Content Analysis on University Students who Witnessed School Violence during Their Formative Years

Mi Young Kim; Su Jung Ha; Jung Hee Kim

doi:10.12934/jkpmhn.2017.26.2.163

Journal List > J Korean Acad Psychiatr Ment Health Nurs > v.26(2) > 1058114

Go to TopGo to Top Go to BottomGo to Bottom

TOOLS

Kim, Ha, and Kim: Content Analysis on University Students who Witnessed School Violence during Their Formative Years

Original Article

J Korean Acad Psychiatr Ment Health Nurs 2017;26(2):163-173.

Published online: 7 June 2017

DOI: https://doi.org/10.12934/jkpmhn.2017.26.2.163

Content Analysis on University Students who Witnessed School Violence during Their Formative Years

Mi Young Kim¹, Su Jung Ha², Jung Hee Kim³

¹Department of Nursing, Kaya University, Gimhae, Korea, Korea

²Department of Nursing, Gyeongju University, Gyeongju, Korea, Korea

³HanSarang Hospital Nursing Department, Gimhae, Korea, Korea

Corresponding author: Ha, Su Jung Department of Nursing, Gyeongju University, 188 Taejong-ro, Gyeongju 38065, Korea. Tel: +82-54-770-5338, Fax: +82-54-770-5364, E-mail: morning1974@gu.ac.kr

Received 28 February 20178 May 2017 Accepted 7 June 2017

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Purpose

The purpose of this study is to explore the experience of university students who witnessed of school violence during their formative years.

Methods

The participants in this study included 30 university students who had witnessed school violence. Analysis of the data was performed using content analysis according to Downe-Wamboldt. Data were collected from September 2015 to February 2016.

Results

Based on this study, there were four domains of school violence including witnessing, type of reaction, aftermath and future measures. According to the analysis, these four domains were classified into 13 variables, 32 categories and 73 significant statements.

Conclusion

The results of this study suggest that further research is needed to develop measures to address problems that have developed for students who have witnessed school violence.

Keywords: Witness, Schools, Violence

REFERENCES

1. Bang SW. A study on the theoretical perspectives of school violence. The Journal of Sciences and Arts. 2016; 26:129–151.

2. Bibou-Nakou I, Tsiantis J, Assimopoulos H, Chatzilambou P, Giannakopoulou D. School factors related to bullying: a qualitative study of early adolescent students. Social Psychology of Education. 2012; 15(2):125–145. https://doi.org/10.1007/s11218-012-9179-1.

3. Shon KM, Lee KM. A qualitative study of defenders' experiences in peer victimization. Korean Journal of school Psychology. 2015; 12(3):317–348.

4. Salmivalli C. Bullying and the peer group: a review. Aggression and violent behavior. 2010; 15(2):112–120. https://doi.org/10.1016/j.avb.2009.08.007.

5. Hutchinson M. Exploring the impact of bullying on young bystanders. Educational Psychology in practice. 2012; 28(4):425–442. https://doi.org/10.1080/02667363.2012.727785.

6. Cowie H. Bystanding or standing by: general issues in coping with bullying in English school. Aggressive Behavior. 2000; 26(1):85–97. https://doi.org/10.1002/(sici)1098-2337(2000)26:1<85::aid-ab7>3.3.co;2-x.

7. Haddow JL. Residual effects of repeated bully victimization before the age of 12 on adolescent functioning. Journal of School Violence. 2006; 5(2):37–52. https://doi.org/10.1300/j202v05n02_04.

8. Schafer M, Korn S, Brodbeck F, Wolke D, Schulz H. Bullying roles in changing contexts: the stability of victim and bully roles from primary to secondary school. International Journal of Behavioral Development. 2005; 29(4):323–335. https://doi.org/10.1080/01650250544000107.

9. Heilbron N. Prinstein MJ. Adolescent peer victimization, peer status, suicidal ideation, and nonsuicidal self-injury: examining concurrent and longitudinal associations. Merrill Palmer Quarterly. 2010; 56(3):388–419. https://doi.org/10.1353/mpq.0.0049.

10. Olweus D. Health consequences of bullying and its prevention in schools. New York: Guilford Press;2001. p. 440. (Juvonen J, Graham S, editors. Peer harassment in school).

11. Lee SE, Kim HJ. Female middle shool students' experience as bystanders and perception of solutions for school bullying: a qualitative study. Journal of Learner-Centered Curriculum and Instruction. 2013; 13(6):507–538.

12. Nam MA, Hong BS. A Study of factors affecting the bystanders role in school violence. Journal of the Korean Society of Child Welfare. 2015; 50:109–144.

13. Ah YA. The mediation effect of self-esteem in the relation between experience of being respected for one's human rights and bystanders role in school violence of youths. Journal of Welfare for the Correction. 2016; 40:75–98.

