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학교폭력과 관련된 기존의 교재들은 내용적인 면에서 학교폭력의 실태 조망과 이에 대한 심리적 접근에 강점이 있는 경우가 많았다. 이에 본 교재는 학교폭력 문제에 대한 심리·상담의 관점뿐만 아니라 이를 해결하기 위한 법률 기반의 조치와 예방을 위한 교육 프로그램 설계 등 처방적 측면에 깊은 관심을 기울였다. 즉, 본 교재로 학습하는 예비교사들이 졸업 후 학교 현장에서 학교폭력 문제를 다뤄야 할 때 실제적인 도움이 될 수 있도록 다양한 관점에서 고민하였다.

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제1부 학교폭력의 개관

제1장 학교폭력의 개념 및 관련 이론 ······················································15
1. 학교폭력의 개념과 유형 ····························································16
2. 학교폭력 관련 이론 ·································································25

제2장 학교폭력의 실태 ······································································41
1. 학교폭력의 일반적 현황 ····························································42
2. 사이버폭력의 현황 ··································································49
3. 해외 학교폭력 현황 ·································································56
4. 국내외 학교폭력 현황 요약 ·························································60

제3장 학교폭력 예방 대책 ··································································65
1. 국내 학교폭력 예방 대책 ···························································66
2. 국외 학교폭력 예방 대책 ···························································85

제2부 학생의 이해 및 상담

제4장 청소년의 심리사회적 발달과 학교폭력 ·············································99
1. 청소년기의 일반적 발달 특성 ·····················································101
2. 청소년기의 발달에 따른 문제행동 ················································105
3. 청소년의 심리사회적 발달과 학교폭력 ············································106
4. 청소년기의 자아정체감과 자아존중감 ·············································110
5. 청소년의 심리사회적 발달과 학교폭력 간 관계 ··································118
6. 청소년의 심리사회적 발달을 돕기 위한 방안 ····································120

제5장 학교폭력의 상담적 개입 ····························································129
1. 학교폭력 피해 학생의 이해 ·······················································130
2. 학교폭력 피해 학생을 위한 개입 ·················································136
3. 학교폭력 가해 학생의 이해 ·······················································139
4. 학교폭력 가해 학생을 위한 개입 ·················································147
5. 학교폭력과 부모상담 ······························································150

제6장 학생 정서ㆍ행동특성검사의 이해와 상담적 개입 ································159
1. 학생 정서ㆍ행동특성검사에 대한 이해 ············································160
2. 학생 정서ㆍ행동특성검사 결과 주요 정신건강 문제에 대한 이해와 개입 ················168

제3부 학교폭력 예방교육 프로그램

제7장 국내 학교폭력 예방교육 프로그램 ·················································181
1. 어울림 학교폭력 예방교육 프로그램 ·············································182
2. 통합예술교육을 통한 학교별 맞춤형 학교폭력 예방교육 프로그램 ··············187
3. 학급 단위 멈춰 프로그램 ··························································188
4. 교육연극 기반 학교폭력 예방교육 프로그램 ······································189
5. 주변인 대상 학교폭력 예방교육 프로그램 ········································190
6. 공감기반 학교폭력 예방교육 프로그램 ············································192
7. 고등학교 사이버 어울림 학교폭력 예방교육 프로그램 ···························193
8. 학교 폭력 예방을 위한 음악과 인성교육 프로그램 ······························194

제8장 국외 학교폭력 예방교육 프로그램 ·················································197
1. 미국과 호주 학교폭력 예방교육 프로그램 ········································198
2. 덴마크의 학교폭력 예방교육 프로그램 ············································201
3. 노르웨이의 ABC(Anti-Bullying Information Campaign) 프로그램 ··········202
4. 핀란드 키바 코울루(Kiva Koulu) 프로그램 ······································205
5. 영국 학교폭력 예방교육 프로그램 ················································207
6. 독일 학교폭력 예방교육 프로그램 ················································209
7. 캐나다 학교폭력 예방교육 프로그램 ··············································211

제9장 영화, 드라마, 애니메이션을 활용한 학교폭력 예방교육 프로그램 ·············217
1. 주토피아 ···········································································218
2. 빌리 엘리어트 ·····································································219
3. 인사이드 아웃 ·····································································222
4. 걷기 왕 ············································································224
5. 위험한 아이들 ·····································································225
6. 우아한 거짓말 ·····································································226
7. 더 글로리 ··········································································228

제4부 학교폭력 법률과 인성교육

제10장 학교폭력 관련 법률의 이해 ························································235
1. 학교폭력예방법의 의의 ····························································236
2. 학교폭력예방법의 이해 ····························································237
3. 학교폭력 예방 및 대처의 정책적 이해 ···········································250

제11장 학교폭력 조치 결정 및 이행 ·······················································257
1. 학교폭력 사안처리의 개요 ·························································258
2. 학교폭력 사안처리의 절차 ·························································261
3. 학교폭력 대응 및 사안조사 ·······················································263
4. 학교장 자체해결제 및 관계회복 ···················································273
5. 조치결정 및 이행 ··································································278

제12장 학교폭력 예방과 인성교육 ··························································289
1. 학교폭력 예방을 위한 인성교육 ···················································290
2. 인성교육의 개념 및 요소 ··························································293
3. 인성교육의 유형과 원리 ···························································300
4. 학교폭력 예방을 위한 인성교육의 사례 ··········································305