서문 / 3
Chapter 01 학교폭력의 개념과 유형 15
1. 학교폭력의 개념 ·············································································15
2. 학교폭력의 유형 ·············································································17
3. 학교폭력의 가해자 ··········································································24
4. 학교폭력의 피해자 ··········································································29
5. 학교폭력의 방관자 ··········································································33
Chapter 02 아동ㆍ청소년의 학교폭력 39
1. 청소년의 학교폭력 ··········································································39
2. 초등학생의 학교폭력 ······································································51
Chapter 03 학교폭력예방 및 대책에 관한 법률 65
1. 학교폭력예방 및 대책에 관한 법률의 이해 ······································65
2. 학교폭력 관련 법 ············································································78
Chapter 04 학교폭력 사안처리Ⅰ: 초기대응 83
1. 학교폭력 감지ㆍ인지 노력 ··············································
이 책에서는 무엇보다 학교폭력의 예방을 강조한다. 엎질러진 물을 닦는 것보다는 물이 엎질러지지 않도록 주의하는 것이 더 중요하다. 또한 학교폭력의 다양한 양상과 원인에 대한 이해를 토대로 실효성이 높고 합리적인 대처방안을 제시하였다.
이 책은 특히 다음과 같은 몇 가지 측면에서 노력을 기울였다.
첫째, 교직 수행에 실제 필요한 내용으로 구성하였으며 특히 각종 법규와 제도가 자주 바뀌는 현실적인 특성을 감안하여 가급적 최신 자료를 제시하도록 노력하였다.
둘째, 교직을 수행하는 데 요구되는 학교폭력에 대한 임상적 경험을 실질적으로 이해하고 이를 수행할 수 있도록 현장 업무 매뉴얼이나 장학 자료를 활용하였다.
셋째, 학교폭력의 이론을 토대로 실천 사례를 다양하게 제시하여 실제 학교 현장의 다양한 학교폭력 상황에 능동적이고 적절하게 대처하는 능력을 함양하도록 사례 중심으로 구성하였다.
