國小輔導教師實施防制霸凌課程之個案研究

A case study of the anti-bullying courses for elementary school counseling teacher

10.30026/CJSH.201806_(72).0002

王承諺(Chan-Yan Wang)；李明憲(Ming-Shinn Lee)

專任輔導教師 ； 防制霸凌課程 ； 個案研究 ； elementary school counseling teacher ； anti-bullying courses ； case study method

學校衛生

72期（2018 / 06 / 01）

15 - 28

繁體中文

本研究統整2007-2017年的防制霸凌課程的研究，發現欠缺以處遇爲主的防制霸凌課程，也沒有爲專任輔導教師制定的課程，因此本研究透過個案研究法，收集訪談内容、教材大綱、學習單來探討國小專任輔導教師實施霸凌防制課程的動機和目標。研究結果如下：一、授課動機爲處理班上霸凌狀況，二、授課目標偏重「預防」而非「處遇」，與動機相互矛盾，從文獻探討來看，目前欠缺以處遇爲主的防制霸凌課程，教師被迫選擇預防爲主的課程，從研究結果來看，授課時間只有80分鐘，很難實施處遇式課程，因此選擇預防式課程，以講授爲主要方式。

The result of the survey on anti-bullying courses from 2007 to 2017 revealed that it lacked of intervene anti-bullying courses, and there were no courses developed by elementary school counseling teachers. Therefore, this study implemented a case study method and collected counselors' interviews, course materials, and assignments to explore the motivation and purposes of anti-bullying courses. The results of the study were as follows: (1) The motivation for teaching is to deal with the situation of bullying in the class. (2) The teaching purposes focused on ＂prevention＂ instead of ＂interventions＂, and the purposes and motivation are contradictory. The main reason for choosing a preventive course is that there is few evidence based anti-bullying intervention courses currently, therefore, teachers have no much options. The anti-bullying prevention course is preference for them. Moreover, teaching time is only 80 minutes, there is not enough time to teach anti-bullying intervention courses.

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