14. Lee JY, Cho AM. The effects of bystander's attitude about bullying on self-efficacy and interpersonal relationship. Journal of Adolescent Welfare. 2012; 14(4):337–357.

15. Chapell MS, Hasselman SL, Kitchin T, Lomon SN, MacIver KW, Sarullo PL. Bullying in elementary school, high school, and college. Adolescence. 2006; 41(164):633–648.

16. Felix ED, McMahon SD. Gender and multiple forms of peer victimization: how do they influence adolescent psychosocial adjustment? Violence and Victimes. 2006; 21(6):707–724. https://doi.org/10.1891/vv-v21i6a003.

17. Khoury-Kassabri M, Benbenishty R, Astor RA, Zeira A. The contributions of community, family, and school variables to student victimization. American Journal of Community Psychology. 2004; 34(3-4):187–204. https://doi.org/10.1007/s10464-004-7414-4.

18. Kuzel AJ. Sampling in qualitative inquiry. Newbury Park, CA: Sage. 1992; 424. (Crabtree BF, Miller WL, editors. Doing Quli-tative Research).

19. Lee HY. Ethnography on experiencing school violence. Journal of School Social Work. 2013; 25:275–309.

20. Downe-Wamdoldt B. Content analysis: method, applications, and issues. Health Care for Women International. 1992; 13(3):313–321. https://doi.org/10.1080/07399339209516006.

21. Sandelowski M. The problem of rigor in qualitative research. Advances in Nursing Science. 1986; 8(3):27–37.

22. Seoul Metropolian Office of Education. The results of the first school violence survey in 2016 [internet]. Seoul: Seoul Metropolitan Office of Education;2016. [cited 2016 Dec 5]. Available from. http://www.moe.go.kr/boardCnts/view.do?boardID=294&boardSeq=65052&lev=0&searchType=S&statusYN=C&page =1&s=moe&m=0503&opType=N.

23. Do GB, Lee YH. A study on the influence of peer misdeed and teacher's corporal punishment upon school violence: focused on moderating effect of domestic violence. Journal of Social Welfare Development. 2009; 15(3):225–245.

24. Um MY, Song MK. Relationships between youth's power type and participants' roles in school bullying situations. Korean Journal of Social Welfare. 2011; 63(1):241–266. https://doi.org/10.20970/kasw.2011.63.1.010.

25. Stevens V, De Bourdeaudhuij I, Van Oost P. Bullying in flemish schools: an evaluation of anti-bullying intervention in primary and secondary schools. British Journal of Educational Psychology. 2000; 70(2):195–210.

26. Song DH, Yook KH, Lee HB, Noh KS. A case-analysis of the psychiatric sequelae in adolescents victimized by school violence. Journal of the Korean Academy of Child and Adolescent Psychiatry. 1997; 8(2):232–241.

27. Seo YS, Cho HJ, An HY, Lee JS. Traumatic events experienced by adolescents. The Korean Journal of Educational Psychology. 2012; 26(3):787–816.

28. Shin SJ. The influence of teachers' competence for school violence intervention on students' coping response toward school violence: an examination of the second order mediators. Journal of School Social Work. 2014; 28:137–165.

29. Kim JA, Ha KH, Hong HJ, Kim HY. 2013 Students' mental health school-community cooperative model: management of high risk students and change in awareness of mental health in school. Journal of the Korean Academy of Child and Adolescent Psychiatry. 2015; 26(2):94–103. https://doi.org/10.5765/jkacap.2015.26.2.94.

Table 1.

General Characteristics of Participants (N=30)

Characteristics	Categories	n (%)
Gender	Female	24 (80.0)
	Male	6 (20.0)
Age (year)	21	15 (50.0)
	22	5 (16.6)
	23	10 (33.4)
Impact of the school violence experiences	Influenced persistently	10 (33.4)
	Sometimes influenced	10 (33.3)
	Influenced by cues of violence	10 (33.3)

Table 2.

Witness Experience of School Violence (N=30)

