Parenting as a Two-way Street = Investigating Changes or Continuity in Child’s Bullying Status and Its Relationship with Parenting Using the Longitudinal Study of Australian Children (LSAC) Waves 1 to 5

국문 초록 (Abstract)

호주 최대의 아동 종단연구, Growing Up in Australia: the Longitudinal Study of Australian Children (LSAC)의 1회차부터 5회차 인터뷰 데이터[2004 (4~5세) 2012 (12~13세)]를 이용해, 아이들의 교우 괴롭힘양상(bullying status), 따돌림(victimisation)과의 관계 그리고 그들의 부모의 자녀양육형태(parenting practices)의 상관관계의 추이를 살펴보았다. 먼저 3,630명의 아이들을 그들의 괴롭힘 형태에 따라 네 그룹으로 나누었다. 1) 5회차의 인터뷰동안 다른 아이들을 거의 괴롭히지 않았다고 보도된 집단 (기준집단, No bullying group), 2) 처음 3회차까지는 괴롭힘양상을 보였으나 최근에는 괴롭힘 행위를 중단한 집단 (중단집단, Stopped bullying group), 3) 처음 3회차까지는 괴롭힘 양상을 거의 보이지 않았지만, 최근에 괴롭힘 행위를 보이기 시작한 집단(부상집단, Emerging bullying group), 그리고 마지막으로 4) 거의 모든 회차 인터뷰에서 다른 아이들을 괴롭혔다고 보도된 집단 (지속집단, Persistent bullying group)이다. 75%의 아동들이 기준집단에 속했고 부상집단은 가장 빈도가 적은 집단으로 26명이 배정되었다. 지속집단의 아이들은 다른 집단의 아이들에 비해 따돌림을 당하는 사례가 유의하게 높았다. 이 집단의 아이들은 기준집단에 비해 지속적 따돌림의 희생자가 될 확률이 8배 이상 높았다. 부모의 자녀양육형태 역시 아이들의 괴롭힘 양상과 상관관계를 보였으며 나아가 자녀양육이 일방적이라기보다는 아이들의 행동과 부모의 양육형태가 상호반응적임을 암시했다. 즉, 양육괴롭힘의 상관관계가 자명한 한편, 아이들의 행동이 오랫동안 개선되지 않았을 때, 부모의 양육형태 역시 악화되는 경향이 있었다. 지속집단의 부모는 다른 집단에 비해 바람직하지 않은 양육형태를 보였고 (기준집단과 비교해서 상대적으로 낮은 수준의 애정과 일관성; 높은 수준의 적대성) 특히 적대적 양육태도는 회차가 거듭될수록 악화되는 경향을 보였다. 지속집단의 부모는 자녀양육효율성(parenting efficacy)에 대해서도 스스로 낮게 평가했다. 중단집단 부모의 자녀양육과 자녀교육효율성은 지속집단과는 다르게 회차가 진행됨에 따라 개선을 보였다. 자녀양육은 누구에게나 도전이다. 특히 요즘같이 괴롭힘과 따돌림이 이슈화되고 있는 세태에 부모의 염려와 자녀를 따돌림이나 괴롭힘의 폐해로부터 보호하려는 열망은 이해할 만 하다. 그러나 Patterson(1982, 1986)이 말했던 것처럼 따돌림과 괴롭힘은 집에서 시작된다는 말에 주목해야겠다. 결국 이러한 행동은 인간상호작용의 문제점의 발현이라는 데 많은 사람이 동의하고 있기 때문이다(e.g., Pepler et al., 2008). 바람직하지 못한 자녀양육형태와 자녀의 반사회적 행동의 악순환의 고리를 끊을 수 있는 지역사회 중재 프로그램 및 자녀양육 훈련의 중요성이 논의되어야 할 시점이다.

다국어 초록 (Multilingual Abstract)

Using the data from Growing Up in Australia: the Longitudinal Study of Australian Children (LSAC) Waves 1 to 5, the present study investigates the relationship between changes or continuity in children’s bullying behaviours and parents’ parenting practices. Children were assigned to one of four groups: No bullying group (i.e., children who did not bully others across all or 4 waves); Stopped bullying group (i.e., children who did not bully others for the last 2 waves although they did at least twice in first 3 waves); Emerging bullying group (i.e., children who bullied others in the last 2 waves although they did not bully or bullied just once in the first 3 waves); and Persistent bullying group (i.e., children who bullied others across all or in 4 waves). Children in the Persistent bullying group were more likely to be victimised by their peers compared to other groups while those in the No bullying group were least likely to experience victimisation among the four groups. The results of this paper support the reciprocal nature of parent-child relationships in the context of child bullying status over eight years; that is, parents’ parenting practices were associated with children’s bullying statuses and, at the same time, the children’s constant engagement with bullying behaviours deteriorated parents’ parenting practices and their efficacy as a parent. Parents with children in the Persistent bullying group displayed the poorest parenting patterns across waves (i.e., relatively low parental warmth/low parental consistency/high parental hostility). In contrast, parents with children in the No bullying group showed more adaptive parenting patterns (i.e., high parental warmth/high parental consistency/low parental hostility). Children’s bullying statuses were also related to parents’ parenting efficacy. Parenting efficacy was lowest for parents of children in the Persistent bullying group while those of children in the No bullying group scored higher parenting efficacy compared to other groups. Children in the Stopped bullying group were differentiated from those in the Persistent bullying group in the context of victimisation experiences, the hostile and consistent parenting they received from their parents and their parents’ parenting efficacy in the later waves.

목차 (Table of Contents)

• Abstract
• Introduction
• Methodology
• Findings
• Discussion and implications for further analyses
• Summary
• Reference
• 초록

참고문헌 (Reference)

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