An Integrative Review of Intervention for School-bullying Perpetrators
10.12934/jkpmhn.2018.27.4.355
- Author:
Yul mai SONG
1
;
Moonju SONG
;
Sunah KIM
Author Information
1. Doctoral Student, College of Nursing, Yonsei University, National Center for Mental Health, Seoul, Korea.
- Publication Type:Original Article
- Keywords:
Bullying;
Violence;
Adolescent;
Psychotherapy;
Review
- MeSH:
Adolescent;
Bullying;
Child;
Emotional Intelligence;
Humans;
Mass Screening;
Psychotherapy;
Social Skills;
Violence
- From:Journal of Korean Academy of Psychiatric and Mental Health Nursing
2018;27(4):355-369
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This study was intended to integrate the evidence of intervention for child and adolescent perpetrators of school violence through an integrative literature review. METHODS: Using combinations of the terms ‘bullying’, ‘school violence’, and ‘intervention’ as key words, the researchers searched eight electronic databases for relevant studies. Fifteen studies were selected through full-text screening of related research published in academic journals before June 2018. The framework was used to identify the selected studies' intervention patterns and classify the various intervention components. The extracted intervention components were grouped into potential themes to determine whether the researchers clearly showed the interventions in the studies. RESULTS: The intervention components of 15 selected studies were categorized into five themes: 1) Utilizing intervention techniques for voluntary participation, 2) Enhancing self-awareness, 3) Strategies to improve emotional intelligence, 4) Promoting interpersonal skills, and 5) Emphasis on responsibility through future vision experience. CONCLUSION: As a result of analyzing interventions for children and adolescent perpetrators of school violence, five components were derived. It is suggested that these components should be considered in the field, and intervention programs development and research using them are needed.
