- 學位論文
修復式正義處理國中校園欺凌事件之成效探討
An Evalution of Restorative Conference on High School Bully Problems.
摘要
本研究係採行動研究法，以研究者任教的學生為對象。旨在針對校園欺凌事件的現象，以修復式正義為基礎，設計一套「修復式會議」處理在校園中發生的欺凌事件，透過研究者省思整個會議過程所遭遇的問題及解決方法，提供作為從事學校輔導工作者在面臨此問題時，可供參考的方向。本研究以行動研究為主，量化資料及內容分析為輔，研究對象為研究者的輔導個案，透過會議記錄、調查表、錄音、晤談等方式進行資料蒐集，經整理分析後，得到以下結論： 一、達到修復效果的案例，分析其因素為：會議前的充份溝通、雙方參與會議的 動機不排斥抑或強烈、彼此面對面願意說真話、參與學生的權利得到保障、會議召集人（研究者）的角色不衝突、會議中雙方誠心道歉。 二、未達到修復效果之案例，分析其因素：彼此參與會議的動機不明確，且有些排斥、彼此對事件的責任不清楚、會議中的表達有所保留、召集人（研究者）的角色衝突、雙方不願道歉、個案的特殊性。 三、學生參與會議後的行為變化： （一）欺凌者：欺凌者的同理心在參與完會議後，並沒有顯著差別、對於修復成 功的個案而言，欺凌者對被欺凌同學的人際攻擊行為已減少，而未達修復效果的個案，欺凌者對被欺凌同學，在班級中還是有持續在言語、肢體或人際上的攻擊。 （二）被欺凌者：五位被欺凌者選擇原諒欺凌者的理由，大部份皆為自發性寬恕； 而同為欺凌者但也同為事件的挑釁者學生而言，在參與完會議後的變化較 大，在班上的行為已較為收斂與低調，也表示自己已不再想惹事。 關鍵字：修復式正義,校園欺凌,行動研究,寬恕
並列摘要
The purpose of the study was to organize restorative justice conferences for school bully students and victims and to assess their effectiveness through the researchers’ active participation as a mediator. An action research methodology was employed, using a behavior change survey, interview and observation data. Results indicate that (1) successful cases, had key elements: full communication prior to the conference, voluntary participation, protection of participants’ rights and a mediator’s role perceived as neutral;. (2) unsuccessful cases, included the following elements: lack of motivation to participate; mutual blame for the bully incidents; unwillingness to talk about the incidents during the actual conference; (3) after the conference, there is no significant change in the level of empathy for bullying students. However, some had reduced their bullying behavior. For the victims, 5 of them chose to forgive the bullying students voluntarily. Some students had been both victims as well as engaging in bullying behavior themselves, and they show the most significant and positive change. Keywords：restorative justice, school bully student, action research, forgiveness