학교폭력 예방의 이론과 실제 > 교육학

학교폭력예방의 이론과 실제는 심오한 교육학 관련 이론을 탐색하는 과목이라기보다는 예비교사가 갖추어야 할 학교폭력의 예방과 대처 기술을 습득하는 과목이라는 점을 집필 내내 염두에 두었다. 따라서 초․중등 교사를 꿈꾸는 예비교사들에
게 학교폭력의 임상적 이해가 배가되도록 학교 현장의 각종 실천 사례를 중심으로 편성되었다. 이런 관점에서 본다면 학교 현장에서 직접 학생들을 지도하고 있는 현직 교원들의 학교폭력 대처 능력 향상에 더 적합한 책이라는 생각이 막상 탈고한 후에 들기도 한다.

이 책은 초․중등교원양성기관 교육과정 운영의 일환으로 채택됨은 물론 현직교원들의 연수교재로 많이 읽히기를 기대한다. 이 책은 특히 다음과 같은 몇 가지 측면에서 많은 노력을 기울였다.
첫째, 교직 수행에 실제 필요한 내용으로 구성하였으며 특히 각종 법규와 제도가 자주 바뀌는 환경적 특성을 감안하여 가급적 최신 자료를 제시하도록 노력하였다.
둘째, 교직을 수행하는데 요구되는 학교폭력에 대한 임상적 경험을 실제적으로 이해하고 이를 수행할 수 있도록 현장 업무 매뉴얼이나 장학 자료를 활용하였다.
셋째, 이 책에서는 학교폭력의 이론을 토대로 실천 사례를 다양하게 제시하여 실제 학교 현장의 다양한 학교폭력 상황에 능동적이고 적절하게 대처하는 능력을 함양하도록 사례 중심으로 구성하였다.

이 책을 통하여 예비교사들이 학교폭력의 심각성을 이해하고 실질적인 대처 능력이 함양되는데 도움이 되기를 기대한다. 끝으로 이 책의 출간을 기꺼이 허락해 주신 교육과학사의 김동규 사장님과 이정호 편집실장님께 감사드린다.

목차

제 1 장 학교폭력의 이해
1. 학교폭력의 개념········································································· 15
2. 학교폭력의 유형········································································ 16
3. 학교폭력의 가해자····································································· 18
4. 학교폭력의 피해자···································································· 24
5. 학교폭력의 방관자···································································· 28

제 2 장 학교폭력의 실태
1. 학교폭력의 최근 현황································································ 33
2. 학교폭력 실태 조사 결과·························································· 35

제 3 장 학교폭력의 발생 배경
1. 학교폭력의 원인········································································ 42
2. 학교폭력 설명 이론··································································· 47

제 4 장 학교폭력 관련 법과 정책
1. 학교폭력법(학교폭력 예방 및 대책에 관한 법률)의 이해·········· 54
2. 학교폭력 정책의 이해 ····························································· 56

제 5 장 학교폭력의 사안처리
1. 학교폭력사안 처리과정······························································ 68
2. 학교폭력전담기구 구성과 역할·················································· 72
3. 학교폭력대책자치위원회 구성 및 운영····································· 78

제 6 장 학교폭력과 학생정신건강
1. ADHD(주의력결핍 및 과잉행동장애 : Attention Deficit
Hyperactivity Disorder) ·························································· 89
2. 소아청소년 우울증···································································· 93
3. 자살행동··················································································· 98

제 7 장 학교성폭력의 예방과 대처
1. 성폭력의 개념과 예방교육························································ 110
2. 성폭력의 발생과 대처······························································ 115
3. 피해학생의 보호와 가해학생에 대한 조치 ····························· 126

제 8 장 학교폭력과 상담
1. 학교폭력 상담의 기초······························································ 129
2. 학교폭력 상담의 실제······························································ 142

제 9 장 학교폭력예방 및 치유 프로그램
1. 학교폭력예방 프로그램···························································· 159
2. 피해학생 대상 치유 프로그램·················································· 161
3. 가해학생 대상 치유 프로그램················································· 166
4. 또래를 활용한 학교폭력예방 프로그램···································· 167
5. 학교폭력프로그램의 핵심요소와 구성내용······························· 173

