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수미 필
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1 *.,., ,. ( ) (TCI, Cloninger).,.,,.,,.,,. * :,, smcho@ajou.ac.kr

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8 (temperament) (character), TCI,,,,, (,,, 2007).,. - t. p.05, Statistical Package for the Social Sciences( SPSS) 18.0 software(spss Inc., Chicago, IL, USA).. t.. t, ( 2). F 39.72(5.11) 39.48(5.30) (0.68) 3.43(0.74) 3.89(0.87) 6.00(1.73) 6.02(1.42) 3.31(0.78) 3.41(0.77) 4.00(0.98) 5.95(1.53) 5.91(1.40) (6.07) 29.42(5.91) (14.59) 78.98(13.39).472 (JTCI) 19.33(5.80) 19.48(5.55) (7.11) 19.67(7.44) (4.13) 16.58(4.26) (3.93) 13.84(3.51)

9 ,,., 3,. =.026.,, t = -5.96, p <.001,, t = -3.05, p =.003., ( 1)., F(1,340) = 2.40, p =.12.,, t = -3.43, p <.001,., t = -.60, p =.55., F(1, 349) = 4.97, p F * 39.75(5.14) 40.88(5.33) 39.51(5.76) 39.86(5.43) ** (0.06) 3.43(0.06) 3.88(0.07) 6.00(0.12) 6.02(0.11) * p <.05, ** p <.01, *** p < (0.73) 3.58(0.08) 3.99(0.09) 6.74(0.13) 5.74(0.11) 3.26(0.55) 3.41(0.06) 4.01(0.07) 5.95(0.12) 5.91(0.11) 3.38(0.73) 3.65(0.08) 4.29(0.09) 6.31(0.13) 5.77(0.11) * ** *** *** *** 7.40 ** *.83

10 * p <.05, ** p <.01, *** p <.001 F * 30.14(0.46) 30.40(0.49) 29.44(0.46) 29.94(0.49) (1.10) 79.90(1.30) 78.86(1.09) 79.97(1.28) t = -3.0, p =.003, t = -3.40, p =.001,, t = -1.75, p =.08, t = -1.46, p =.15., t = 2.76, p =.006,, t = 1.20, p =.23., t = -2.18, p =.03, t = -3.09, p =.002., F(1,336) =.39, p =.53., F(1,331) = 1.20, p =.27( 4).,..,.,.,.,.,..,

11 ,.,. 8, (,, 2007). (Polanin et al., 2012).,.,,.,,,,.?., 3.,, 3, 4., (temperament- based intervention)., (Turecki & Tonner, 1989). (Kurcinka, 1991),.. (self- reference effect). (Rogers, Kuiper, & Kirker, 1977)., Bennet-Levy(2006) (self-referenced learning).,.,

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13 ..,.,.,.,. (2008). :, :. (1), (2011)., - (LCGA), (GMM) (2014). -, (2014) ( ). (2003).. (2), ,, (2007). :( )., (2001).. (1), (2005).. :. (2005).. (2005).., (1999).. (2), , (2009).,. (4), , (2005).. (1), , (2004). :( )., (2007).. (2), ,, (2014).

14 . (1), (1999)..,,, (2004) ,,,, (2009). Rosenberg :. (1), (2005).. (1974).. (1), (2012) :. (1995).. Andreou, E., Didaskalou, E., & Vlachou, A. (2008). Outcomes of a curriculum based anti-bullying intervention program on students' attitudes and behavior. Emotional and Behavioural Difficulties, 13(4), Bennett-Levy, J. (2006). Therapist skills: A cognitive model of their acquisition and refinement. Behavioural and Cognitive Psychotherapy, 34(1), Chess, S., & Thomas, A. (1999). Goodness of fit: Clinical applications from infancy through adult life. Psychology Press. Cloninger, C. R. (1994). Temperament and personality. Current opinion in neurobiology, 4(2), Committee for Children, Seattle, WA. (1989). Second Step: A Violence-Prevention Curriculum. Grades 1-3, Teacher's Guide. ERIC Clearinghouse. Farrington, D., & Ttofi, M. (2009). School-based programs to reduce bullying and victimization: A systematic review. Campbell Systematic Reviews, 5(6), Fonagy, P., Twemlow, S. W., Vernberg, E. M., Nelson, J. M., Dill, E. J., Little, T. D., & Sargent, J. A. (2009). A cluster randomized controlled trial of child focused psychiatric consultation and a school systems focused intervention to reduce aggression. Journal of Child Psychology and Psychiatry, 50(5), Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L. V. S., MacKenzie, E. P., & Broderick, C. J. (2005). Reducing playground bullying and supporting beliefs: an experimental trial of the steps to respect program. Developmental Psychology, 41(3), Gini, G., Albiero, P., Benelli, B., & Altoè, G. (2007). Does empathy predict adolescents' bullying and defending behavior? Aggressive behavior, 33(5), Kurcinka, M. S. (1991). Raising your spirited child: A guide for parents whose child is more. Harper Collins. Lynn Hawkins, D., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social development, 10(4),

