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題名：國小導師成功處理兒童欺凌行為的輔導策略分析
書刊名：教育實踐與研究
作者：杜淑芬 引用關係
作者(外文)：Tu, Su-fen
出版日期：2015
卷期：28:1
頁次：頁99-130
主題關鍵詞：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
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(7) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:6
  • 共同引用共同引用:95
  • 點閱點閱:48
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.
期刊論文
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3.Wei, H. S.、Williams, J. H.、Chen, J. K.、Chang, H. T.(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(1)，137-143。  new window
4.魏麗敏、黃德祥(20090600)。The Characteristics of Victims of Bullying Behaviors in Taiwanese Students。臺中教育大學學報. 教育類，23(1)，175-196。new window  延伸查詢new window
5.邱珍琬、張麗麗(20120600)。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。new window  延伸查詢new window
6.洪福源、邱素玲、丘金蘭、郭毓珊(20120300)。國中小學生、教師對校園欺凌行為之認知與態度研究。臺北海洋技術學院學報，5(1)，158-198。new window  延伸查詢new window
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9.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。  new window
10.Jeloudar, S.(2011)。Exploring the relationship between teachers' social intelligence and classroom discipline strategies。International Journal of Psychological Studies，3(2)，149-155。  new window
11.Meehan, B. T.、Hughes, J. N.、Cavell, T. A.(2003)。Teacher-student relationships as compensatory resources for aggressive children。Child Development，74，1145-1157。  new window
12.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。  new window
13.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 and Adolescent Medicine，158，730-736。  new window
14.Reinke, W. M.、Herman, K. C.(2002)。Creating school environment that deter antisocial behaviors in youth。Psychology in the Schools，39，549-559。  new window
15.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。  new window
16.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。  new window
17.齊力(20031200)。個人主義、集體主義與家族主義：三角關係的概念格局。市師社教學報，2，115-145。new window  延伸查詢new window
18.鄭崇趁(20050900)。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。new window  延伸查詢new window
19.Roland, E.、Galloway, D.(2002)。Classroom influences on bullying。Educational Research，44，299-312。  new window
20.劉雅惠(2011)。中小學教師工作壓力之探討。學校行政雙月刊，72，77-98。  延伸查詢new window
21.Natvig, G. K.、Albreksten, G.、Qvarnstrom, U.(2001)。Psychosomatic symptoms among victims of school bullying。Journal of Health Psychology，6，365-377。  new window
22.Craig, W. M.、Pepler, D. J.(2007)。Understanding bullying: From research to practice。Canadian Psychology，48(2)，86-93。  new window
23.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(2)，115-139。  new window
24.Baxter, P.、Jack, S.(2008)。Qualitative case study methodology: Study design and implementation for novice researchers。The Qualitative Report，13(4)，544-559。  new window
25.趙曉美、王麗斐、楊國如(20060600)。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。new window  延伸查詢new window
26.Nansel, T. R.、Overpeck, M. D.、Pilla, R. S.、Ruan, W. J.、Simons-Morton, B.、Scheidt, P.(2001)。Bullying behaviors among US youth: prevalence and association with psychosocial adjustment。Journal of the American Medical Association，285(16)，2094-2100。  new window
27.馬慶強(19970600)。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。new window  延伸查詢new window
28.粘絢雯、程景琳(20100600)。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。new window  延伸查詢new window
學位論文
1.Hein, K.(2004)。Preventing aggression in the classroom: A case study of extraordinary teachers(博士論文)。University of Georgia。  new window
2.吳雅真(2009)。校園霸凌現況調查與介入措施之個案研究(碩士論文)。東海大學。  延伸查詢new window
3.杜淑芬(2010)。涉入霸凌行為兒童家長親職經驗之敘事研究(博士論文)。國立臺灣師範大學，臺北。new window  延伸查詢new window
圖書
1.吳武典(1996)。國小怎樣實施輔導工作。臺北市：心理。  延伸查詢new window
2.教育部(2013)。國民小學學校輔導工作參考手冊。台北：教育部學生事務及特殊教育司。  延伸查詢new window
3.教育部(2013)。國民中學學校輔導工作參考手冊。臺北：教育部學生事務及特殊教育司。  延伸查詢new window
4.陳向明(2004)。教師如何作質性研究。台北：洪葉文化。  延伸查詢new window
5.Barr, R. D.、Parrett, W. H.(2001)。Hope fulfilled for at-risk and violent youth。Needham Heights, MA：Allyn and Bacon。  new window
6.Conyne, R. K.、Cook, E. P.(2004)。Ecological counseling: An innovative approach to conceptualizing person-environment interaction。Alexandria, VA：American Counseling Association。  new window
7.Meese, R. L.(1996)。Strategies for teaching students with emotional and behavioral disorders。Pacific Grove, CA：Brooks/Code Publishing Company。  new window
8.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。  new window
9.Paley, V. G.(1993)。You can't say you can't play。London, UK：Harvard University Press。  new window
10.Shellard, E.、Turner, J. R.(2004)。ERS focus on: Safe and secure schools。Arlington, VA：Educational Research Service。  new window
11.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。  new window
12.Tomal, D.(1999)。Discipline by negotiation: Methods for managing student behavior。Lancaster, PA：Technomic。  new window
13.Teyber, E.、McClure, F. H.、吳麗娟、蔡秀玲、杜淑芬、方格正、陳品惠(2012)。人際歷程取向治療--整合模式。臺北市：新加坡商聖智。  延伸查詢new window
14.Orpinas, P. A.、Horne, A. M.(2006)。Bullying prevention: Creating a positive school climate and developing social competence。Washington, DC：American Psychological Association。  new window
15.Olweus, D.(1993)。Bullying at school: What we know and what can we do。Blackewll。  new window
16.Kim, U.、Triandis, H. C.、Kagitcibasi, C.、Choi, S. C.、Yoon, G.(1994)。Individualism and Collectivism: Theory, Method, and Applications。Newbury Park, CA：Thousand Oaks, CA：Beverly Hills, CA：Sage。  new window
17.Stake, Robert E.(1995)。The Art of Case Study Research。Sage Publications。  new window
18.Hofstede, Geert H.(1980)。Culture's consequences: International differences in work-related values。Beverly Hills, California：Sage。  new window
19.Miller, William L.、Crabtree, Benjamin F.(1999)。Doing Qualitative Research。Sage Publications。  new window
20.Yin, Robert K.(2003)。Case Study Research: Design and Methods。Sage Publications。  new window
21.Bronfenbrenner, Urie(1979)。The Ecology of Human Development: Experiments by Nature and Design。Harvard University Press。  new window
其他
1.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，http://www.children.org.tw/news/advocacy_detail/324。  延伸查詢new window
2.Blazer, C.(2005)。Literature review on bullying，http://drs.dadeschools.net/Reports/Bullying.pdf。  new window
圖書論文
1.Doll, B.、Song, S.、Siemers, E.(2004)。Classroom ecologies that support or discourage bullying。Bullying in American schools: A social-ecological perspective on prevention and intervention。Mahwah, NJ：Lawrence Erlbaum。  new window
2.Guba, Egon G.、Lincoln, Yvonna S.(1994)。Competing paradigms in qualitative research。Handbook of qualitative research。Sage Publications。  new window
 
 
 
 
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