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This study is a meta-analysis on the effectiveness of Cognitive-Behavioral Treatment (CBT) within post-intervention programs for adolescent victims of school bullying in the Republic of Korea (Korea). Fourteen dissertations and journals, published in Korea between 2000 and 2021, were selected based on the PICOS standards, and effect sizes were calculated using Comprehensive Meta-Analysis (CMA) Version 3. The results indicated an overall effect size of 1.00, suggesting substantial effects. CBT for adolescent victims demonstrated large effect sizes on self-concept, self-esteem, peer relationship, and school adjustment outcomes, while its effects on emotion outcomes, showed median effect size. Finally, this study investigated optimal CBT conditions for better effects, indicating that CBT was most effective when conducted with five to nine participants in 10 to 14 sessions, lasting 60 minutes, twice a week. Notably, smaller group sizes, more sessions, shorter session times, and frequent interventions seemed to enhance the efficacy of CBT programs. This implies that the intensity and frequency of interventions are pivotal in maximizing the impact of CBT for bullied adolescents. Overall, post-intervention programs employing CBT demonstrated mostly substantial effect sizes, providing valuable insights for future CBT implementations by identifying program components for enhanced effectiveness.

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기사명 저자명 페이지 원문 목차
Effectiveness of family participation intervention for children with autism spectrum disorders : a meta-analysis Yoon-Hye Moon, Hyun-Soo Kim p. 1-11

Preliminary validation of a Korean version of the body investment scale Chunghu Mok p. 12-18

(A) meta-analysis on effects of post-intervention program for adolescent victims of school bullying : focusing on cognitive-behavioral treatment Jie-Won Kim, Hyun-Soo Kim p. 19-32

Utilizing network analysis to uncover intolerance of uncertainty’s structure and its anxiety and depression link Gayeon Lee, Yejin Chung, Joonhee Lee, Soo Hyun Park p. 48-66

Social activity and cognitive function of older adults : the moderating effect of eelf[i.e. self]-perception of aging Minyoung Shin p. 67-76

Reciprocal relationship between emotion regulation strategies and depressive mood : an ecological momentary assessment study of high-risk young adults Jooyoung Jang, Hyein Chang p. 77-86

Validating the Korean impact of future events scale : assessing pathological imagery Hyun Seok Jeong, Jongmin Lim, Mun-Seon Chang p. 33-47

참고문헌 (83건) : 자료제공( 네이버학술정보 )