제10장 단위학교의 학교폭력예방활동
1. 사례 1 : ○○초등학교 학교폭력예방활동································· 177
2. 사례 2 : ○○중학교 학교폭력예방활동··································· 178
3. 사례 3 : ○○고등학교 학교폭력예방활동······························· 179
4. 사례 4 : ○○초등학교 학교폭력예방활동······························· 179
5. 사례 5 : ○○초등학교 학교폭력예방활동······························· 180
6. 사례 6 : ○○고등학교 학교폭력예방활동······························· 180
7. 사례 7 : ○○초등학교 학교폭력예방활동································ 181
8. 사례 8 : ○○고등학교 학교폭력예방활동······························· 181
9. 사례 9 : ○○초등학교 학교폭력예방활동······························· 182
10. 사례 10 : ○○중학교 학교폭력예방활동······························· 182

제11장 학교폭력의 유형별 사례 이해
1. 집단폭행 사례·········································································· 183
2. 언어적․신체적 폭력 사례······················································· 184
3. 사이버폭력 및 집단 폭행 사례················································ 185
4. 특수아동(장애아동)에 대한 학교폭력 사례······························ 186
5. 험담과 집단 따돌림의 사례····················································· 187
6. 강요 및 협박의 사례······························································· 188
7. 후배들에게 복종을 강요하기 위한 폭력 사례·························· 189
8. 고등학생이 연계된 초등학생 폭력 사례·································· 190
9. 지속적인 금품갈취 사례··························································· 191
10. 사이버 만남에서 시작된 폭력과 금품갈취 사례····················· 192
11. 동아리 선후배 간의 폭력 사례··············································· 193
12. 폭행과 강압적 행동 사례······················································· 194
13. 약한 자에 대한 상습적인 폭행 사례······································ 194
14. 집단폭행 사례········································································ 195

제12장 학교폭력 관련 지원기관
1. 학교 및 교육행정기관(Wee프로젝트) ······································· 197
2. 청소년상담복지센터································································ 205
3. 청소년비행예방센터································································· 210
4. ONE-STOP지원센터······························································ 213
5. 청소년폭력예방재단································································· 216

※ 참고문헌·················································································· 218

부록
1. 학교폭력관련 양식··································································· 222
2. 학교폭력예방 교육 및 집단상담활동 자료······························ 272

∙찾아보기/ 297

저자소개

이병환

경북대학교 대학원에서 교육학 석사 및 박사학위를 받았으며 교육부 교육연구사와 국가전문행정연수원
교수요원을 거쳐 현재 국립순천대학교 사범대학 교직과 및 동 대학원 교육학과 교수로 재직 중이다. 주요
저서로는 ｢대안교육의 실천과 모색｣(학지사：2009년 대한민국학술원 우수추천도서), ｢교육사회학(역서)｣(교
육과학사：2006년 문화체육관광부 우수추천도서), ｢예비교사를 위한 지침서：교직실무｣(교육과학사), ｢새로
운 교원임용시험｣(양서원), 최신 교육행정 및 교육경영(태영출판사) 등이 있으며, ｢사교육 발생 요인과 대
책｣, ｢창의경영학교 성공 요인 탐색｣, ｢컨설팅장학에 대한 교육전문직의 요구분석｣ 등 70여 편의 논문을
발표하였다. 미국 피츠버그대학교 방문교수로 미국 교육정책의 최신 동향을 연구한 바 있으며, 위기학생
지원과 새로운 학교모형 구상 관련 연구를 수행하고 있다.

엄재춘
부산대학교와 순천대학교 대학원에서 각각 문학 석사 및 교육학 석사학위를 받았으며, 순천대학교 교육학
(상담심리전공) 박사과정을 수료하였다. 들꽃온누리고등학교(대안학교)와 전남 곡성교육지원청을 거쳐 현
재는 순천신흥중학교 교사로 재직 중이다. 주요 저서로는 ｢학교폭력의 예방 및 대책｣이 있으며, ｢대안학
교의 실태분석을 통한 개선방안 연구｣, ｢학교상담자의 자기효능감과 직무환경위험요소가 소진에 미치는
영향｣, ｢학교폭력 가․피해학생 추수관리 프로그램 개발 연구｣ 등의 논문이 있다. 주요 관심분야는 교육
심리 및 상담, 교육철학 그리고 대안교육이다.

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1. 답변대기학교폭력의 예방과 실제

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   김창환 15-07-18

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