Oh, I., Hong, H., Kang, Y., & Lim. I. (2017). Analysis on Effectiveness of Mental Health Professional’s School Visit Service for Intervention. The Journal of Research in Education, 64, 227-258.

The current study examined the effectiveness of mental health professional’s school visit service for intervention. The school visit service team consists of mental health professionals including psychiatrists, social workers, and counselors. 1,224 students, 984 parents, and 1,078 teachers responded to the evaluation survey. The effectiveness of the service was measured by SDQ-Kr, CGI-Severity, and CGI-Improvement. Students reported that their hyperactivity and negative affect decreased significantly, while parents reported that their children showed increase of positive social behavior as well as decrease of hyperactivity, negative affect, peer relationship problems and conduct problems. Teachers also reported that students showed increase of positive social behavior as well as decrease of hyperactivity, negative affect, and conduct problems. In addition, significant clinical improvement was identified among the participants of the service. Implications of the service were discussed based on the results and suggestions for futrue research were provided.

Lee, M. & Oh, I. (2017). Effect of Elementary School Student's Domestic Violence Experience and Aggression on School Violence Behavior According to Gender: Moderated Mediation Effect of Ego-resiliency. Journal of Educational Studies, 48(3), 23-46.

The present study aimed to investigate whether domestic violence experience influenced on the school violence behavior through aggression. In addition, it also examined if the effect of aggression on school violence behavior is moderated by ego-resiliency. The subjects were 463 elementary school students in 4th, 5th and 6th grades in urban and suburban areas. As a result, the effect of domestic violence experience in the school violence behavior was mediated by aggression. The relationship between aggression and school violence behavior was moderated by ego-resiliency. In addition, the mediating effect of aggression was found to be moderated by ego-resiliency, but the moderated mediation effect was valid only in male students. Taken together, the domestic violence experience positively affects the aggression, thus increasing school violence behavior. However, the level of ego-resiliency moderated the effect of aggression on school violence behavior among male students. Implications for educational and counseling interventions against school violence behavior were discussed based on the results.

Shin, J. & Oh, I. (2017). Moderating Effects of Ego-Resiliency and Coping On Violence Against Teachers and Their Mental Health Problems. Journal of Educational Studies, 48(1), 1-27.

The purpose of this study was to expose the reality of violence against teachers by students and the consequent damage to teachers’ mental health, and to investigate moderating factors (ego-resiliency and coping strategies) that mitigate the negative influence of violence on mental health. The subjects were 585 middle school teachers and data from 494 of them were analyzed. As a result, first, 307 out of 494 teachers (62.1%) reported that they had been victims of violence by students within one year. Teachers’ violent experiences were identified as influencing their mental health problems. In particular, teachers’ ego-resiliency, active coping and passive coping were found to show significant moderating effects on the relationship between violence against teachers and mental health. The findings suggest that teachers’ violent experiences negatively affect their mental health, however increasing ego-resiliency and effective coping strategies could mitigate the negative influence on teacher’s mental health as protective factors. Implications for effective interventions to protect teacher's mental health from violence are discussed based on the results.

Yang, S., Oh, I., & Son, J. (2017). A Comparative Study on Psychological Variables Influencing on Experience of Bullies, Victims and Bully·Victims between Korean and Chinese Middle School Students . Asian Journal of Education, 18(3), 413-440.

This study conducted a survey for 557 students (291 in China and 266 in Korea) in middle school in Korea and China in order to compare psychological variables of bullies, victims and bully-victims. First, after classifying them into four groups(bullies, victims, bully-victims and non-involved), the ratio of each group between two countries was compared. The results showed significant difference between two countries. More bullies in Korea and more victims and bully-victims in China were found. Second, difference of psychological variables between the four groups was also significant. Self-esteem and aggression were different for Korean students, while anger and aggression were different for chinese students. Third, compared to a reference group(non-involved), self-esteem was identified as a significant predictor of victim, and pro-social behavior and aggression were found as significant predictors of bully-victims in Korea. On the other hand, emotion-regulation and anger were identified as significant predictor of bully, and emotion-regulation and anxiety-depression were found as significant predictors of bully-victims in China. The currenty study aimed to analyze in detail psychological variables related with bullying experience which is recognized as emerging educational issue in Korea and China. Based on the results of this study, implications for effective prevention and intervention were discussed.

