校園被霸凌者復原歷程之研究

A Research On the Resilience Process of School Bullying Victims

李効苗(Hsiao-Miao Lee)

指導教授 ： 彭武德

高雄醫學大學/人文社會科學院/醫學社會學與社會工作學系碩士班/碩士(2016年)

摘要

本研究旨在探討國中生在校園內遭受霸凌的心路歷程與復原力，所著重的是被霸凌者在歷程中的心聲、改變與需求。採用質性研究的深度訪談法，研究者共找到六位被霸凌者，且已由相關輔導人員介入進入復原歷程的學生；由學生分享其主觀經驗，嘗試用被霸凌學生的觀點，呈現學生在處於霸凌環境中其身心復原狀況、復原歷程的樣貌與霸凌者的後續關係發展，進而理解每位學生在遭遇不同霸凌事件的生命經驗。
首先，本研究發現，受訪的學生原本自信不足與缺乏人際關係技巧，因霸凌事件而更加劇負面影響，加上旁觀者的漠視，使其成為班級的孤鳥。有些被霸凌者找到轉念的力量，因此減緩霸凌事件帶來的身心理傷害與衝擊；轉念也有助於提升保護自己遠離霸凌，讓被霸凌者情緒緩和，使內在獲得平衡與穩定。其次，藉由校園內的喘息空間，能平復情緒且有助於暫時離開情緒高漲的情境，及心情平復後回到班級上課。第三，有些被霸凌者藉由參與志工傳愛的服務行動，在志願服務學習中體會為他人付出的幸福感，感受助人的能力，及肯定自我價值與建立自信。第四，當有重要他人願意傾聽、尊重與真誠的陪伴，能讓被霸凌者真心表達內心感受與建立信任的關係。值得注意的是，營造安全的談話氛圍，有助於被霸凌者找到著力點，以便穩定心思與情緒起伏。然在復原歷程中，每個受訪者有其個別差異，其復原的程度不一，對霸凌事件的因應方式亦不同，並不是每個受訪者都能完全走出傷痛。
雖然被霸凌者與霸凌者仍處於不和諧關係狀態，但關係的修復與和諧是被霸凌者所期待的，這有賴於雙方能表達內心感受，清楚解釋誤會，霸凌者能真誠認錯道歉，為霸凌行為負責。
根據本研究的發現，提出幾項建議：(一)加入充權觀點於被霸凌者復原歷程；(二)參與志願服務提昇內在自信；(三) 強化導師對班級霸凌事件敏感度與介入調解知能；(四)班級形式的霸凌防制有必要再落實推動；(五)反霸凌投訴專線的推廣應更貼近學生的生活經驗；(六) 修復式正義可做為被霸凌者與霸凌者修復關係的輔導模式；(七) 教學課程融入霸凌情境的體驗學習。

關鍵字

國中生 ； 被霸凌者 ； 復原力

並列摘要

This research is aimed to explore the school bullying phenomenon among junior high school students. It focuses on the trajectory of personal feelings, psychological and social changes and needs of the victim student in the bully event. Using availability sampling method, six qualified students who had been bullied and had received counseling services were recruited. The researcher then interviewed with them using the proposed outline.The transcripts of dialogues were then analyzed within various themes as below.
First, it is found that the victim students had lower self-esteem and lacked the skills of interpersonal relationships. After the school bullying event occurred, the situations became worse, and partially due to the ignoring of the bystanders,the victim students even became isolated in their own classes. During the process of resilience, some victim students could find the power of changing thought/reframing and thus helped decrease the physical injuries and psychological impacts. The changing thought skill also helped protect themselves to stay away from the bully, to mitigate emotions, and to get the inner balance and stability. Second, in order to help the students getting back to the class, using the breathing space at school may allow the victim students to take a break from the situation of agitated emotions. Third, some students experienced the well-being feeling through being the volunteers for sending love to others.While feeling the ability on helping others, they learned to assert their slef-worth and to build up self-confidence. Fourth, if there is any significant other who is willing to listen, to respect, and to sincerely accompany with, the victim students may freely express their inside feelings and build up a trustful relationship. It is worth noted that promoting a safe talking sphere may help the victim students find an acting point to stabilize their emotions and thoughts within a chaos. However, individual differences of resilience levels and coping styles really existed among the six victim students, and not every student has entirely walked through the trauma when interviewed.
Although, the conflict relationship existed between the victim and bully the victims expected to repair the relationship. This will depend on whether the two sides can express their inner feelings, clarification of the mistakes, sincere apology from the bully, and being responsibile for the bully behavior.
According to the research findings, the suggestions are: 1) to utilize the empowering perspective on the victim’s resilience process; 2) to raise self-confidence through participating in the volunteer service; 3) to strengthen the advisor’s sensing ability and intervention skills for bully; 4) to provide school bullying prevention in class are necessary to be promoted; 5) to promote the anti-bullying hotline in the way that is closed to students’living experiences; 6) to utilize the restorative justice as a counseling model when dealing with the relationship; 7) to incorporate the experiencing of bully situation into the curriculum.

並列關鍵字

junior high school student ； victim of bully ； resilience

參考文獻

參考文獻

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