優勢現身：青少年校園霸凌中受凌捍衛者之挺身經驗探究

Abstract

本研究旨在探討「受凌捍衛者」於校園霸凌情境中的挺身經驗及其所展現之優勢。研究對象為四位、曾於國高中時期具有挺身經驗的研究參與者，研究者根據研究目的設計半結構訪談大綱，對研究參與者進行兩次深度訪談，並以敘事研究方法中的「整體─內容」與「類別─內容」方法進行資料分析。研究結果顯示，受凌捍衛者的挺身經驗歷經六個主要歷程階段：（一）敏察變化，判讀霸凌訊號；（二）情感牽動，形塑挺身意識；（三）情勢評估，確立行動決定；（四）行動表態，實踐助人選擇；（五）挺身引波，牽動人際位移；（六）歷程回望，拓展助人實踐。研究亦歸納出受凌捍衛者在挺身經驗中展現出多元優勢，包含：（一）人際敏察的關係互動、（二）助人價值的信念實踐、（三）情感驅動的守護行動、（四）自我調節與內在穩定、（五）助人志向與生命實踐、（六）靈性信仰的堅定支持，以及（七）創傷經驗的轉化反思。本研究呈現受凌捍衛者於校園霸凌中挺身而出的心理歷程與優勢展現，說明其如何運用個人優勢與力量回應複雜情境，進而拓展挺身助人的實踐可能。研究結果可作為未來相關研究與實務工作者在教育設計與輔導諮商上的參考依據。This study explores the experiences of student defenders who stood up against school bullying, with a particular focus on the character strengths they practiced throughout the intervention process. Four students with such defending experiences during their junior or senior high school years were invited to participate. Based on the research purpose, the researcher developed a semi-structured interview guide and conducted two in-depth interviews with each participant. Data were analyzed using the “holistic-content” and “categorical-content” approaches within the framework of narrative research.The findings reveal that the defenders' intervention experiences followed six key stages: (1) perceiving changes and recognizing signs of bullying, (2) emotional arousal and the formation of a helping intention, (3) situational evaluation and decision-making, (4) taking action to support the victim, (5) navigating interpersonal shifts triggered by intervention, and (6) reflecting on the process to expand helping practices. Additionally, seven core strengths were identified in their narratives: (1) relational sensitivity and interpersonal attunement, (2) value-based commitment to helping others, (3) emotionally driven protective actions, (4) self-regulation and internal stability, (5) life aspirations oriented toward helping, (6) support from spiritual beliefs, and (7) reflective transformation of traumatic experiences.This study highlights the psychological processes and strengths exhibited by defenders of victims in school bullying contexts, illustrating how they mobilize personal capacities to respond to complex social dynamics and extend their commitment to prosocial actions. The findings offer implications for future research and serve as a reference for educators and counseling professionals in designing interventions and support systems.