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번호 참고문헌 국회도서관 소장유무
1 Berry, K., & Hunt, C. J. (2009). Evaluation of an intervention program for anxious adolescent boys who are bullied at school. Journal of Adolescent Health, 45, 376-382. https://doi.org/10.1016/j.jadohealth.2009.04.023 미소장
2 Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley & Sons, Ltd. https://doi.org/10.1002/9780470743386 미소장
3 Byeon, J. (2015). The effects of emotional regulation program on emotion regulation, self-esteem and peer relationships of the bullying trauma youth analysis. [Master’s Dissertation, Kyungsung University]. 미소장
4 Chang, A. (2013). The developmental trajectories of school violence victimization. Journal of Korean Criminological Association, 7, 61-82. UCI: I410-ECN-0102-2015-300-000247905 미소장
5 Cheon, G. (2015). Meta-analysis on the effect of group counseling for preventing school violence. [Master’s Dissertation, Gwangju National University of Education]. 미소장
6 Cheon, S., Choi, Y., & Kim, M. (2015). Effect of optimism enhancement programs on self-esteem and stress coping styles of middle school students victimized by school violence. The Korean Journal of Rehabilitation Psychology, 22, 341-356. UCI: G704-SER000009521.2015.22.2.006 미소장
7 Cho, Y. (2012). A study on the relationships between school violence victimization and adolescent delinquency. Korean Journal of Victimology, 20, 511-534. UCI: G704-001605.2012.20.1.020 미소장
8 Choi, E. (2017). The effect of school violence to child's school adjustment:Moderating effect of ego-strength. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 7, 473-485. https://doi.org/10.35873/ajmahs.2017.7.4.045 미소장
9 Choi, G. (2001). A study of effects of group counseling on the selfconcept of the isolated from their fellow students. [Master’s Dissertation, Hannam University]. 미소장
10 Choi, H., Lee, W., Heo, S., & Kim, J. (2020). The efficacy of psychological interventions for complex trauma: A systematic review and meta-analysis. Korean Journal of Clinical Psychology, 39, 164-185. https://doi.org/10.15842/KJCP.PUB.39.2.164 미소장
11 Choi, J. (2018). Evidence-based treatments of traumatized children. Korean Journal of Clinical Psychology, 37, 605-620. https://doi.org/10.15842/kjcp.2018.37.4.012 미소장
12 Choi, S., & Ahn, I. (2013). Meta analysis about group counseling for improvement of self-esteem for elementary school students. Korean Journal of Elementary Counseling, 12, 13-32. UCI: G704-SER000003102.2013.12.1.004 미소장
13 Choi, T., & Cho, J. (2016). A meta-analysis on the trend of arts therapy program for the school violence and its effect. Journal of Arts Psychotherapy, 12, 189-216. UCI: G704-SER000010492.2016.12. 2.004 미소장
14 Chung, H., & Chun, J. (2012). Risk factors of adolescents victimization by school violence. Korean Journal of Youth Welfare, 14, 195-212. UCI: I410-ECN-0102-2012-330-003225107 미소장
15 Chung, J., Park, J., Kim, S., & Sun, M. (2014). An analysis of the effectiveness and importance of the national plan for school violence preventing and eradicating. The Korean Educational Administration Society, 32, 1-25. UCI: G704-000511.2014.32.2.002 미소장
16 Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. https://doi.org/10.4324/9780203771587 미소장
17 Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25, 65-83. http://doi.org/10.1037/a0020149 미소장
18 David-Ferdon, C., & Kaslow, N. J. (2008). Evidence-based psychosocial treatments for child and adolescent depression. Journal of Clinical Child and Adolescent Psychology, 37, 62-104. http://doi.org/10.1080/15374410701817865 미소장
19 DeCamp, W., & Newby, B. (2015). From bullied to deviant: The victim-offender overlap among bullying victims. Youth Violence and Juvenile Justice, 13, 3-17. http://doi.org/10.1177/1541204014521250 미소장
20 Do, G., Oh, J., & Shin, J. (2011). The effectiveness of the group program for empowering and enhancing self-esteem of school violence victims in high school girls. Korean Journal of Youth Studies, 18, 149-174. UCI: I410-ECN-0102-2012-330-001857345 미소장
21 Dorsey, S., McLaughlin, K. A., Kerns, S. E. U., Harrison, J. P., Lambert, H. K., Briggs, E. C., Revillion Cox, J., & Amaya-Jackson, L. (2017). Evidence base update for psychosocial treatments for children and adolescents exposed to traumatic events. Journal of Clinical Child and Adolescent Psychology, 46, 303-330. http://doi.org/10.1080/15374416.2016.1220309 미소장
22 Duval, S., & Tweedie, R. (2000). Trim and fill: A simple funnel-plotbased method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56, 455-463. http://doi.org/10.1111/j.0006-341x.2000.00455.x 미소장