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Jin, A. & Oh, I. (2017). Impact of Social Support and Career Barrier on College Adjustment of Chinese International Students in terms of Acculturation Types. Korean Journal of Counseling, 18(4), 209-224.

The current study examined factors influencing on Chinese international students’ adjustment in terms of social support and career barrier, because the number of Chinese international students is increasing and their maladjustment issues are emerging. Especially, the study applied the cultural adaptation model to explore differentiating factors affecting college adjustment according to the type of cultural adaptation. The relationships of Chinese international student’s social support, career barrier and college adjustment were investigated in terms of acculturation types based on survey completed by 331 Chinese international students. The results are as follows: Firstly, according to the acculturation types, significant differences of college adjustment and social support were found, but no difference in career barrier was identified. Secondly, after observation the effects of sub-types of career barrier and social support on college adjustment, according to the acculturation types of Chinese students, it was identified that career on college adjustment have significant effect in all types. career barrier influenced on college adjustment regardless of the acculturation types, On the other hand, the influence of sub-factors in social support on college adjustment was different in terms of the acculturation types. As for integration type, Korean peer support was found as a significant factor, while Korean instructor’s support was found as a significant factor for both assimilation and separation type. Social support was found as a non-significant factor among the marginalized type. Effective educational and counseling intervention to improve Chinese international student’s college adjustment were discussed based on the results.

Kwak, M. & Oh, I. (2017). Comparison of psychological and social characteristics among traditional, cyber, and combined bullying. School Psychology International, 38(6), 608-627.

This study analyzed the psychological and social characteristics of bullies involved in traditional and cyberbullying. The responses of 11,117 elementary, middle and high school students were analyzed. Results indicate that the rate of traditional bullying was higher than the rate of cyberbullying. The four groups (traditional bullies, cyberbullies, combined bullies and non-involved) showed significant differences in the degree of aggression, self-control, violence exposure and social support. Compared to the non-involved group, violence exposure significantly predicted traditional, cyber, and combined bullying. High aggression and low self-control significantly predicted both traditional and combined bullying, while low social support significantly predicted only cyberbullying.

Kim, N. & Oh, I. (2017). Analysis of stakeholder’s perception on zero-tolerance policy for school violence in South Korea. KEDI Journal of Educational Policy, 14(1), 59-76.

This study investigates the perception of Korea’s zero tolerance policy for school violence among stakeholders by applying the Q methodology. Thirty-six statements were extracted through the expert analysis using a total of 515 Q statements. A total of 56 stakeholders classified a set of cards, which were then investigated using a factor analysis. The resulting perceptions of the zero tolerance policy were classified into four types: (1) necessary but carries various side effects, (2) creates a secure atmosphere, (3) emphasizes punishment rather than education, and (4) demands full responsibility from students. Implications for effective policies concerning school violence were contrived based on the differences and similarities of the four types of perception.

Song, J. & Oh, I. (2017). Investigation of the bystander effect in school bullying: Comparison of experiential, psychological, and situational factors. School Psychology International, 38(3), 319-336.

The purpose of this study was to investigate whether the ‘bystander effect’ known to occur in emergency situations is effective in bullying situations through examination of the individual experiences of 467 middle and high school students. While the bystander effect was not found to be valid in bullying situations, there were significant differences in factors influencing a bystander's defending behavior in terms of the presence of other bystanders. In cases where bullying was witnessed in the presence of other bystanders, factors such as one's previous experience as a perpetrator, antisocial behavior, level of harm, relationship to the victim and popularity had an effect on the defending behavior of bystanders. On the other hand, in the absence of other bystanders, one's previous experience as a victim, level of empathy, and perceived control had an effect on the defending behavior of bystanders. The implications of these results for an effective intervention for school bullying in terms of bystanders are discussed. 

김서정, 오인수 (2017). 학교폭력 피해 중학생들의 삶의 만족도에 교우관계가 미치는 영향: 자기회귀교차지연 모형을 이용한 종단매개효과 분석. 중등교육연구, 65(2), 325-356.

