國小導師成功處理兒童欺凌行為的輔導策略分析

The Elementary School Teachers' Successful Guidance Strategies for Intervening Children's Bullying Behaviors

杜淑芬(Su-Fen Tu)

初級輔導 ； 班級經營 ； 國小導師 ； 欺凌行為 ； 霸凌防治 ； anti-bullying ； bullying behavior ； class management ； elementary school teachers ； guidance strategies

教育實踐與研究

28卷1期（2015 / 06 / 01）

99 - 130

繁體中文

本研究運用多個案研究法探究國小導師處理涉入欺凌行為兒童的輔導策略。依立意取樣原則，透過學校輔導室的推介，選取具有輔導這類兒童的11位中高年級國小導師參與研究。參與導師的平均年齡為40.14歲（SD=7.60），平均教學年資為15.45（SD=6.80）。資料來源有兩個管道，一是來自輔導室的推薦觀察資料，最主要是運用直接的訪談並依據半結構式訪談大綱引導訪談的進行。訪談資料係以類別分析方式分析跨個案的相似性。研究結果發現，國小導師成功處理兒童欺凌行為的輔導策略是由內而外、由個別到系統的三層面輔導策略：個別輔導、班級經營與系統合作。個別輔導層面的策略包括：導師能夠深入瞭解問題行為成因；處理兒童侵犯他人界線的行為；能支持兒童的正向行為與優勢能力；冷靜面對兒童挑釁與測試，以及運用顧及兒童需求的雙贏管教策略。班級層面的策略則包括：建立班級運作規則並一致地執行；重視正向利他的人際行為、善用激勵系統促進班級正向利他文化；而在系統合作層面則主要為與兒童家長合作及與校內系統合作。本文針對導師輔導欺凌兒童的模式與策略進行討論，並從華人文化討論教師的班級經營特性，最後針對導師提升初級輔導能力以及未來研究提供建議。

The purpose of this study was to explore the guidance strategies adopted by elementary homeroom teachers for their interventions on children's bullying behaviors. Adopted a multiple case study approach, 11 homeroom teachers participated voluntarily through school counselors' recommendation where semi-structured interviews were conducted. Their average age was 40.14 years old (SD=7.60) and they averaged 15.45 years (SD=6.80) of teaching experience. All participants had previous experience in successfully helping children who had bullying behaviors toward classmates. The results indicated three categories of successful guidance strategies: individual guidance, class management, and systems' collaboration. Regarding individual guidance, the teachers were able (1) to understand in depth about the factors involved in bullying; (2) to set clear interpersonal boundaries with the bullies; (3) to recognize and reinforce the children's personal strengths; (4) to face the children's provoking behaviors with calm manners; (5) to adopt win-win strategies in disciplining. Regarding class management, the teachers were able (1) to set clear safety rules and execute them consistently, (2) to encourage altruistic and empathetic behaviors and to facilitate positive behaviors in class. Regarding the systems' collaboration, the teachers cooperated mainly with the parents and resources at schools. Teachers' guidance strategies and models in helping bullies, as well as the impacts of Chinese culture on the teachers' guidance strategies are discussed.