23 Ferraz de Camargo, L., Rice, K., & Thorsteinsson, E. B. (2023). Bullying victimization CBT: A proposed psychological intervention for adolescent bullying victims. Frontiers in Psychology, 14. http://doi.org/10.3389/fpsyg.2023.1122843 미소장
24 Fraguas, D., Diáz-Caneja, C. M., Ayora, M., Durán-Cutilla, M., Abregú-Crespo, R., Ezquiaga-Bravo, I., Martín-Babarro, J., & Arango, C. (2021). Assessment of school anti-bullying interventions:A meta-analysis of randomized clinical trials. JAMA Pediatrics, 175, 44-55. http://doi.org/10.1001/jamapediatrics.2020. 3541 미소장
25 Fung, A. Lc. (2018). Cognitive-behavioural group therapy for pure victims with internalizing problems: An evidence-based one-year longitudinal study. Applied Research in Quality of Life, 13, 691-708. http://doi.org/10.1007/s11482-017-9553-4. 미소장
26 Gaffney, H., Farrington, D. P., & Ttofi, M. M. (2019). Examining the effectiveness of school-bullying intervention programs globally:A meta-analysis. International Journal of Bullying Prevention, 1, 14-31. http://doi.org/10.1007/s42380-019-0007-4 미소장
27 Guzman-Holst, C., Zaneva, M., Chessell, C., Creswell, C., & Bowes, L. (2022). Research review: Do antibullying interventions reduce internalizing symptoms? A systematic review, meta-analysis, and meta-regression exploring intervention components, moderators, and mechanisms. Journal of Child Psychology and Psychiatry and Allied Disciplines, 63, 1454-1465. http://doi.org/10.1111/jcpp. 13620 미소장
28 Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., & Welch, V. A. (2021). Cochrane handbook for systematic reviews of interventions version 6.2 [eBook edition]. Cochrane. https://training.cochrane.org/handbook 미소장
29 Im, H. (2016). Meta-analysis of intervention studies of psychotherapy for children with psychological trauma. [Master’s Dissertation, Hanyang University]. 미소장
30 Jun, M. (2008). The comparison between the self-conception of group-bulling students and that of victimized students according to the subject of recognition. Journal of Counseling Psychology, 8, 71-89. https://www.earticle.net/Article/A103693 미소장
31 Jung, Y. (2002). The effects of interpersonal training program on psychological readjustment of victimized students of group bullying. [Master’s Dissertation, Yeungnam University]. 미소장
32 Kang, I. (2003). A study on the effectiveness of the group counselling program on enhancement of self-concept of the alienated students. [Master’s Dissertation, Yonsei University]. 미소장
33 Katsantonis, I. G. (2021). Cross-cultural comparison of students’exposure to bullying across 32 countries. Electronic Journal of Research in Educational Psychology, 19, 465-490. http://doi.org/10. 25115/EJREP.V19I55.3741 미소장
34 Kim, D. (2014). The effects of MBSP-T on the reduction of complex PTSD and suicide ideation of the adolescent victims of school violence and the promotion of helping behavior of the peer group. [Doctoral dissertation, Jeonbuk National University]. 미소장
35 Kim, E. (2016). The effects of the career counseling program on the resilience and the career decision self-efficacy of the middle school violence victims. The Journal of Career Education Research, 29, 111-133. UCI: G704-001285.2016.29.4.001 미소장
36 Kim, H. (2011). A review of the role of motivation in psychotherapy. Journal of Human Understanding and Counseling, 32, 37-52. UCI: I410-ECN-0102-2012-370-002999475 미소장
37 Kim, H. (2013). An effect of persistent school violence victimization experience on youths’ physical, socioemotional, and cognitive development. Journal of Adolescent Welfare, 15, 121-143. UCI: I410-ECN-0102-2014-300-001644613 미소장
38 Kim, H., & Park, S. (2017). Meta-analysis on effects of domestic psychotherapy intervention on childhood trauma. Korean Journal for Infant Mental Health, 10, 1-27. http://doi.org/10.47801/KJIMH.10. 1.1 미소장
39 Kim, J. (2003). The comparison of effectiveness between extensive social skills training program and intensive social skills training program on self-esteem, interpersonal relations, and self-expression of the rejected children. Korea Journal of Counseling, 4, 479-497. UCI: G704-001281.2003.4.3.005 미소장
40 Kim, J., Kang, M., & Hur, M. (2021). A multi-level meta analysis on the effect of group counseling program for bullies and victims in school violence. Journal of the Korean Society for Wellness, 16, 139-145. http://doi.org/10.21097/ksw.2021.05.16.2.139 미소장
41 Kim, J., & Nam, Y. (2013). The influence of school-violence victimization experience on suicide behavior in early adolescents: Focusing on the moderating effects of protective factors. Korean Journal of Youth Welfare, 15, 83-104. UCI: I410-ECN-0102-2014-300-001644926 미소장
42 Kim, K. (2016). Meta-analysis on the effect of school violence intervention program. Journal of Digital Convergence, 14, 33-43. https://doi.org/10.14400/JDC.2016.14.10.33 미소장
