, children who had developed higher social skills were more likely to be defender. Children who had employed less approach coping strategies and had showed lower social skills and higher social avoidance were more likely to be victim.

• Journal of the Korean Home Economics Association
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• v.51 no.2
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• pp.187-193
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• 2013

This study investigated the relation between participation in bullying, peer relationship and children's social status. We examined the classified types of social status among 700 fifth and sixth grade elementary schools students. The data were obtained by administering a self-reported questionnaire. Differences were identified with participation in bullying behavior, intimacy friendship and peer support as peer relationship. The collected data were subjected to a descriptive and F-test analysis using the SPSS software program. The results conveyed that social status was different according to the gender difference. Rejected boys presented more bully, reinforce, assistant and victim behaviors. Neglected boys were more victims of bullying. Defensive behavior was more apparent in popular and neglected boys. Furthermore, such boys had high intimate friendships. Popular boys presented distinctively more peer support. Rejected boys represented less intimate friendship and peer support. On the other hand, popular girls portrayed more defensive behavior. However, rejected girls and neglected girls had less defensive behaviors. Victim behaviors were less coherent in popular and neglected girls. Intimate friendship and peer support were mostly apparent in popular girls. Rejected boys represented less intimate friendship and peer support.

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.373-384
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• 2019

This study aims to look closely picture books regarding bullying and to analyze people directly involved in resolution to bullying problems and conflict-coping method in those picture books. 71 picture books on bullying were examined in this study. Results are as follows: (1) As person directly involved in resolution to bullying problems, 'victim by himself' settles a conflict situation over half of the books, followed by 'victim and other character' and 'other character alone'. (2) various types are described relatively evenly such as 'getting positive mind or building confidence', 'distancing bullies group or making new friends', 'gaining recognition by showing one's competence off', 'helping bullies or being nice to bullies' for conflict-coping method to bullying problems. In conclusion, the necessity of community effort rather than an individual's own effort to solve bullying problems and possibilities of teaching of language use in those books were discussed.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.23 no.3
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• pp.143-153
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• 2012

Objectives : This study examined the current prevalence rate of school bullying and its related psychopathology. Methods : A total of 3,550 elementary/middle school students and their parents were recruited for this study. A self-report questionnaire on perpetration and victimization in school bullying was used for collection of data regarding prevalence and the present state of school bullying. For evaluation of associated psychopathology, self report forms, including the Children's Depression Inventory (CDI), State-Trait Anxiety Inventory for Children (STAIC), attention-deficit hyperactivity disorder Rating Scale (ARS), Korean-Child Behavior Checklist (K-CBCL), Korean-Youth Self Report (K-YSR), and the Korean Eppendorf Schizophrenia Inventory (K-ESI) were applied. Samples were classified according to four subtype groups (control, victim, perpetrator, and victim-perpetrator) and characteristics of each group were compared. Results : Overall, the prevalence rate for bullying perpetration was 64.4% and the prevalence rate for bullying victimization was 63.4%, indicating involvement of more than half of students in school bullying. Bully-victims reported high social immaturity and depressive and suicidal tendency, whereas bully-perpetrators reported less social immaturity and more externalizing problems. Among the subtype groups, the victim-perpetrator group showed the most prominent depressive/anxiety tendency and behavioral problems. Conclusions : Both victimization and perpetration of bullying are common problems for child and adolescent groups and several psycho-social problems were found to be related. The results of this study will guide direction of future study and development of strategies for prevention of bullying.

• Korean Journal of Child Studies
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• v.32 no.3
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• pp.19-41
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• 2011

This paper was an examination of gender-specific behaviors in children and the types of bullying behavior among 1,181 fifth and sixth grade elementary schools student identified were then classified. Differences were identified in individual variables, family variables, and school variables. The data thus collected were subjected to descriptive and comparative statistical analysis using the SPSS software program. Our results showed that multiple discriminant analysis yielded a function of individual, family and school variables that proved effective in classifying bully, reinforcer, assistant, victim, outsider and defender types in boys. In girls, multiple discriminant analysis yielded a function of individual variables that was effective in classifying bully, reinforcer, assistant, victim, outsider and defender types.

