학교폭력 예방의 이론과 실제

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· 제목 : 학교폭력 예방의 이론과 실제
· 분류 : 국내도서 > 대학교재/전문서적 > 사범계열 > 교육학 일반
· ISBN : 9788925407869
· 쪽수 : 304쪽
· 출판일 : 2014-03-10

책 소개

초˙중등교원양성기관 교육과정 운영의 일환으로 채택됨은 물론 현직교원들의 연수교재로 많이 읽히기를 기대한다. 이 책은 특히 다음과 같은 몇 가지 측면에서 많은 노력을 기울였다.

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 (지은이) 정보 더보기

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 『교육사회학(번역서)』(교육과학사: 2006년 문화체육관광부 우수추천도서), 『대안교육의 실천과 모색』(학지사: 2009년 대한민국 학술원 우수추천도서), 『새로운 교육사회학』(태영출판사), 『학교폭력 예방의 이론과 실제』(교육과학사), 『교육행정 및 교육경영 신강』(태영출판), 『교직실무』(동문사) 등이 있으며, 『사교육 발생 요인과 대책』, 『학교부적응 학생의 행동 분석과 지원 방안』, 『혁신학교의 쟁점 탐색』, 『열린교육과 대안교육의 개념 비교』, 『문화다양성 교육정책 분석과 발전 방안 탐색』, 『학교 성 평등교육의 동향과 과제』 등 90여 편의 논문을 발표하였다. 이외에도 교육부와 각 시도교육청의 학교부적응 학생 지원과 대안교육 관련 정책 용역 연구를 다수 수행하였다. 『대안교육 활성화를 위한 국가수준 교육과정 운영 방안 연구』(교육부), 『대안학교 교육과정 평가 및 질 관리 방안 연구』(교육부), 『컨설팅 장학 모형 및 평가지표 개발 연구』(교육부), 『컨설팅 장학 활성화를 위한 시도별 교육전문직 직무분석 연구』(교육부), 『교육 논술 출제 모형 개발 연구』(교육부), 『학생맞춤형 행복한 교육복지 시스템 구축방안 연구』(교육부), 『지역별 여건에 따른 통학버스 서비스 모델 개발 연구』(교육부), 『학업중단 학생을 위한 방송고 학사운영 및 특별활동 운영방안 연구』(한국교육개발원), 『학업중단숙려제 운영 방안 연구』(전라남도교육청), 『광주광역시 대안교육 실태 분석과 발전적 대안교육체제 정착 방안』(광주광역시교육청), 『경남지역 청소년들의 학교부적응 실태조사와 지원 방안』(경상남도교육청), 『자유학기제의 안정적 정착 방안』(경상북도교육청), 『빛고을 혁신학교 중장기 발전 방안 연구』(광주광역시교육청), 『지역수요를 고려한 평생교육대학 설립방향 및 활성화 방안 연구』(순천대학교), 『대안교육 발전 방안 모색을 위한 연구』(대구광역시교육청), 『한국교원대 종합교육연수원 사업 개편 방향 연구』(한국교원대학교) 등 여러 정책연구과제의 연구책임자로 성공적인 연구를 수행한 바 있다. 현재 서울특별시교육청 민주시민교육 자문위원장으로 위기학생 지원과 교육제도 개선 관련 연구를 지속적으로 수행하고 있다.

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