在辨識與介入之間：國中教師知覺學生關係霸凌之內在經驗探究

校園關係霸凌對國中學子的身心影響甚遠，而國中教師作為校園霸凌防制中重要的一員，其校園霸凌辨識能力與介入能力受到矚目，其對關係霸凌的知覺、辨識與介入行為在校園霸凌防制議題佔有關鍵的一席之地，故本研究旨在了解國中教師知覺學生關係霸凌之內在經驗，了解影響其知覺、辨識到最後介入學生關係霸凌之因子，以及在處遇學生關係霸凌後對教師的影響。本研究以質性研究法之半結構訪談的方式蒐集國中教師的知覺學生關係霸凌之內在經驗，並以敘事分析的方式了解國中教師之相關經驗。研究受訪者一共六位，含4位女性教師與2位男性教師。研究結果簡述如下：一、國中教師對學生關係霸凌的知覺、辨識與介入行為受到環境因素影響。環境因素包含時間演進下之文化、政策、教師次文化、隨之形成的教育氛圍、環境中媒體、教師間與親師間的合作模式等。二、國中教師對學生關係霸凌的知覺行為受到環境因素影響，而使得知覺學生關係霸凌受到限制，包含：教師難隨時在側而難知覺學生間關係的變化、究責文化下對於霸凌的懲治讓學生不讓老師知道、不同的教學策略使學生難以在教師面前展現關係霸凌等。三、國中教師對學生關係霸凌的辨識行為受到環境因素的影響，而使得辨識學生關係霸凌受到限制，包含：和諧關係中的忍耐文化讓學生沒有表現出受凌反應，或抑制學生展現求助行為、文化中的人際習慣範例令教師難以辨認人際互動模式、及符合教育部對關係霸凌特徵描述，卻與學術界不同調的校園霸凌定義恐令教師辨識關係霸凌有所遲疑。四、國中教師對學生關係霸凌的介入行為受到環境因素的影響，包含：究責文化下對於教師行為的要求、輔導、教育與霸凌防制相關政策、友善校園的教育氛圍，而使得教師以介入所有學生事件以預防與杜絕關係霸凌；介入關係霸凌時，受到環境對處遇的時間限制、分工合作下可能的斷層影響教師介入關係霸凌的行為。五、國中教師處遇學生關係霸凌後，對其議題的影響是認為未來處遇需要更小心、積極且全面的了解單一霸凌事件的前因後果脈絡，並用課程的方式教導學生同理、包容與個別思考能力。根據研究結果，對未來研究、霸凌防制相關政策、心理工作者、國中教師提出具體建議供參考

關鍵字

國中教師；關係霸凌；霸凌知覺；霸凌辨識；霸凌介入

並列摘要

Campus relationship bullying has a far-reaching impact on the physical and mental health of high school students. As an important part of the school's bullying prevention system, high school teachers have attracted attention for their abilities to identify and intervene in school bullying. This study aims to understand the process of high school teachers' perception of student relationship bullying, the factors that affect their perception, leading to eventually intervening in student relationship bullying, and the impact on teachers after intervening. This study conducted semi-structured interviews of teachers in junior high schools. The researcher used qualitative research methods to capture the inner experience of teachers perceiving bullying among students, and employed narrative analysis to understand the experiences of teachers in junior high schools. There were six interviewees in the study, including 4 female teachers and 2 male teachers. The results of the study are summarized as follows: 1.Teachers' perception, identification, and intervention of relationship bullying among students are affected by several environmental factors, including culture evolving across time, policies, teachers’ subcultures, educational atmosphere, and cooperation models between teachers, parents and the media. 2.The perception of student relationship bullying by junior high school teachers is affected by environmental factors, which limits the perception of student relationship bullying. Teachers do not take part in students` social life constantly thus have difficulty to perceive relationship bullying among students. Possible punishment for bullies results in students not letting teachers know about bullying, and different teaching strategies also makes it difficult for students to show relationship bullying while the teachers are present. 3.The identification of bullying in student relations by high school teachers is affected by environmental factors, which restricts the identification of bullying, including the culture of tolerance for harmonious relationships, preventing students revealing themselves as bully victims or inhibiting them from help-seeking. Cultural interpersonal habits makes it difficult for teachers to identify interpersonal patterns of interaction. Moreover, the Ministry of Education's description of relationship bullying being different from the academic realm also make teachers hesitant in identifying relationship bullying. 4.The involvement of junior high school teachers in relationship bullying among students is affected by environmental factors, including requirements for teachers’ behaviors in a culture of accountability, counseling, policies related to education and bullying prevention, and educational atmosphere of a friendly campus, leading to the teachers focusing on prevention and ending relationship bullying in general. Teachers’ actual intervening behaviors in is also affected by time constraints in school environment and resulting in possible faults under the circumstance of division of labor. 5.After junior high school teacher intervened in student relationship bullying, they believe that they ought to be more careful in the future, being proactive and understanding fully the causes and consequences of bullying incidents, and teach about empathy, tolerance and individualistic thinking in curriculum. Based on the study , the specific suggestions for bullying prevention policies, psychological workers, high school teachers and fallow-up studies.