國小教師處理學童霸凌行為經驗模式與因應策略研究

A Study on Handling of Student Bullying Behaviors Experiment Models and Coping Strategies Adopted by Elementary School Teachers

施俊良(CHUN-LIANG SHIH)

指導教授 ： 許華孚

國立中正大學/教育學院/犯罪防治學系/博士(2016年)

摘要

校園中仍然不斷傳出霸凌的事件，可見校園中的霸凌問題沒有真的被徹底瞭解及解決，如何真正去瞭解及解決學生霸凌的問題？正是研究者的動機。主要研究目的有二：（一）探討學生霸凌現況（二）探討教師、行政輔導人員協助處理學童霸凌行為經驗模式與因應策略。
本研究是以紀錄討論現今校園霸凌現況，教師處理經驗模式及因應策略為目的，訪談對象共有5人，對象皆為現職國小教師（包含導師、專任輔導教師、行政人員），以瞭解校園中學生霸凌的情況。所用方法為敘事研究法，將每一位受訪教師的處理經驗敘說以「整體—內容」的分析法呈現，根據訪談架構，敘說他們的處理經驗。之後採用「類別—內容」分析法，根據各篇訪談，歸納出相關內容，加以分析與理解，瞭解其教職生涯親自、協助處理的相關經驗。
研究主要結論：（一）學生霸凌事件被發現或隱匿的原因，在於學生本身的舉報與否，還有導師是否能主動發現。（二）教師面對霸凌事件的態度必須積極態度瞭解處理，才能獲得學生信任。（三）霸凌事件會週而復始發生的原因在於被隱匿或處理不當，教師及學校團隊必須技巧性的介入處理。（四）可以用目標導向之『公共衛生犯罪預防模式』來預防校園霸凌事件。
研究主要發現及討論議題有六：（一）教師面臨學生霸凌應有的態度（二）不好處理的關係霸凌（三）日漸流行的網路霸凌（四）可以多加運用的修復式正義（五）學校教師團隊的互相配合（六）旁觀者的影響。由五位受訪者的訪談資料，綜合整理歸納出以上六個議題。

關鍵字

敘事研究 ； 專任輔導教師 ； 校園 ； 霸凌 ； 修復式正義

並列摘要

Campus-bullying incidents continue to be reported. Obviously, the campus-bullying problem has not been fully understood and resolved. How to gain a substantial insight into and resolve the student bullying problems remains the research motivation of the researcher. There are two research purposes: (1) To explore the current situation of student bullying; (2) To explore the teachers and administrative counseling personnel’s assistance in the handling of student bullying experience models and the coping strategies.
In this study, the current situation of campus bullying was discussed through records, with the handling experience models and the coping strategies of the teachers as the objectives. Five serving elementary school teachers (including homeroom teachers, full-time counseling teachers, and administrators) were adopted as the research participants in order to gain an insight into campus bullying. The method adopted was the narrative research method. The narrative of the handling experience of every interview teacher was presented through the “integrated content” analysis approach in order to describe their handling experiences based on the interview framework. Subsequently, the “category-content” analysis method was adopted to compile, analyze, and comprehend relevant contents according to the articles, so as to explore the teachers’ personal assistance and handling related experiences throughout the course of their teaching careers.

The main research conclusions: (1) As to the reason for reporting or concealing student bullying incidents, the determinant lies in whether or not students report incidents and whether or not homeroom teachers take the initiative to discover them. (2) Teachers must take an active approach in trying to understand and deal with bullying incidents, so as to gain the trust of students. (3) The reason bullying incidents repeatedly take place is that incidents are either concealed or mishandled. Hence, teachers and the school team must tactfully intervene for handling. (4) The objective-oriented “public health crime prevention mode” can be adopted to prevent campus bullying incidents.
The main findings and discussion issues comprise six items: (1) The attitude to behold by teachers when faced with student bullying: (2) Relational bullying involving a great degree of handling difficulty; (3) The growing popularity of cyber-bullying; (4) Restorative justice to be put to more frequent use; (5) The coordination of the teachers’ team; (6) The influence of spectators. Based on the interview data of the five respondents, the six issues above were compiled and summarized.

並列關鍵字

narrative study ； full-time counseling teacher ； campus ； bullying ； restorative justice

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