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題名：國中融合教育中身心障礙受凌學生遭受普通班同儕霸凌現況及原因之研究--以一所國中為例
書刊名：中華輔導與諮商學報
作者：羅丰苓／盧台華
作者(外文)：Lo, Fang-ling／Lu, Tai-hwa
出版日期：2015
卷期：42
頁次：頁1-34
主題關鍵詞：同儕霸凌；身心障礙學生；融合教育；Inclusive education；School bully；Students with disabilities
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(9) 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:9
  • 共同引用共同引用:270
  • 點閱點閱:123
本研究旨在探討國中融合教育中身心障礙受凌學生遭受霸凌行為、因應霸凌方式及遭受霸凌的原因，以有助於未來防制霸凌輔導工作。研究進行採質性研究法，透過與身心障礙受凌學生、導師、霸凌學生訪談，輔以檔案文件、觀察等資料加以分析。結果發現身心障礙受凌學生主要遭受肢體霸凌、言語霸凌及關係霸凌等霸凌類型；且身心障礙受凌學生為班上不受歡迎的人，遭到班上大多數普通班同儕霸凌。普通班同儕可依霸凌行為分為顯性霸凌學生及隱性霸凌學生。此外，在因應霸凌的方式主要以自言自語表達不滿、當下反擊、報告導師等方式，皆無法有效減少霸凌且產生無力感。遭受霸凌的原因主要有舉止怪異、社交技巧差、干擾上課等以致激發霸凌行為。加上導師以「弱化身心障礙學生引發同情」的方式處理霸凌問題，更貶抑身心障礙受凌學生班級地位。此外，亦發現資源班所提供服務，未能直接改善霸凌情形；且因接受資源班服務的標記作用而遭受同儕異樣眼光。而更甚班上儼然已形成冷漠姑息氣氛將身心障礙受凌學生視作圈外人時，身心障礙受凌學生在班上更顯得孤立。
The purpose of this study was to explore the condition of students with disabilities who were bullied by their peers and the reasons for being bullied in inclusive classes in a junior high school. This research attempted to understand bullying problems through conducting interviews with bullied students with disabilities， teachers， and bullying students. Relevant files， documents and observations were also collected and analyzed for understanding the current status and the causes of being bullied. Subsequently a proposed anti-bully mentoring program was formulated based on the findings. The main findings of this study were as follows: The primary bullying behaviors found in the study were common in the typical school ground， such as physical bullying， verbal bullying and interpersonal bullying. Peer bullies in the inclusive classroom could be categorized into those of overt bulling type and covert bullying type. Although the overt bullying type students were just a few in number they exhibited explicit bullying behaviors. The majority of the bullying behaviors， however， were the covert type – these students overlooked bullying behaviors by other students and participated in subtle bullying behaviors themselves (such as isolating and excluding the bullied victim). The reasons for being bullied by students with disabilities include: having a poor academic standing， exhibiting atypical behaviors， having poor social skills， causing disruptions in their classes， and being unable to fit the norms of their peer group. These above behaviors often rendered bullied students the target of dislike by their peers and set off bullying behaviors by peers. When teachers intervened by applying the approach that “highlights the needs and weaknesses of students with disabilities to incur compassion” in dealing with bully incidences， it often ended up stigmatizing the bullied students further. Inadvertently， the process ostracizes the bullied students with disability even more and exacerbates the uneven power relation among the students in a regular classroom. In addition， the services provided by resource classroom teachers were inadequate in addressing the bullying situations suffered by students with disabilities. Finally， based on the above findings this paper offers some suggestions for implementing anti-bullying intervention programs in the future.
