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  • 學位論文

運用焦點團體訪談回溯過往關係霸凌之經驗

The Use of Focus Groups to the Past Experience of Relational Bullying through Retrospective Study

指導教授 : 杜淑芬

摘要


本研究旨在以質性研究的方式探究大學生過往關係霸凌之經驗,針對研究參與者知覺關係霸凌經驗與角色特質,包含關係霸凌之方式、原因、因應、影響,以及知覺老師的介入方式與成效來深入探討。參與者共有48人,男生18位,女生30位,均為大學之師資培育生。使用焦點團體訪談之方式收集資料,每次5-9人進行訪談,總共7次。在資料分析部分,採用紮根研究取向來分析文本,並運用三角檢證模式來確保分析的信實度,邀請一位協同研究者者共同分析。本研究結果發現: 一、任何人都有可能身為或兼具霸凌者、受凌者、旁觀者。 二、關係霸凌的方式分為直接與間接外,也有善意包裝、指使的高領導社交能力之手段。 三、任何情況都有可能成為關係霸凌的原因,難以單一概論而釋。 四、關係霸凌的因應與文獻結果相符,且會選擇多種方式來面對關係霸凌的困境。 五、關係霸凌的影響層面廣且深遠,如言行風格、情緒心理、與人際交友模式。 六、老師態度影響學生行為,介入方式多為單方面的口頭勸戒、部分安排陪同或運用輔導室資源。 七、知覺老師介入成效無感或認為情況變得更嚴重。 八、建議教師介入,也期待老師能公正且深入處理。 針對上述八點結論,本研究針對輔導工作者、教師與教育當局提供幾點建議。

並列摘要


The purpose of this study was to explore college students past experience of relational bullying via qualitative research. The experience included the perception of relational bullying, the role and the characteristics of bullies, bullied, and bystanders, the perceived feelings, reasons, and coping strategies in the bullying events, and the intervening effectiveness of teachers. A total of 48 college students who enrolled in the teacher education program of the university, included 18 males and 30 females , participated voluntarily in this research. The data was collected by the focus groups which were held in combined with interpersonal relationship class of the program. Seven focus groups were held, each contained 5-9 persons, with the duration of 1-1.5 hours. In the data analysis section, the researcher adopted a grounded research method to perform the data analysis. Also, the triangulation method that a co-researcher was invited to share the data analysis work was used to guarantee the integrity of the analysis . The results of the study found that: 1.Any person could be bullies, victims, bystanders if the situations fitted. 2.Besides from direct and indirect relational bullying, using social skills to manipulate others was another way of bullying. 3.Not a single factor can explain the causes of relational bullying events., 4.Consistent with the literature, the students chose multiple ways to copy with relational bullying incidents, 5.Relational bullying had wide and far-reaching influences, such as words and behavior styles, emotional feelings, and interpersonal patterns. 6.Teachers’ attitudes toward relational bullying influenced student behaviors, their intervening strategies were mostly unilateral verbal admonition, some arranged accompanied classmates, and some made referral to the Counseling office of the schools 7. The participants perceived that teachers’ intervention were ineffectiveness and even worsen the situation. 8.The participants suggested the teachers to intervene to the relational bullying incidents, but expected an in-depth understanding about the events and a fair attitudes to all students. Finally, in response to these eight conclusions, this study provides some suggestions to counseling workers, teachers and education authorities.

參考文獻


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被引用紀錄


吳彥宗(2022)。陰影中尋覓光:關係霸凌受凌者接受諮商經驗探究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2022.00865
陳怡萱(2018)。「當心,教室裡無聲的惡魔!」 關係霸凌因應策略之回溯研究〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201800115

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