1. 邱珍琬、張麗麗(2012)。中小學教師之校園霸凌行為辨識、嚴重性與介入評估之研究。應用心理研究，54，203-250。
   連結：
2. 洪福源、邱素玲、丘金蘭、郭毓珊(2012)。國中小學生、教師對校園欺凌行為之認知與態度研究。台北海洋技術學院學報，5(1)，158-198。
   連結：
3. 趙曉美、王麗斐、楊國如(2006)。臺北市諮商心理師國小校園服務方案之實施評估。教育心理學報，37(4)，345-365。
   連結：
4. 劉雅惠(2011)。中小學教師工作壓力之探究。學校行政雙月刊，72，77-98。
   連結：
5. 黏絢雯、程景琳(2010)。國中班級經營與班級氣氛相關因素之探討：關係攻擊與關係受害。教育實踐與研究，23(1)，57-84。
   連結：
6. 魏麗敏、黃德祥(2009)。臺灣校園欺凌行為受害學生特質之分析研究。台中教育大學學報：教育類，23(1)，175-196。
   連結：
7. 兒童福利聯盟文教基金會（2011）。台灣校園霸凌現象調查報告發表記者會新聞稿。取自http://www.children.org.tw/news/advocacy_detail/324[Child Welfare League Foundation (2011). Press release: The report of school bullying in Taiwan. Retrieved from http://www.children.org.tw/news/advocacy_detail/324]
8. Baldry, A. C.,Farrington, D. P.(2000).Bullies and delinquents: Personal characteristics and parental styles.Journal of Community & Applied Social Psychology,10,17-31.
9. Barr, R. D.,Parrett, W. H.(2001).Hope fulfilled for at-risk and violent youth.Needham Heights, MA:Allyn and Bacon.
10. Baxter, P.,Jack, S.(2008).Qualitative case study methodology: Study design and implementation for novice researchers.The Qualitative Report,13(4),544-559.
11. Blazer, C.(2005).,未出版
12. Bronfenbrenner, U.(1979).The ecology of human development.Cambridge, MA:Harvard University Press.
13. Conyne, R. K.,Cook, E. P.(2004).Ecological counseling: An innovative approach to conceptualizing person-environment interaction.Alexandria, VA:American Counseling Association.
14. Crabtree, B. F.(ed.),Miller, W. L.(ed.)(1999).Doing qualitative research.London, UK:Sage.
15. Craig, W. M.,Pepler, D. J.(2007).Understanding bullying: From research to practice.Canadian Psychology,48(2),86-93.
16. Denzin, N. K.(ed.),Lincoln, Y. S.(ed.)(1994).Handbook of qualitative research.London, UK:Sage.
17. Emmett, J. D.,Monsour, F.(1996).Open classroom meetings: Promoting peaceful schools.Elementary School Guidance & Counseling,31(1),3-11.
18. Espelage, D. L.(ed.),Swearer, S. M.(ed.)(2004).Bullying in American schools: A social-ecological perspective on prevention and intervention.Mahwah, NJ:Lawrence Erlbaum.
19. Gould, M. S.,Klomek, A. B.,Marrocco, F.,Kleinman, M.,Schonfeld, I. S.(2007).Bullying, depression, and suicidality in adolescents.Journal of the American Academy of Child and Adolescent Psychiatry,46,40-49.
20. Greer-Chase, M.,Rhodes, W. A.,Kellam, S. G.(2002).Why the prevention of aggressive disruptive behaviors in middle school must begin in elementary school.The Clearing House,75(5),242-245.
21. Hein, K.(2004).Athens, Georgia,University of Georgia.
22. Ho, D. Y. F.(1995).Selfhood and identity in Confucianism, Taoism, Buddhism, and Hinduism: Constructs with the West.Journal for the Theory of Social Behavior,25,115-139.
23. Hofstede, G.(1980).Culture's consequence: International differences in work-related values.Beverly Hills, CA:Sage.
24. Jeloudar, S.(2011).Exploring the relationship between teachers' social intelligence and classroom discipline strategies.International Journal of Psychological Studies,3(2),149-155.
25. Kim, U.(ed.),Triandis, H.(ed.),Kagitcibasi, C.(ed.),Choi, S.(ed.),Yoon, G.(ed.)(1994).Individualism and collectivism: Theory, method, and applications.Thousand Oaks, CA:Sage.
26. Meehan, B. T.,Hughes, J. N.,Cavell, T. A.(2003).Teacher-student relationships as compensatory resources for aggressive children.Child Development,74,1145-1157.
27. Meese, R. L.(1996).Strategies for teaching students with emotional and behavioral disorders.Pacific Grove, CA:Brooks/Code Publishing Company.
28. Myers, C. L.,Holland, K. L.(2000).Classroom behavioral interventions: Do teachers consider the function of the behavior?.Psychology in the Schools,37(3),271-280.
29. Nansel, T. R.,Craig, W.,Overpeck, M. D.,Saluja, G.,Ruan, W. J.,the Health Behaviour in School-aged Children Bullying Analyses Working Group(2004).Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment.Archives of Pediatrics & Adolescent Medicine,158,730-736.
30. Nansel, T. R.,Overpeck, M.,Pilla, R. S.,Ruan, W. J.,Simmons-Morton, B.,Schmidt, P.(2001).Bullying behaviors among US youth.Journal of American Medical Association,285,2094-2100.
31. Natvig, G. K.,Albreksten, G.,Qvarnstrom, U.(2001).Psychosomatic symptoms among victims of school bullying.Journal of Health Psychology,6,365-377.
32. Olweus, D.(1993).Bullying at school: What we know and what we can do.Oxford, UK:Blackwell.
33. Olweus, D.,Limber, S. P.,Mihalic, S.(1999).The bullying prevention program: Blueprints for violence prevention.Boulder, CO:Center for the Study and Prevention of Violence.
34. Orpinas, P.,Horne, A. M.(2006).Bullying prevention: Creating a positive school climate and developing social competence.Washington, DC:American Psychological Association.
35. Paley, V. G.(1993).You can@@$t say you can't play.London, UK:Harvard University Press.
36. Reinke, W. M.,Herman, K. C.(2002).Creating school environment that deter antisocial behaviors in youth.Psychology in the Schools,39,549-559.
37. Reinke, W. M.,Herman, K. C.,Stormont, M.(2013).Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement.Journal of Positive Behavior Interventions,15(1),39-50.
38. Roland, E.,Galloway, D.(2002).Classroom influences on bullying.Educational Research,44,299-313.
39. Shellard, E.,Turner, J. R.(2004).ERS focus on: Safe and secure schools.Arlington, VA:Educational Research Service.
40. Smith, D. L.,Smith, B. J.(2006).Perceptions of violence: The views of teachers who left urban schools.The High School Journal,89,34-42.
41. Stake, R. E.(1995).The art of case study research.Thousand Oaks, CA:Sage.
42. Sugai, G.,Horner, R.,Lewis, T.(2009).School-wide positive behavior support implementers' blueprint and self-assessment.Eugene, OR:OSEP TA-Center on Positive Behavioral Interventions and Supports.
43. Teyber, E.、McClure, F. H.、吳麗娟譯、蔡秀玲譯、杜淑芬譯、方格正譯、陳品惠譯(2012)。人際歷程取向治療—整合模式。臺北市:新加坡商聖智學習=Cengage Learning。
44. Tomal, D.(1999).Discipline by negotiation: Methods for managing student behavior.Lancaster, PA:Technomic.
45. Wei, H.,Williams, J. H.,Chen, J.,Cheng, H.(2010).The effects of individual characteristics, teacher practice, and school organizational factors on students' bullying: A multilevel analysis of public middle schools in Taiwan.Children and Youth Services Review,32,137-143.
46. Whitted, K. S.,Dupper, D. R.(2005).Best practices for preventing or reducing bullying in schools.Children and Schools,27(3),167-175.
47. Yin, R. K.(2003).Case study research: Design and methods.Thousand Oaks, CA:Sage.
48. 吳武典(1996)。國小怎樣實施輔導工作。臺北市=Taipei:心理=Psychological Publishing Co.。
49. 吳雅真(2009)。台中市=Tai-Chung，東海大學公共事務研究所=Executive Master of Public Affair, Tung-Hai University。
50. 杜淑芬(2010)。台北市=Taipei，台灣師範大學教育心理與輔導研究所=Department of Educational Psychology and Counseling, National Taiwan Normal University。
51. 馬慶強(1997)。中國人之感性與認知方面的道德發展：一個七階段發展理論。本土心理學研究，7，166-212。
52. 教育部(2013)。國民小學學校輔導工作參考手冊。台北=Taipei:教育部學生事務及特殊教育司=Author。
53. 教育部(2013)。國民中學學校輔導工作參考手冊。台北=Taipei:教育部學生事務及特殊教育司=Author。
54. 陳向明(2004)。教師如何作質性研究。台北=Taipei:洪葉文化=Hung-Yeh。
55. 齊力(2003)。個人主義、集體主義與家族主義：三角關係的概念格局。市師學報，2，115-145。
56. 鄭崇趁(2005)。從學校組織再造的需求探討教訓輔三合一方案在教育改革中的角色功能。國立臺北教育大學學報：教育類，18(2)，75-100。