期刊論文
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4.Nabuzoka, D.(2003)。Teacher ratings and peer nominations of bullying and other behaviour of children with and without learning difficulties。Educational Psychology，23(3)，307-321。  new window
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7.Batsche, G. M.、Knoff, H. M.(1994)。Bullies and their victims: Understanding a pervasive problem in the schools。School Psychology Review，23(12)，165-174。  new window
8.鄭津妃(20110900)。普通班中障礙學生的同儕關係：融合與隔離的差異觀。特殊教育季刊，120，19-26。new window  延伸查詢new window
9.王于欣(20110300)。近兩年國內外融合教育之學術論文分析與議題探討。特殊教育季刊，118，34-43。new window  延伸查詢new window
10.毛連塭、許素彬(19951200)。情緒/行為異常學生的融合教育。特殊教育季刊，57，18-21。new window  延伸查詢new window
11.李翠玲(20060900)。臺灣特殊教育的時代性與使命感--特教季刊一百期的展望。特殊教育季刊，100，28-32。new window  延伸查詢new window
12.蕭紫菡(20100100)。誰在霸凌?誰被霸凌?座談會。人本教育札記，247，18-28。  延伸查詢new window
13.Cummings, J. G.、Pepler, D. J.、Mishna, F.、Craig, W. M.(2006)。Bullying and victimization among students with exceptionalities。Exceptionality Education Canada，76，193-222。  new window
14.Forrest, C. B.、Bevans, K. B.、Riley, A. W.、Crespo, R.、Louis, T. A.(2011)。School outcomes of children with special health care needs。Pediatrics，128，303-312。  new window
15.Fox, C. L.、Boulton, M. J.(2005)。The social skills problems of victims of bullying: Self, peer and teacher perceptions。British Journal of Educational Psychology，75(2)，313-328。  new window
16.Gumpel, T. P.、Suthedand, K. S.(2010)。The relation between emotional and behavioral disorders and school-based violence。Aggression and Violent Behavior，15，349-356。  new window
17.Kochenderfer, B. J.、Ladd, G. W.(1996)。Peer victim victimization: Manifestations and relations to school adjustment。Journal of School Psychology，34，267-283。  new window
18.Kowalski, R. M.、Fedina, C.(2011)。Cyberbullying in ADHD and Asperger syndrome populations。Research in Autism Spectrum Disorders，5，1201-1208。  new window
19.Mishna, F.(2003)。Learning disabilities and bullying: Double jeopardy。Journal of Learning Disabilities，36(4)，336-347。  new window
20.Thornbberg, R.、Knutsen, S.(2011)。Teenagers' explanations of bullying。Child and Youth Care Forum，40(3)，177-192。  new window
21.Wu, Wu-Tien(2007)。Inclusive education in Taiwan。Chinese Education and Society，40(4)，76-96。  new window
22.林麗玉(20081100)。生命教育之「虛」與「需」--由目睹校園霸凌現象談起。諮商與輔導，275，19-23。  延伸查詢new window
23.Hodges, E. V. E.、Malone, M. J. Jr.、Perry, D. G.(1997)。Individual risk and social risk as interacting determinants of victimization in the peer group。Developmental Psychology，33(6)，1032-1039。  new window
24.Juvonen, J.、Gross, E. F.(2008)。Extending the school grounds? Bullying experiences in cyberspace。Journal of School Health，78(9)，496-505。  new window
25.Schwartz, D.、Dodge, K. A.、Coie, J. D.(1993)。The emergence of chronic peer victimization in boys' play groups。Child Development，64(6)，1755-1772。  new window
26.Van Roekel, E.、Scholte, R. H. J.、Didden, R.(2010)。Bullying among adolescents with autism spectrum disorders: Prevalence and perception。Journal of Autism and Developmental Disorders，40(1)，63-73。  new window
