本研究旨在介紹一套以「社會認知理論」為基礎所設計之國中校園霸凌與同儕性騷擾防治介入的課程，透過學生學習單作品與教師觀察等質性資料分析，探討課程介入過程中128名新北市國中二年級學生在霸凌與同儕性騷擾防治的相關知識、生活技巧、結果期望與自我效能的學習反應與效果。研究重要發現如下：一、對國中生而言，霸凌是一種更具威脅性及傷害性的攻擊行為，因此容易造成學生心理上的恐懼與無助感。而霸凌受害者本身較缺乏反抗的資源與能力，所以旁觀者的角色在霸凌防治中格外重要。在霸凌防治課程中需加強同理心技巧的訓練，並強調「量力而為」及「間接保護」的重要性，以提升旁觀者的助人意願。二、國中學生對於女性施加於男性或同性之間的性騷擾行為，不論是加害者或受害者本身都普遍缺乏自覺，而性騷擾又是一種個人主觀認定的感受，因此，缺乏自覺可能是造成同儕性騷擾行為持續發生的重要原因。在同儕性騷擾防治教育上，必須先對同儕性騷擾相關迷思進行澄清，在強調自我覺察與行為類型辨識的教導外，自我肯定的拒絕技巧訓練亦是關鍵。

The present study aimed to introduce an intervention curriculum on bullying and peer sexual harassment prevention based on Social Cognitive Theory, and to explore 128 2nd year junior high students' learning results and effects of intervention on related knowledge, life skills, outcome expectations, and self-efficacy by analyzing the qualitative data from learning sheets completed by students and observation records made by the teachers.The major findings of this study are as follows: 1. For junior high school students, bullying was an aggressive behavior, more threatening and harmful than peer sexual harassment, and it made students fearful and helpless. Because victims lacked resources and capability to resist the bullies, the bystanders played important roles to stop the bullying. It is necessary to emphasize on the empathy skill training and to remind students to act according to the means of bullying in prevention curriculum. 2. For harassers and victims, the main reason of continuing harassment behaviors was lacking the awareness of the peer sexual harassment behaviors. Many junior high school students did't take harassment behaviors which happened between the same sex or were done by girls to boys as sexual harassment. In the prevention curriculum, it is necessary to clarify what the peer sexual harassment is, and to emphasize the importance of self awareness and the ability to distinguish different harassment behavior types. Besides, the self-assertive refusal skill training is definitely the key.