43 Kim, K., & Yang, G. (2012). The effects of a forgiveness counseling program on forgiveness and self-concept of elementary school bullying victims. The Korea Journal of Youth Counseling, 20, 175-192. http://doi.org/10.35151/kyci.2012.20.1.011 미소장
44 Kim, M. (2004). A study on the group consulting program using children’s playing-its efficiency in curing and readjusting the victim child of “bullying” to his/her school life. [Master’s Dissertation, Chuncheon National University of Education]. 미소장
45 Kim, M., & Jin, M. (2019). The effects of the Gestalt Relationship Improvement Program (GRIP) on interpersonal anxiety and peer relationships amongst elementary school students experiencing school violence. Korean Journal of Play Therapy, 22, 81-103. http://doi.org/10.17641/KAPT.22.1.5 미소장
46 Kim, S. (2018). The long-term effects of being bullied or a bully in adolescence on development outcomes in early adulthood. Forum For Youth Culture, 54, 39-66. http://doi.org/10.17854/ffyc. 2018.04.54.39 미소장
47 Kim, Y. (2005). The effects of a social skill training program on victimized middle school students’ social skill, interpersonal anxiety and friendship. [Master’s Dissertation, Keimyung University]. 미소장
48 Kljakovic, M., & Hunt, C., (2016). A meta-analysis of predictors of bullying and victimization in adolescence. Journal of Adolescence, 49, 134-145. http://doi.org/10.1016/j.adolescence.2016.03.002 미소장
49 Ko, H. (2000). The effect of a group counseling program for victimized middle school students of group bullying. [Master’s Dissertation, Keimyung University]. 미소장
50 Lee, B., Park, H., Seo, W., & Lee, C. (2019). The effect of domestic violence experiences and school violence experiences on youth’s delinquency: Moderating effect of self-esteem. Korean Association of Public Safety and Criminal Justice Review, 28, 307-344. http://doi.org/10.21181/KJPC.2019.28.3.307 미소장
51 Lee, C., Kim, D., Sim, Y., Lee, M., Jeon, S., & Cha, J. (2013). Metaanalysis of adolescent crisis factors: Focus on school violence influence factors. Korea Youth Counselling & Welfare Institute, 172, 1-73. https://www.kyci.or.kr/fileup/lib_pdf/2013-107.pdf 미소장
52 Lee, H. J. (2017). A longitudinal study of bullying victimization and depression: Mediating effects of self-esteem and self-resilience. Journal of the Korean Society of School Health, 30, 274-283. https://doi.org/10.15434/kssh.2017.30.3.274 미소장
53 Lee, H. S. (2016). Comparison of violence occurring within the school in Korea, China and Japan. Korean Law Association, 16, 143-165. UCI: G704-001305.2016.16.1.002 미소장
54 Lee, M. (2004). The effects of a social skill training program on social skill, friendship, school adjustment, self-esteem of victimized middle school students of group bullying. [Master’s Dissertation, Keimyung University]. 미소장
55 Lee, S., & Jun, S. (2011). Victim-offender link in bullying and its gender difference. Korean Journal of Victimology, 19, 207-227. UCI:G704-001605.2011.19.1.013 미소장
56 Lee, S., & Kim, C. (2013). The effects of the strengths-based literatherapy program on the improvement of psychological well-being and the reduction of internalizing behavior problems of the victims who have been bullied. Journal of Children’s Literature and Education, 14, 157-180. UCI: G704-001817.2013.14.2.022 미소장
57 Lee, W. (2018). A study of the longitudinal mechanism on the school violent offenders and victims: Focused on causal relationship between offenders and victims. The Korean Association of Police Science Review, 20, 269-291. http://doi.org/10.24055/kaps.20.1.10 미소장
58 Lee, W. (2020). A meta-analysis on the effect of peer counseling on prevention of school violence. [Master’s Dissertation, Inje University]. 미소장
59 Lee, Y., Kwon, J., & Lee, S. (2006). The effect of problem-solving group therapy for bullies and victims of bullying. Korean Journal of Clinical Psychology, 25, 881-898. UCI: G704-000007.2006.25. 4.004 미소장
60 Lim. J., Lee. S., & Park, J. (2015). The impact of school violence victimization on school adjustment: The moderating effect of interpersonal relationships. Studies on Korean Youth, 26, 5-34. http://doi.org/10.14816/sky.2015.26.2.5 미소장
61 McAuley, L., Ba’Pham, MSc., Tugwell, P., & Moher, D. (2000). Does the inclusion of grey literature influence estimates of intervention effectiveness reported in meta-analyses?. The Lancet, 356, 1228-1231. http://doi.org/10.1016/S0140-6736(00)02786-0 미소장
62 Ministry of Education. (2021, September 07). Results of the 2021 1st School Bullying Survey. Ministry of Education. https://www.moe. go.kr/boardCnts/viewRenew.do?boardID=294&lev=0&statusYN=W&s=moe&m=020402&opType=N&boardSeq=88940 미소장