15 McClowry, S. G. (1998). The science and art of using temperament as the basis for intervention. School Psychology Review, 27(4), McClowry, S. G. (2003). Your child's unique temperament: Insights and strategies for responsive parenting. Research Press. McClowry, S. G., Snow, D. L., Tamis-LeMonda, C. S., & Rodriguez, E. T. (2010). Testing the efficacy of INSIGHTS on student disruptive behavior, classroom management, and student competence in inner city primary grades. School mental health, 2(1), Negi R, Aleem S. (2014). Temperament and character in victims of school bullying. Andhra Pradesh Journal of Psychological Medicine, 15(1), Nickerson, A. B., Mele, D., & Princiotta, D. (2008). Attachment and empathy as predictors of roles as defenders or outsiders in bullying interactions. Journal of School Psychology, 46(6), O'Connell, P. A. U. L., Pepler, D., & Craig, W. (1999). Peer involvement in bullying: Insights and challenges for intervention. Journal of adolescence, 22(4), Perry, D. G., Kusel, S. J., & Perry, L. C. (1988). Victims of peer aggression. Developmental psychology, 24(6), Polanin, J. R., Espelage, D. L., & Pigott, T. D. (2012). A meta-analysis of school-based bullying prevention programs effects on bystander intervention behavior. School Psychology Review, 41(1), Pozzoli, T., & Gini, G. (2013). Why do bystanders of bullying help or not? A multidimensional model. The Journal of Early Adolescence, 33(3), Rigby, K., & Slee, P. T. (1991). Bullying among Australian school children: Reported behavior and attitudes toward victims. The journal of social psychology, 131(5), Rogers, T. B., Kuiper, N. A., & Kirker, W. S. (1977). Self-reference and the encoding of personal information. Journal of personality and social psychology, 35(9), Rosenberg, M. (1965). Self-esteem Scale (SE). Princeton University Press Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4), Salmivalli, C., & Isaacs, J. (2005). Prospective Relations Among Victimization, Rejection, Friendlessness, and Children's Self and Peer Perceptions. Child Development, 76(6), Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti bullying intervention: Implementation and outcome. British Journal of Educational Psychology, 75(3), Salmivalli, C., Kaukiainen, A., Voeten, M., & Sinisammal, M. (2004). Targeting the group as a whole: The Finnish anti-bullying intervention: Bullying in schools: How successful can interventions be? Cambridge, UK: Cambridge University Press. Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles

16 and their relations to social status within the group. Aggressive behavior, 22(1), Sherer, M., Maddux, J. E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The self-efficacy scale: Construction and validation. Psychological reports, 51(2), Slee, P. T., & Rigby, K. (1993). Australian school children's self appraisal of interpersonal relations: The bullying experience. Child psychiatry and human development, 23(4), Turecki, S., & Tonner, L. (1989). The difficult child. New York: Bantam Books. : : :

17 The Effects of the School Violence Prevention Program Using Temperament Eun-Ha Jung Yun-Mi Shin Sun-Mi Cho Department of Psychiatry, Ajou University Hospital We tried to develop the school violence prevention program which focuses on the bystanders. In the context of school violence, most students are bystanders. They can either reinforce the violence or stop the violence. We hypothesized that the students who know their own temperament dimensions such as novelty seeking, harm avoidance, and reward dependence (Cloninger, 1994) will show more tendencies to defend victims from school violence when they learned the methods to prevent school violence in accordance to their temperament dimensions. 351 Korean middle school students participated the 4 sessions of school violence prevention program. The students completed the questionnaires to identify their own behavior in school violence situations. In the experimental group(temperament group), students learned the methods to help the victims that suits with their own temperaments. Whereas, the comparison group just attend the class regardless of their temperaments. Both groups showed significant increase in the trend of defending the victims. However, the temperament group showed more tendency to protect/defend the victims than the comparison group when they faced with school violence. These results show that students can learn the methods of defending victims from school violence more easily by knowing their own temperament dimensions, and can be the prepared and the effective defenders. Key words : school violence prevention program, bystander, temperament

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