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KMID : 0367320000110020221
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Journal of the Korean Academy of Child and Adolescent Psychiatry
2000 Volume.11 No. 2 p.221 ~ p.230
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The Preliminary Study on The Development of Cognitive-Behavioral Group Therapy for School Bullied
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Lee Ju-Hyun
Shin Jee-Yong
Yeon Byeong-Kil
Han Chang-Hwan
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Abstract
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Bullying is the intentional, unprovoked abuse of power by one or more children to inflict pain on or cause distress to another child on repeated occasions. Bullying can be considered to be a form of child abuse：peer abuse. Victims suffer adverse effects in the short and long term. If bullying is regarded as a form of abuse then professionals have a duty to detect it, take it seriously, and ensure that it is deal with to reduce the child’s suffering and minimize the potential long term effects. This study is aimed preliminarily the development of cognitive behavioral group therapy for school bullied. 202 normal middle school freshman responded to self report scales- Offer’s Self-Image Questionnaire-Revised, Children’s Depression Inventory, Spielberger State/Trait Anxiety scale, and Defining Issues Test. The data were analyzed with Pearson’s correlation to test the relationship among the above 4 variables. Self Image, depression, and anxiety were correlated strongly each other. But moral development was not correlated with self image, depression, and anxiety. Five school bullied students were referred by their teacher for school maladjustment. The author tried 12 sessions of Cognitive-Behavioral group therapy and assessed their behaviors pre- and post intervention by above 4 scales. There were no significant different intervention effects statistically. But It is meaningful that improvement of psychological mindedness in diary written by subject in treatment sessions
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KEYWORD
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School bullying, Cognitive-behavioral group therapy, Adolescent, Self image, Moral development, Depression, Anxiety
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