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A Voyage Getting Through a Storm: Experiences of Mothers to School Violence

Bang, Keeyeon 1

1고려사이버대학교

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ABSTRACT

This study investigated experiences of six mothers whose children were victims of school violence. Mothers were confused since they did not understand the reasons behind the school violence and did not know how to help their children. Initially, they looked for reasons of school violence in their children, but the relationships with their children deteriorated as a result. However, soon, the mothers accepted and empathized with their children, and made efforts to advocate for their rights to the assailants and teachers. The children stabilized after their mothers changed their initial attitudes toward them and school violence. The mothers felt angry with the aggressors who harassed their children and with the teachers who were not active in protecting their children. The mothers lost their confidence as care-takers since their children had become victims of school violence, and they don't know how to intervene at first. They got help from books and other media sources regarding child-rearing and school violence to help their children. They got support from their husbands and members of the immediate family, but did not seek help from the mothers of the children's friends. After seeing their children became victims of school violence, the mothers were always alert regarding and observed detail's of their child's school life. Even though it was hard experience, they found positive changes. Both mothers and children perceived that they got stronger by getting through the experiences, and the family became more cohesive than before. Furthermore, some mothers looked for career paths in helping adolescents since they came to realize that victims of school violence did not get help from their own parents or teachers. The results of this study provide empirical data in order to educate and counsel the mothers of victims of school violence and are discussed with the myth of school violence, family resilience, and the role of school psychologists.

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* References for papers published after 2023 are currently being built.