從生態系統理論探討校園霸凌的危機處理

Crisis Management of School Bullying-An Ecosystem Perspective

10.6423/HHHC.202201_(137).0012

李佩珊(Pei-Shan Lee)

生態系統 ； 校園霸凌 ； 危機處理 ； 系統合作 ； ecosystem ； school bullying ； crisis management ； system cooperation

學校行政

137期（2022 / 01 / 16）

294 - 312

繁體中文

本文旨在以生態系統模式探討校園霸凌的危機處理。學校行政因應對策主要包括：一、校園霸凌的法規及處理規定，分為發現期、處理期、追蹤期；二、校園霸凌之危機處理因應，分為危機之前的預防階段、危機期間的處理階段、危機之後的恢復階段。生態系統理論提供三個面向：一、從個人特徵看校園霸凌，重視性別、族群和身心狀態的影響；二、從環境脈絡看校園霸凌，包括微觀系統、中介系統、外部系統及鉅觀系統；三、從時間系統看危機處理，注意從單一、連續或全面的霸凌事件。

This paper aims to explore the crisis management of school bullying in the ecosystem model. The school administration response mainly includes: 1. the regulations and handling rules of school bullying, which are divided into the discovery period, handling period, and tracking period; 2. the crisis management response of school bullying, which is divided into the prevention stage before the crisis, the handling stage during the crisis, and the recovery stage after the crisis. Ecosystem theory provides three perspectives: 1) the individual characteristics of school bullying, with emphasis on the influence of gender, ethnicity, and physical and mental status; 2) the environmental context of school bullying, including microsystem, mediator system, external system, and macrosystem; 3) the time system of crisis management, with attention to single, continuous, or comprehensive bullying incidents.

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