• Journal of the Korean Home Economics Association
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• v.44 no.12
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• pp.139-154
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• 2006

The purpose of this study is to determine the variables affecting adolescents' conformity behavior in bullying. The study subjects were 753 middle school and high school students. The data were analyzed using Chi-Square, ANOVA, and hierarchical regression analysis. The major findings are as follows. 1. The variables affecting bully-conformity behavior were sympathy, close friends to confide in, anxiety, social skills, and family harmony. The variables affecting victim-conformity behavior were social skills, sex, attitude toward school atmosphere, anxiety, and sympathy. The variables affecting onlooker behavior were anxiety, sex, and close friends to confide in. 2. Sympathy, self-esteem and social skills were higher in the victim-conformity group than in the other two groups. Anxiety was higher in the onlooker group than in the other two groups. In the case of the victim-conformity group compared to the bully-conformity group, the parents showed more generous attitude toward their children, a more harmonious atmosphere existed within family members, and the group showed better relationship with teachers. Finally, the victim-conformity group showed a positive attitude toward school atmosphere, compared to the other two groups.

• Journal of Convergence for Information Technology
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• v.7 no.4
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• pp.129-138
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• 2017

This study aims to investigate the convergence over effects of adolescent's maladaptive perfectionism and their experience of school bulling victim on suicidal ideation, and the meditating effect of parents-children communication among variables by utilizing the path analysis. Quantitative survey research was conducted with 1,395 students attending primary, middle and high school to identify the following the key results. First, adolescent's maladaptive perfectionism influenced positively their suicidal ideation but bullying victim not influenced their suicidal ideation. Second, adolescent's maladaptive perfectionism directly influenced suicidal ideation and its' effect was indirectly mediated by the subjects's parents-children communication. Third, the relationship between the experience of school bullying victim directly influenced suicidal ideation and its' effect was full mediated by the subjects's parents-children communication. In other words, Parents-children communication works to enhance their ability of dealing with difficulty which reduces suicidal ideation.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.49-61
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• 2001

This study explored concurrent and prospective relationships of the coping strategies of 4th and 6th grade children in peer conflict focusing on bullying, victim, and prosocial behavior. Instruments were the Self-Report Coping Scale and the Peer Relations Questionnaire. Concurrent results of Study I showed children using more avoidance and fewer approach strategies were more likely to bullies or victims; and children using fewer avoidance and more approach coping strategies were more likely to be prosocial children. Externalizing best explained bullies and victims; seeking social support best explained prosocial children. Prospective results of Study II showed children using more externalizing and fewer problem solving were more likely to be bullies; and children employing internalizing and externalizing were more likely to be victims; and children using more seeking social support were more likely to be prosocial children. It was also found that externalizing at Time I best predicted bullies, internalizing best predicted victims, and seeking social support best predicted prosocial children.

• Korean Journal of Social Welfare
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• v.51
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• pp.29-61
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• 2002

This study was designed to find out the determinants of types of bullying behavior, and the effects of types of bullying behavior on the bullies. For this purpose, a hypothetical model which explains the relationships among 6 environmental factors, 5 types of bullying behavior, and 5 outcome variables for the bullies was developed. Using the data collected from 177 junior and high school students who have bullied the other students, the hypothetical model was tested. For data analysis, a path analysis was used, and the best-fitting model was found (df=78, GFI=0.953, CFI=1.00). As a result of analyzing the model, types of bullying behavior were found to be determined by the different environmental factors: Isolation was determined by 2 factors (feeling of isolation from friends, exposure to bullying), social bullying by 2 factors (lack of support from parents, exposure to bullying), verbal bullying by conflicts with parents, physical bullying by 3 factors (lack of support from parents, exposure to isolation and exposure to bullying), and instrumental bullying by lack of support from parents. On the other hand, the pleasure that the bullies feel after bullying behavior was increased by isolation, verbal bullying and physical bullying, while decreased by instrumental bullying. Guilt feeling was decreased by isolation and instrumental bullying, while increased by physical bullying. Isolation increased the tendency of blaming the victim. Isolation and instrumental bullying increased bullies' self-esteem, while social bullying decreased self-esteem. Verbal bullying increased the extent of bullying, while instrumental bullying decreased the extent of bullying. Based on the findings, the intervention strategies to change the bullies' attitudes toward victim, and to increase social support from the significant others as well as the effective ways to reorganize the school environment in order to reduce and prevent bullying behavior were suggested.