Behavioral Problems according to the Role of the Middle School Students in School Bullying

Abstract

This study was to identify the behavioral problems according to the role of the students in school bullying in adolescents Methods: The participants were 571 students, first to second-grade in a middle school. The instruments used were; K-PNI (Korean-Peer nomination inventory), K-YSR (Korean-Youth Self-Report) developed for adolescents in Korea. Descriptive, χ 2 test, ANOVA were used. Results: Somatic symptoms were significantly different between victims or victim-perpetrator and non-involved, respectively (F=4.508, p=.004). Social immaturity (F=9.158. p=.000) and delinquent behavior (F=3.382. p=.018) were significantly different between victim-perpetrator and non-involved. Aggression was significantly different between perpetrator or victim-perpetrator and non-involved, respectively (F=14.048. p=.000). Conclusion: Behavioral problems in students differed depending on his or her role in school bullying. Development of intervention programs applicable to behavioral problems specifically associated with the role of the students in school bullying may effectively intervene in adolescent school bullying.