霸凌係由一個或是多位學生所造成的傷害，牽涉到加害者和受害者之間不平衡的權力關係，被視為騷擾和虐待的發展過程，並以多樣形式呈現，造成對加害者、受害者和旁觀者負面的影響。霸凌主要發生在教育系統，學生在校園被欺凌，或是霸凌他人的理由很多，經由媒體不斷地報導，使得社會大眾愈加意識到校園霸凌的嚴重性，是一個值得探討的重要課題。 學校社工人員從生態觀點的角度，運用「學生為焦點」的干預方式，和「系統為焦點」的介入方式，針對學生不良行為、學習困擾等問題提供協助。本篇論文統整生態、充權、優勢和認知行為等理論觀點，討論如何運用三級輔導概念及學校社工實務模式，以學校、班級和學生三大系統為介入焦點，塑造出優質的校園文化，並建構有效的因應機制，讓學生能快樂地學習與成長。

Bullying refers to unprovoked physical or psychological abuse of an individual by one student or a group of students over time to create an ongoing pattern of harassment and abuse. Bullying includes direct behaviors such as teasing, threatening, and hitting, as well as indirect behaviors such as causing a student to be socially isolated by spreading rumors. Students are bullied at school for a variety of reasons. The act of bullying has both short-term and long-term implications for victims, perpetrators, and bullies. Bullying is an example of externalizing behavior that demands the attention of educators and publics. This paper provides a theoretical context by discussing ecological perspective as a framework for school social work practice, roles, and tasks of school social workers and other professional support staff. School social workers are who not only provide student-focused interventions, for example, to provide clinical services to individual student and their families, but also have the knowledge and expertise to function effectively in the system-focused prevention programs, and to implement interventions designed to target larger systems, such as classrooms, school, neighborhoods, and communities for change. School social workers integrate ecological perspective, strength perspective, empowerment approach, and cognitive-behavior theory into providing effective interventions to minimize bullying, as well as other externalizing behaviors, and focus their interventions on changing or modifying the culture and climate of a school so that schools become safe places for all children and youth.