本文首先說明學童欺凌行為的現象及其影響，包括；對受害者的課業與人格發展的傷害、對欺凌者本身長大後的犯罪行為及「家庭暴力」的關聯性、對學校學習情境的破壞等；其次，再以「發展生態觀」討論相關的因素，如：欺凌者的缺乏同理心、受害者的社會性無效能、欺凌者家庭的缺乏常規限制、受害者家庭的過度保護、學校的未有效處理等。最後，採「系統性的防治取向」，提出多種模式的理念和方法，如：心理分析之強調自我控制和處理潛意識衝動、人本取向的激發同理心和負責任的潛能、家庭諮商的著眼於增進家庭的常規結構和分化獨立、「早期介入策略」則重視及早評估潛在對象並改變發展軌跡、系統性情境建構之強調合作性目標及建立反欺凌的哲學觀與政策等，以作為研究及實務上的參考。

In the first section of this article, the phenomenon and effects of bullying behavior of school children are described. Bullying causes damages to the academic performance and personality development of victims, is associated with criminal and family violence during adulthood of the bullies themselves, and negatively affect the learning environment of the school. In the second section, a developmental-ecological perspective is offered as a framework for comprehending the factors of bullying, which includes the lack of empathy of bullies, the socially ineffective of victims, the lack of firm discipline of bullies families, over-protection of victims families, and ineffective coping of the school. Finally, a systemic prevention and counseling approach is recommended, which integrates the focus on ego-control and deals with unconscious impulse from the psychoanalysis approach, the facilitating of potential empathy and sense of responsibility from humanistic view, the emphasis on increasing family structuring and differentiation, the early intervention strategies to assess and prevent the potential bullies and victims or to change the risk trajectories, and the development of philosophy and school-policies on anti-bullying.