본 연구는 합의적 질적 연구방법(CQR: Consensual Qualitative Research. Hill, 2011; Hill, Knox, Thompson, Williams, Hess & Ladany, 2005)을 사용하여 학교폭력 참여자 중 방어자들을 대상으로 방어자 역할 경험을 조사하였다. 연구대상은 학교교사와 또래에 의하여 지명된 10명의 중학교 남학생이었다. 그 결과, 방어자의 경험에 대하여 5개의 영역과 11개의 범주가 도출되었다. 본 연구를 통해 나타난 결과를 요약하면 다음과 같다. 첫째, 방어자는 가해자의 괴롭힘 행동이 심하다고 판단되어 순간적으로 뛰어들어 말리게 되었다. 주변 학생들은 주로 방관자 역할을 하였으며 여러 명의 강화자와 드물게는 방어자 역할도 한 것으로 나타났다. 방어자는 도움행동 이전에는 친구들에게 닥칠 결과가 걱정되고 폭력행동은 부당하다는 생각을 했으며 피해자가 불쌍하고 보복이 두려웠지만, 도움행동 이후 자신의 행동에 대해 뿌듯함을 느꼈고 더 이상 피해자가 당하지 않는 것을 보고 안도감을 느꼈다. 둘째, 방어자의 도움행동이 방어자 자신에게 변화를 가져온 것으로 나타났다. 방어자는 도움행동 이후 내적으로는 도움행동이 옳은 일이라는 신념과 자신감을 가지게 되었고 스스로 성장함을 느끼게 되었다. 방어자는 외적으로는 주변 친구들로부터 인정받아 관계가 더 좋아졌으며 가해자와는 멀어졌고 피해자와는 예전과 같이 지내는 것으로 나타났다. 방어자의 개입 이후 가해자는 더 이상 심한 폭력행동을 하지 않았으며 피해자도 급우들과 잘 어울리게 되었다. 본 연구는 방어자의 인지적, 정서적 과정을 중심으로 방어자가 도움행동의 과정에서 느낀 심리적 경험을 탐색하고, 방어자의 행동이 다른 참여자들과 자신에게 어떤 영향을 미치는지를 살펴봄으로써 전체 학교폭력 사건 참여자의 행동변화 과정에 대한 전반적인 이해를 넓혔다. 또한 학교폭력 개입에 방어자 역할에 초점이 맞춰진 정보를 제공하고, 학교폭력 예방의 바람직한 방향에 대해 이타적 도움행동과 관련된 지침을 제안한 연구로서 의의를 갖는다.
The purpose of this study was to investigate defenders’ experiences targeting defenders among school violence participants using consensual qualitative analysis method (CQR: Consensual Qualitative Research. Hill, 2011; Hill, Knox, Thompson, Williams, Hess & Ladany, 2005). The subjects of study were 10 middle school boys nominated by school teachers and peers. As a result, defenders’ experiences were finally derived 5 domains and 11 categories about defenders’ experiences at the time of action, and the impact of defenders’ helping behavior. The results of the study are summarized as follow. First, before helping behavior defenders judged that bullying behaviors of perpetrators were too much and then immediately decided to help victims. Bystanders mainly played roles of outsiders, and several of them were reinforcers and rare defenders. Before helping behavior, defenders were afraid and scared of revenge, concerning future problems of friends and thinking that violence was unjust and feeling sorry for the victims. Second, defenders’ helping behaviors brought about major changes to defenders. Helping behaviors played a critical role in the growing of defenders through feeling proud and strong beliefs that helping behaviors are the right thing. The relationship between defenders and perpetrators got worse, and the relationship between defenders and victims was unchanged. After intervention of defenders, perpetrators tried not to hurt victims anymore, and victims got along with classmates. After intervention of defenders, perpetrators stopped bullying and more peers defended victims. This study extended the overall understanding of changing process of all participants’ behaviors, by investigating defenders’ psychological experiences in the process of helping behaviors focusing cognitive and emotional process of defenders, by addressing how defenders’ helping behaviors impact with all participants doing. Also, it is important that this study provided information focused on defenders’ roles for intervention of school violence, and proposed guidance related to altruistic helping behaviors about a desirable direction for prevention of school violence.
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