1. 蔡秀玲、黃文瑄、杜淑芬、李俊儀(2018)。國小導師輔導自我效能量表之因素結構研究。教育研究與發展期刊，14(4)，41-70。
2. 陳利銘(2017)。對校園霸凌行為知覺嚴重性研究的分析與建議。學校行政，107，182-194。
3. 陳利銘、宋宥賢(2017)。提升職前教師校園霸凌辨識能力的訓練介入成效。教育實踐與研究，30(2)，35-66。
4. 陳思帆,吳詩涵(2021)。國小ADHD學童導師於系統合作中所面臨的困境與因應。諮商與輔導，432，5-9+18。
5. 杜淑芬(2018)。諮商師透過諮詢與教師合作處理學生問題行為之行動研究。教育實踐與研究，31(1)，39-70。
6. 林淑君(2018)。生態系統取向班級輔導活動設計實施與成效：以建立班級友善氣氛為例。中華輔導與諮商學報，52，81-112。
7. 林志興(2022)。多元教學活動融入正向管教精神－提升班級經營成效之行動研究。教育理論與實踐學刊，45，63-89。
8. 趙淑珠,何忻蓓,Shaofan Bu,Ada L. Sinacore(2022)。Teachers' Perceptions of the Implementation of the Bullying Prevention Policies in Taiwan。中華輔導與諮商學報，65，63-91。
9. 趙曉美(2021)。問題導向學習在輔導原理與實務課程之應用研究。教育研究與實踐學刊，68(2)，1-32。