Variables	Categories	Significant statements	n^† (%)
언어폭력	일상화된 욕설	욕을 입에 달고 다님	30 (100.0)
		부모님까지 욕함
		이름 대신 욕설로 부름
	나쁜 소문을 퍼뜨림	나쁜 소문을 만듦	20 (66.7)
		뒷말을 하면서 수군거림사방에 험담하는 낙서가 있음
		사방에 험담하는 낙서가 있음
신체학대	물리적 폭력	툭툭 치면서 다님	30 (100.0)
		손찌검을 함
	되풀이 되는 폭력	졸업 전까지 폭력이 이어짐	18 (60.0)
		폭력의 수위가 점점 높아짐
폭력이 된 체벌	교사의 체벌	체벌이 폭력을 능가함	30 (100.0)
		일방적으로 맞고 서 있음
	교사의 눈치를 살핌	교사의 표정을 살핌	10 (33.3)
		심기를 건드리지 않으려 노력함
경제적 손해	강제로 심부름을 시킴	부르면 무조건 달려감	28 (93.3)
		심부름 대기조가 됨
	금품갈취를 당함	돈을 요구함	10 (33.3)
		소중한 물건을 빼앗김
		협박을 당함
정서적 괴롭힘	사이버폭력을 당함	문자로 위협함	18 (60.0)
		채팅을 하면서 욕을 함
		원하지 않는 사진을 돌림
	따돌림을 당함	웃으면서 친구를 조롱함일상적인 비웃음	20 (66.7)
		일상적인 비웃음
		왕따를 시킴
성적 괴롭힘	성적 수치심을 느낌	싫어하는 시체비하 별명으로 부름	12 (40.0)
		음담패설을 늘어놓음
		신체를 만지며 지나감

^† Multiple responses.

Table 3.

Action to School Violence (N=30)

Variables	Categories	Significant statements	n^† (%)
원망형	투사형	교사와 학교의 잘못으로 돌림	20 (66.6)
		피해학생에게 원인을 투사함
	함입형	내 잘못인 것 같아 아직도 마음이 아픔	8 (26.7)
		친구를 방치한 내 탓이 컷음
방관자형	집단 방관형	누구 하나 나서지 못함	18 (60.0)
		표적이 될까봐 서로 눈치만 봄
	개인 방관형	나는 얼음이 됨	17 (56.7)
		스스로 아무것도 아니라고 안심시킴
		혼자라 모른 척 지나쳐버림
문제해결형	은닉형	교육청에 이름 없이 알림	10 (33.3)
		경찰에 무기명으로 신고함
	노출형	교사에게 해결을 요구함	10 (33.3)
		경찰에 신고하고 해결을 강력히 요구함
		교육청에 이의제기를 함
		손을 내밀어 줌
		친구들이 피할 때 따뜻한 말을 나눔

^† Multiple responses.

Table 4.

Aftermath of School Violence (N=30)

Variables	Categories	Significant statements	n^† (%)
반복됨	아직도 생생한 감정	그때의 충격적인 감정이 느껴짐	30 (100.0)
		작은 연관성만 있어도 공포가 되살아 남
		그 장면이나 친구 이름만 떠올라도 눈물이 남
	되풀이 되는 충격적인 기억	기억들이 어제처럼 선명함	30 (100.0)
		문득문득 기억들이 떠올라 나를 괴롭힘
		내 기억에서 지워버리고 싶음
		악몽들이 떠오름
후회함	지난날에 대한 후회	지켜만 본 행동에 대해 미안함	10 (33.3)
		말리지 못해 후회됨
	친구에 대한 미안함	지금도 그 친구가 걱정됨	22 (73.3)
		당한 친구의 얼굴을 볼 때 마다 짠함
회피함	대인관계의 어려움	사소한 일에도 친구들에게 예민하게 굶	16 (53.3)
		화를 조절하는 데 어려움이 있음
		사람에 대한 신뢰가 약함
	조심스런 행동	혹시나 싶어 혼자 다니지 않음	12 (40.0)
		위험하다고 생각되는 곳은 피함

^† Multiple responses.

Table 5.

Future M Measure on School Violence (N=30)

Variables	Categories	Significant statements	n^† (%)
학생측면	선배와 멘토의 지지	선배와의 상담이 도움이 됨	20 (66.7)
		멘토의 지원과 지지가 중요함
	나부터 먼저	비뚤어진 생각을 바로 잡아야 함	22 (73.3)
		스스로의 변화가 필요함
		나부터 변해야 함
	우리는 하나	다 함께 말려야 함	18 (60.0)
		단결되고 일관된 태도를 보여줘야 함
교사측면	교사의 관심	교사의 관심만 있어도 달라짐	30 (100.0)
		교사의 생각이 변해야 됨
	실질적인 도움	지속적인 훈계가 중요함	18 (60.0)
		실질적인 도움을 제공해야 함
학교측면	심리상담 지원	처음부터 끝까지 상담이 필요함	30 (100.0)
		문제해결을 위한 심층상담이 필요함
		전문가의 상담이 진행되어야 함
	교육의 의무화	의무적으로 교육시간을 확보해야 함	20 (66.7)
		학교폭력에 대해 제대로 배워야 함
		폭력예방 교육이 중요함
	적절한 후속조치	후속조치를 확실히 해야 함	18 (60.0)
		적절한 징계도 필요함
		누구도 피해보는 일 없이 처리되어야 함

^† Multiple responses.

TOOLS

Similar articles