校園關係霸凌事件中受凌學生之個案研究
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Date
2013
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Abstract
本研究目的主要在描述關係霸凌事件中受凌學生的主觀經驗與因應策略，讓長期以來受到忽視的關係霸凌事件受凌者得以受到大家的關注。研究者從自身立場出發，企圖研究不同類型的關係霸凌受凌者在面對各種狀況時，可能採取的行動與其心路歷程，期望在研究中發現更多需要教師協助或長期受到忽略的受凌者，並加以審視與了解。研究者希望能藉由受訪者目前所面臨的問題，以及當時所採取的因應策略，歸納出關係霸凌事件的成因與結果，以做為未來研究之參考。
本研究透過立意取樣，邀請四位國中學生做為受訪者進行深度訪談，並將訪談內容改寫為故事，再就故事及訪談內容進行綜合分析，以得出本研究之結果與建議。
經過分析後，本研究得出以下四點結論：
一、 遭受霸凌的學生包含主動與被動式。
主動式受凌者是因本身行為或態度引起多數人的不悅，而霸凌者進行霸凌；被動式受凌者則屬於受到一個或以上的霸凌者的討厭，因而影響多數人進行霸凌行為。
二、 關係霸凌型是仍以社交霸凌為主。
受凌同學遭受的關係霸凌以社交霸凌為主，研究中的參與者均顯現相同的狀況。社交霸凌若輔以關係操弄、散播謠言，對受凌者的影響更大。
三、 受凌者會選擇有利的因應策略。
受凌者在受凌後會選擇對自己有利的因應策略，從自我反省開始到求助他人或自我防衛等方式，受凌者會在經驗中學習遭遇霸凌事件後的應變措施。
四、 受凌者經驗之後可能產生退縮情形。
受凌事件使得受凌者出現退縮情形，在課堂表現或上課動機上不愛表現，且出現盡力討好其他人，以減低他人敵意之行為。
針對上述四點結論，本研究提出三點建議：
一、 對校園工作者
對於校園工作者的建議分為導師部分及行政同仁。導師應隨時觀察多加了解以提供協助，並且與任課教師保持良好溝通關係以了解學生其他時間之表現，面對霸凌事件發生時，應積極主動而有效的處理，避免霸凌者有恃無恐的持續霸凌行為。
行政同仁則應確實落實輔導室之宣導與工作，讓有需要的學童能夠確實知道尋求協助之管道，並配合學務處積極處理霸凌事件。
二、 對家長
家長是孩子在校園中遭受不正義待遇時，重要的求助人選。家長對霸凌事件應抱持正視其嚴重性與不正當性的態度，理性的作為孩子的後盾，以避免受凌事件為孩子帶來不好的後續影響。
三、 未來研究展望
在本研究之後，未來研究者可以關係霸凌事件中其他關係人為對象作為研究主體，了解關係霸凌更深層的影響與意義。其中師長態度對關係霸凌事件的發生有極大的影響，關係霸凌事件中的霸凌者與旁觀者過去也鮮少成為研究對象，均是值得未來做為研究內容的議題。
The main purpose of this study is to describe targeted children’s subjective experience and to find out coping strategies in relation bullying, So that long been ignored relational bullying can get everyone’s concern. Researcher from her own standpoint attempted to research different types of targeted children’s possible actions and mentality when faceing various of conditions in relational bullying. It was expected that more targeted children who required teacher’s assistance could be identifiedm investigated, and understood. In this research, four junior high school students participated in in-depth interviews was selected through purposive sampling. The study reached the following four conclusions: First, the students sufferd from bullying include active and passive. Active victim who were the ones whose behavior or attitude offended other classmates; Passive victims were bullied because the ones who hated them the most influence other people. Second, the type of relational bullying still dominated by social bullying. Participants of this study were revealed the same situation. If supplemented by social relations manipulation bullying, spreading rumors, the impact were even stronger. Third, the targeted children would to choose a favorable coping strategy. After the issue, the targeted children would choose their advantage coping strategies. Such as helping others, self-reflection or self-defense, etc., Victims learned contingency measures by experience of suffered bullying incidents. Forth, the victims may flinch after the experience. After bullying, the targeted children appeared retreat situation. They did not like tobehave in the classroom, and the motivation to go to school was be lower. They tried to please other people to reduce the hostility of the behavior of others. In response to these four conclusions, this study put forward three proposals: First, the campus workers Instructors should always keep an eye on students in order to provide assistance and to maintain good communication with classroom teachers to understand relationship between the performances of students at other times, When bullying occurs, teachers should be proactive and effective to prevent the continued impunity bully behavior. Administrative colleagues should actually implement in the counseling room advocacy work, so that we can make sure the needy students can seek assistance. Second, the parents When children in the campus suffer injustice treatment, parents are the most important candidates for them to ask help. When parents acknowledge bullying, they should hold severe attitude and relationally assist their children. Third, future research prospects After this study, future researchers can have other related in relational bullying as a research subjects, and have deeper understanding of the relational bullying influence and significance. Among relational bullying, teachers attitudes toward bullying incidents have a great impact. Bullies and bystanders in relational bullying rarely become a research focus in the past,therefore, they can make suitable topics for future research.
The main purpose of this study is to describe targeted children’s subjective experience and to find out coping strategies in relation bullying, So that long been ignored relational bullying can get everyone’s concern. Researcher from her own standpoint attempted to research different types of targeted children’s possible actions and mentality when faceing various of conditions in relational bullying. It was expected that more targeted children who required teacher’s assistance could be identifiedm investigated, and understood. In this research, four junior high school students participated in in-depth interviews was selected through purposive sampling. The study reached the following four conclusions: First, the students sufferd from bullying include active and passive. Active victim who were the ones whose behavior or attitude offended other classmates; Passive victims were bullied because the ones who hated them the most influence other people. Second, the type of relational bullying still dominated by social bullying. Participants of this study were revealed the same situation. If supplemented by social relations manipulation bullying, spreading rumors, the impact were even stronger. Third, the targeted children would to choose a favorable coping strategy. After the issue, the targeted children would choose their advantage coping strategies. Such as helping others, self-reflection or self-defense, etc., Victims learned contingency measures by experience of suffered bullying incidents. Forth, the victims may flinch after the experience. After bullying, the targeted children appeared retreat situation. They did not like tobehave in the classroom, and the motivation to go to school was be lower. They tried to please other people to reduce the hostility of the behavior of others. In response to these four conclusions, this study put forward three proposals: First, the campus workers Instructors should always keep an eye on students in order to provide assistance and to maintain good communication with classroom teachers to understand relationship between the performances of students at other times, When bullying occurs, teachers should be proactive and effective to prevent the continued impunity bully behavior. Administrative colleagues should actually implement in the counseling room advocacy work, so that we can make sure the needy students can seek assistance. Second, the parents When children in the campus suffer injustice treatment, parents are the most important candidates for them to ask help. When parents acknowledge bullying, they should hold severe attitude and relationally assist their children. Third, future research prospects After this study, future researchers can have other related in relational bullying as a research subjects, and have deeper understanding of the relational bullying influence and significance. Among relational bullying, teachers attitudes toward bullying incidents have a great impact. Bullies and bystanders in relational bullying rarely become a research focus in the past,therefore, they can make suitable topics for future research.
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Keywords
霸凌, 關係霸凌, 受凌者, bully, targeted children, relational bullying