國中校園霸凌防治介入計畫～含同儕性騷擾防治

Abstract

本研究目的在探討以「健康促進學校模式」為基礎，結合「社會認知理論」概念變項，強調以「生活技能」教學為主軸，配合「支持性環境營造」所發展的校園霸凌（含同儕性騷擾）防治計畫，對於提升國中學生霸凌（含同儕性騷擾）防治個人能力、心理決定因素、環境決定因素、行為意向與行為經驗的立即效果與延宕效果，以及學校行政單位與學生對本計畫的接受與滿意程度。

研究採「不相等實驗組對照組研究設計」，研究對象為國中二年級學生，先以立意取樣方式決定參與本研究之學校，再以班級為單位，採隨機取樣、隨機分派方式決定組別，共計2所學校12個班級。經前測、後測、後後測後，有效樣本數實驗組A為128名，實驗組B為129名，對照組C為127名，共計384名。

其中實驗組A同時接受班級課程「霸凌防治教學模組」與全校性「支持性環境營造」介入，實驗組B只有接受全校性「支持性環境營造」介入。教學模組課程介入採用健康與體育領域之健康教育科授課時間，以每週1節課（45分鐘），進行連續8周的課內教學。而支持性環境營造介入則是透過全校性的活動宣導方式，營造友善校園氛圍。兩組實驗組的介入均配合實際教學狀況，以原班級為單位，而對照組班級在同時期，除教育部規定之霸凌或性騷擾例行宣導活動外，不接受任何相關議題的額外課程或活動介入。

結果顯示結合課程與支持性環境營造的介入模式能夠有效提升國中學生霸凌與同儕性騷擾防治相關個人能力因素（包括知識與生活技巧）、心理決定因素（包括結果期望與自我效能）、動機誘因與行為意向，但在改變班級氣氛、社會支持及降低霸凌與同儕性騷擾的加害與受害行為頻率無明顯效果。若僅進行支持性環境營造，則只在知識程度的維持上是有效的。因此由介入成效可知本計畫能夠有效改變霸凌與同儕性騷擾防治的間接影響因素。計畫參與者對本計畫評價良好，值得未來繼續推展。The present study aimed to establish an intervention program on bullying prevention based on Social Cognitive Theory and Health Promoting School model. This program placed emphasis on life skills, supportive environment to promote the behavioral capability, psychological and environmental determinants of behavior, and behavior intention on bullying prevention of junior high school students. The study tried to understand the feedback of the intervention program from the participants of the program, too.

This study adopted nonequivalent experiment control group design. First, the researcher chose experiment and control schools with the suitable conditions. Second, the participants were randomly sampled based on classes from the experiment school and randomized to experiment group A and experiment group B. The control group was randomly sampled based on classes from the control school, too. The experiment groups were screened after pre-post test and follow-up test, and the control group was screened after pre-post test. There were 128 effective samples in experiment group A, 129 ones in experiment group B and 127 ones in the control group. Thus the sum of 384 second-grade junior high school students were involved in this study. The experiment group A underwent the intervention of “bullying prevention curriculum” (taught in the “Health Education” courses for 8 weeks, 45 minutes per week) and “supportive environment” (school-wide campaign) at the same time, while the experiment group B took the intervention of “supportive environment” only. The control group didn’t receive any curriculum or activity about bullying and sexual harassment except those ordered by the Ministry of Education or carried routinely.

The results showed that the program which combines “curriculum” and “supportive environment” can promote the behavioral capability (knowledge and life-skills), psychological determinants of behavior (outcome-expectations and self-efficacy), incentive motivation and behavior intentions on bullying and peer sexual harassment prevention. But it showed obvious effects neither on changing classroom climate and social support among junior high school students, nor on decreasing the frequency of bullying. If taking the intervention of “supportive environment” exclusively, it improved knowledge only. The results showed that the program led to remarkable effects on indirect influencing factors of bullying and peer sexual harassment, and the participants had positive evaluation on this program. Both showed that the program is worth being promoted in the future.