본 연구의 목적은 중학생의 학교폭력 피해, 교우관계, 삶의 만족도의 시간별 변화에 따른 관계를 살펴보고, 학교폭력 피해와 삶의 만족도 간에 교우관계가 미치는 종단매개효과를 검증하는 것이다. 이를 위해 한국 아동·청소년 패널조사 자료의 초4 패널 데이터 중 중학교 1학년~3학년에 해당하는 4차(2013), 5차(2014), 6차(2015)년도 데이터를 자기회귀교차지연모형을 활용하여 분석하였다. 그 결과 학교폭력 피해가 교우관계에 영향을 미치고, 교우관계는 삶의 만족도에, 다시 삶의 만족도는 학교폭력의 피해에 영향을 미치는 순환적 관계가 확인되었고, 교우관계가 학교폭력 피해학생들의 삶의 만족도에 미치는 매개효과를 확인하였다. 본 연구를 통해 학교폭력 피해를 경험했다 할지라도 교우관계를 개선시키는 활동을 통해 피해학생의 삶의 만족도를 향상시킬 수 있으며 이는 나아가 폭력 피해의 위험 요인을 줄일 수 있다는 가능성을 확인하였다. 이를 바탕으로 교우관계를 개선할 수 있는 개입방안의 필요성을 제시하였다.

박지선, 오인수 (2017). 청소년기에 괴롭힘을 경험한 성인 피해자들의 회복과 성장에 관한 내러티브 탐구. 한국교육문제연구, 35(2), 1-33.

본 연구의 목적은 괴롭힘의 피해자들이 괴롭힘이라는 외상 경험을 한 후에 이를 극복하고 성장에 이르는 과정을 심층적으로 탐구하여 괴롭힘 외상 후 성장에 이르는 경험의 본질을 파악하는 것이다. 이를 위해 학령기 때 괴롭힘을 6개월 이상 경험한 연구 참여자를 심층면담한 후 질적연구방법인 내러티브 탐구 방법을 적용하여 자료를 분석하였다. 연구 참여자들의 내러티브를 통해 확인된 내용들은 크게 두 가지 측면으로 구분되었다. 첫째, 괴롭힘을 경험했던 당시, 예기치 않은 역경에 대해 이해하고 파학하기 위해 스스로 노력했고 그 결과 괴롭힘의 원인에 대해 자기-비난을 하는 경향성을 확인했다. 자기-비난으로 인해 스스로 무력감에 빠지며 능동적으로 상황에 대처하지 못했지만 주변 친구들의 지지를 받으며 자기-비난의 사고에서 벗어나는 변화를 보였다. 둘째, 개인적인 성취 경험과 관계의 재경험을 통해 괴롭힘으로 인한 부정적인 영향으로부터 벗어나게 되었다. 이러한 경험은 부정적으로 바라보던 자기 자신을 긍정적인 시각으로 바라볼 수 있도록 하였고, 이는 삶의 다른 영역에도 긍정적인 영향을 미쳐서 전반적인 삶의 질이 향상되는 결과를 낳았다. 본 연구에서 드러난 괴롭힘 피해자들의 회복과 성장 과정에 대한 이야기는 괴롭힘을 경험한 후 심리적·사회적으로 고통을 받고 있을 사람들에게 고통으로 벗어날 수 있는 방법을 제시하고, 그들과 관련된 사람들에게는 효과적인 상담 지침을 제공했다는 점에서 의미가 있다.

Lin, Y. & Oh, I. (2017). The Mediation Effect of Covert Narcissism Between Perceived Parental Overprotection by Korean and Chinese Adolescents and Their Social Anxiety. Journal of Educational Studies, 48(2), 75-93.

This study aimed to examine the relationships between recognized parental overprotection, covert narcissism and social anxiety among Korean and Chinese adolescents by investigating 496 Korean and Chinese adolescents. First, a positive correlation was found between parent’s overprotection, covert narcissism and social anxiety of Korean and Chinese adolescents. Second, the results showed that there were significant differences in parental overprotection, covert narcissism and social anxiety between the two countries. Third, for Korean adolescents, continuous mediation of covert narcissism was found between adolescents’ recognized parent’s overprotection and their social anxiety. However, for Chinese adolescents, partial mediation of covert narcissism was found between adolescents’ recognized parent’s overprotection and their social anxiety. Based on the results, effective educational and counseling interventions for adolescents with high social anxiety were discussed in terms of parental overprotection and covert narcissism.