27.Olweus, Dan(2001)。Bullying at school: tackling the problem。Organization for Economic Cooperation and Development，225(1)，24-26。  new window
28.吳清山、林天祐(2005)。校園霸凌。教育研究月刊，130。  延伸查詢new window
29.張信務(20070900)。營造友善校園--「從去霸凌開始」。北縣教育，61，31-35。  延伸查詢new window
30.蘇燕華、王天苗(20030300)。融合教育的理想與挑戰--國小普通班教師的經驗。特殊教育研究學刊，24，39-62。new window  延伸查詢new window
31.黃淑苓(20010600)。常態編班的學習落後學生。教育科學期刊，1(1)，3-17。new window  延伸查詢new window
32.Siann, G.、Callaghan, M.、Lockhart, R.、Rawson, L.(1993)。Bully: Teachers' views and school effects。Educational Studies，19(3)，307-321。  new window
33.Pivik, J.、McComas, J.、Laflamme, M.(2002)。Barriers and facilitators to inclusive education。Exceptional Children，69(1)，97-107。  new window
34.林進材(20070200)。愛與關懷的班級經營理論與策略。教育研究月刊，154，5-15。new window  延伸查詢new window
35.邱珍琬(20021100)。國小國中校園欺凌行為比較研究。彰化師大教育學報，3，99-129。new window  延伸查詢new window
36.Little, L.(2002)。Middle-class mother's perceptions of peer and sibling victimization among children with Asperger’s syndrome and nonverbal learning disorders。Issues in Comperhensive Prediatric Nursing，24，43-57。  new window
會議論文
1.羅丰苓、盧台華(2008)。就讀國中普通班級之身心障礙學生遭受同儕霸凌情形之探討。2008年身心障礙學術研討會暨中華民國身心障礙學會40週年年會。臺北：臺灣師範大學特殊教育學系。  延伸查詢new window
學位論文
1.Berry-Krazmien, C. A.(2006)。Bullying behavior and victimization among adolescents in a residential placement(博士論文)。State University of New York。  new window
2.劉博允(2000)。台灣與美國融合教育政策之比較研究(碩士論文)。國立暨南國際大學，南投縣。  延伸查詢new window
圖書
1.Zimbardo, Philip G.、孫佩妏、陳雅馨(2008)。路西法效應：好人是如何變成惡魔的。臺北：商周出版社。  延伸查詢new window
2.Brehm, Sharon S.、Kassin, Saul、Fein, Steven、王慶福、洪光遠、程淑華、王郁茗(2006)。社會心理學。臺北：雙葉書廊。  延伸查詢new window
3.黃光國(2003)。中國人的權力遊戲。臺北：巨流。new window  延伸查詢new window
4.Olweus, Dan(1993)。Bullying At School: What We Know and What We Can Do。Wiley-Blackwell。  new window
其他
1.中華民國兒童福利聯盟文教基金會(2009)。反霸凌實驗方案實錄，兒童福利聯盟文教基金會。，http://www.children.org.tw/database_p0.php?offset=5andid=276andtypeid=26。  延伸查詢new window
2.伊甸基金會(2013)。伊甸統計九成身障學童遭霸凌，http://mag.udn.com/mag/life/printpage.jsp?f_ART_ID=476264。  延伸查詢new window
3.教育部(2011)。校園霸凌事件處理流程圖，http://140.111.1.88/faq/#id_13。  延伸查詢new window
4.教育部(2012)。認識校園霸凌，https://csrc.edu.tw/bully/bullying.asp。  延伸查詢new window
5.教育部(2014)。102學年度一般學校身心障礙類安置班別學生統計，http://www.set.edu.tw/sta2/frame_print.asp?filename=stuA_city_All_cls_C/stuA_city_All_cls_C_20131021.asp。  延伸查詢new window
6.莊瑞君(2011)。是強勢遺是弱勢：換一副眼鏡看待霸凌者，http://guidepaper.edu.tw/?epaper_sn=3。  延伸查詢new window
7.張嘉文(2009)。檢視臺灣融合教育的研究與實務發展，http://www.nhu.edu.tw/〜society/e-j/83/8311.htm。  延伸查詢new window
8.詹三源(2009)。校園霸凌，黑數更多，http://udn.com/NEWS/D0MESTIC/D0M2/4900268.Shtml。  延伸查詢new window
9.楊琇尊(2009)。淺談校園霸凌，http://enews.trsc.chc.edu.tw/97paper20.htm。  延伸查詢new window
10.蔡翠華(2012)。擺脫霸凌陰影重建生活，http://www.mdnkids.com/specialeducation/detail.asp?sn=1059。  延伸查詢new window
11.Ryan, J. E.(2014)。Learning tolive together，http://www.huffingtonpost.com/james-e-ryan/learning-to-live-together_b_5775930.html。  new window
圖書論文
1.Florian, L.(1998)。Inclusive practice: What, why and how?。Promoting inclusive practice。London：Routledge。  new window
 
 
 
 
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