63 Moore, S. E., Norman, R. E., Suetani, S., Thomas, H. J., Sly, P. D., & Scott, J. G. (2017). Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis. World Journal of Psychiatry, 7, 60-76. http://doi.org/10.5498/wjp.v7.i1.60 미소장
64 Na, J. (2016). Meta-analysis of school violence postvention group programs. Journal of School Social Work, 35, 1-19. UCI: G704-SER000009000.2016.35..009 미소장
65 Nansel, T. R., Haynie, D. L., & Simonsmorton, B. G. (2003). The association of bullying and victimization with middle school adjustment. Journal of Applied School Psychology, 19, 45-61. https://doi.org/10.1300/J008v19n02_04 미소장
66 Norrington, J. (2021). Adolescent peer victimization, self-concept, and psychological distress in emerging adulthood. Youth & Society, 53, 273-295. http://doi.org/10.1177/0044118X20910938 미소장
67 Oh, S. (2003). The effects of peer relationship group counseling on socially isolated children. [Master’s Dissertation, Daegu National University of Education]. 미소장
68 Park, H. (2012). The achievements and challenges in eradicating school violence (OR2012-05-20-21). Korean Educational Development Institute. https://www.kedi.re.kr/khome/main/research/selectPubForm.do?plNum0=8817 미소장
69 Park, H., & Kim, C. (2012). The effects of an Animal-Assisted Therapy (AAT) program on depression and self-esteem of adolescents as victims of school violence. Korean Journal of Veterinary Service, 35, 327-332. UCI: G704-001952.2012.35.4.011 미소장
70 Park, S. (2013). A meta-analysis of effects of psychological treatment program for school violence perpetrators and school violence prevention program. [Master’s Dissertation, Dongguk University]. 미소장
71 Park, S., Kim, H., & Park, B. (2013). The effect of group sandplay therapy on self-expression and school adjustment of school violence victims. Korean Journal of Youth Studies, 20, 175-202. UCI:G704-000387.2013.20.8.003 미소장
72 Rajamanickam, R., Ramli, F. S., Na’aim, M. S. M., Hassan, M. S., & Hashim, H. (2019). Defining bullying among students from criminal law perspective: Comparison between Malaysia and the Philippines. Universal Journal of Educational Research, 7, 1643-1649. http://doi.org/10.13189/ujer.2019.070803 미소장
73 Sansone, R. A., Lam, C., & Wiederman, M. W. (2013). Victims of bullying in childhood, criminal outcomes in adulthood. International Journal of Psychiatry in Clinical Practice, 17, 69-72. http://doi.org/10.3109/13651501.2012.693185 미소장
74 Seo, Y. (2014). An effect of persistence and degree of exposure to school violence victimization experience on socioemotional development in youths. Korean Journal of Youth Studies, 21, 223-253. UCI: G704-000387.2014.21.6.007 미소장
75 Shin, K. (2018). Evidence-based treatments for depression in children and adolescents. Korean Journal of Clinical Psychology, 37, 595-604. https://doi.org/10.15842/kjcp.2018.37.4.011 미소장
76 Silverman, W. K., Ortiz, C. D., Viswesvaran, C., Burns, B. J., Kolko, D. J., Putnam, F. W., & Amaya-Jackson, L. (2008). Evidence-based psychosocial treatments for children and adolescents exposed to traumatic events. Journal of Clinical Child and Adolescent Psychology, 37, 156-183. http://doi.org/10.1080/15374410701818293 미소장
77 Son, J., & Hong, J. (2009). Development of group counseling program for adolescent victims of bullying and investigation of its effect. Korea Journal of Counseling, 10, 1013-1033. http://doi.org/10.15703/kjc.10.2.200906.1013 미소장
78 Tippett, N., & Wolke, D. (2014). Socioeconomic status and bullying:A meta-analysis. American Journal of Public Health, 104, 48-59. http://doi.org/10.2105/AJPH.2014.301960 미소장
79 Torgal, C., Espelage, D. L., Polanin, J. R., Ingram, K. M., Robinson, L. E., El Sheikh, A. J., & Valido, A. (2023). A meta-analysis of school-based cyberbullying prevention programs’ impact on cyber-bystander behavior. School Psychology Review, 52, 95-109. https://doi.org/10.1080/2372966X.2021.1913037 미소장
80 UNESCO. (2019). Behind the numbers: Ending school violence and bullying. UNESCO. https://doi.org/10.54675/TRVR4270 미소장
81 Yoon, C., Park, S., & Shin, I. (2014). A meta-analysis of the effects of school violence prevention programs in Korea. Asian Journal of Education, 15, 189-215. https://doi.org/10.15753/aje.2014.15. 1.009 미소장
82 Yoon, J. (2013, April 24). 44% of students who are victims of school violence “consider suicide”. Segye Ilbo. https://www.segye.com/newsView/20130422004915 미소장
83 Yun, S. (2018). The effects of school violence and bullying prevention programs on social and emotional competencies in South Korea: A meta-analysis. [Master’s Dissertation, Ewha Womans University]. 미소장

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