학교폭력이 심각해지고 흉포화 되면서 2004년 ‘학교폭력예방 및 대책에 관한 법률’ 및 2012년 2월 ‘학교폭력 근절 종합 대책’ 마련 등 정부차원에서의 노력을 포함하여 학교폭력을 근절하기 위한 우리사회의 노력이 다양하게 이루어지고 있 다. 또래상담 프로그램은 2012년 학교폭력 근절 종합대책의 일환으로서 전국 중 고등학교에 확대 보급되어 2012년 4,600여개의 학교에서 60,000여명의 또래상 담자가 양성되어 학교폭력 예방 및 근절을 위해 활동하였으며 2013년에는 그 수 가 더욱 증가하였다. 또래상담자는, 아이들만의 사각지대에서 발생하는 학교폭력을 조기에 발견하여 예방하고, 경청과 공감을 학교폭력 피해(가능)친구에게 제공함으로써 적응을 도우며 공감 및 배려의 학교분위기를 촉진시키는 것으로 보고된다(최혜숙, 2006; 한국청소년상담복지개발원, 2013). 이렇듯 학교폭력 예방에서의 또래상담의 중요성이 강조되면서, 학교폭력 예방에 초점을 둔 또래상담 심화 프로그램에 대한 요구가 증가하고 있다. 본 연구는 학교폭력 예방에 있어 또래상담자가 효과적으로 역할 수행을 할 수 있도록 구체적인 기법을 훈련시키는 프로그램을 개발하고자 하였다.

목 차 Ⅰ. 서 론 1. 연구의 목적과 필요성 ··································································1 2. 연구의 과제 ·················································································3 Ⅱ. 이론적 배경 1. 학교폭력 ······················································································4 2. 학교폭력 예방 프로그램 ··························································· 10 3. 학교폭력 예방을 위한 또래상담 ············································· 19 Ⅲ. 연구방법 1. 프로그램의 개발 ······································································ 32 2. 델파이 조사결과 ···································································· 38 3. 구성 단계 ·············································································· 60 4. 시범운영 평가 및 결과 ······························································· 69 Ⅳ. 요약 및 논의 1. 연구의 요약 ············································································· 98 2. 연구의 의의 및 제언 ····························································· 101 참고문헌 ··········································································104 부 록1 ·········································································111 부 록2 ·········································································131