지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Numerous research has demonstrated that there is strong association between victimization of school violence and a wide range of psychological problems, including depression, aggression, impaired cognition, and learning problems. In this contextx,this study aims at investigating the relationships between violence exposure and psychological depression symptom by conducing survey toward 2,044 students in Seoul.
In particular, the current study focuses on the moderating function of student-teacher communication and child-parents relationships in the middle of association between victimization of school violence and student-teacher and child-parent relationships. The survey was administered by the support of the Ministry of Education from the end of May, 2012 to the 15th of June, 2012 in Seoul.
Hierarchical multiple regression analysis showed that after controlling for demographic variables, exposure to violence was statistically signifiant factor that affects the depression symptom score. In addition, the results indicated that after controlling violence exposure and other variables, relationships with teacher and parents moderated the association between school violence victimization and the psychological distress. Moreover, two-way ANOVA analyses revealed that the interaction of student-teacher and child-parents relationships was significant at higher levels of school violence victimization, but not at lower levels of school violence exposure experience.
The findings suggest that communication with teacher and parents might serve a the crucial role for students to release and minimize their stress and psychological problems. Further policy implication regarding school violence prevention will be discussed.
목차
등록된 정보가 없습니다.
참고문헌 (26)
참고문헌 신청
Alexander, R / 1995 / A critical review of strategies to reduce school violence / Soc Work Educ 17 : 73 ~ 82
Astor, R. A / 2001 / The conceptualization of violence-prone school subcontexts: is the sum of the parts greater than the whole / Urban Edua 36 : 374 ~ 399
Behre, W. J. / 2001 / Elementary and middle school teacher’s reasoning about intervening in school violence: an examination of violence prone school subcontexts / Journal of
Breslau, N. / 1991 / Traumatic events and post-traumatic stress disorder in an urban population of young adults / Archives of General Psychiatry 48 : 216 ~ 222
Ceballo, R. / 2000 / The neighborhood club: A supportive intervention group for children exposed to urban violence / American Journal of Orthopsychiatry 70 (3) : 401 ~ 407
Astor, R. A / 2001 / The conceptualization of violence-prone school subcontexts: is the sum of the parts greater than the whole / Urban Edua 36 : 374 ~ 399
Behre, W. J. / 2001 / Elementary and middle school teacher’s reasoning about intervening in school violence: an examination of violence prone school subcontexts / Journal of
Breslau, N. / 1991 / Traumatic events and post-traumatic stress disorder in an urban population of young adults / Archives of General Psychiatry 48 : 216 ~ 222
Ceballo, R. / 2000 / The neighborhood club: A supportive intervention group for children exposed to urban violence / American Journal of Orthopsychiatry 70 (3) : 401 ~ 407
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