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題名：引起注意型霸凌行為的形成與戒除歷程探究
書刊名：青少年犯罪防治研究期刊
作者：邱獻輝 引用關係
作者(外文)：Chiou, H. H.
出版日期：2015
卷期：7:2
頁次：頁120-156+158-161
主題關鍵詞：引起注意型霸凌行為；諮商；學童；類型；Bulling aimed at calling Attention；Counseling；Elementary school student；Typology
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:28
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最近幾年數件嚴重的霸凌事件，使得媒體與教育主管單位開始關注霸凌議題，相關領域的專家學者也試圖找出解決之道；相形之下，目前對於霸凌行為的形塑與戒除之實徵研究與解釋仍頗為缺乏，亟需補強。此外，霸凌行為的內涵具有相當大的異質性，故而學者常予以分類；這意味著不同類型的霸凌者可能有不同的心理機制，不宜採取以一概全的方式進行研究。本研究以引起注意型霸凌者為對象，探究其行為形塑與戒除的歷程。本研究以立意取樣與滾雪球的方式，邀請十位具備五年以上諮商年資、且曾經從事霸凌者諮商的心理師為受訪者，以紮根理論的開放編碼與主軸編碼進行資料分析。研究結果顯示引起注意型的霸凌行為可以追溯到霸凌者在原生家庭中的親子互動方式，此類霸凌者在幼年即已出現引起注意的行為模式；進入校園就學後，其個人特殊的師生、同儕互動脈絡與其引起注意的行為模式交互作用，逐漸惡化成引起注意型的霸凌行徑；然而當此型霸凌者渴望被關注的需求被諮商師、教師、家長辨識出來，然後予以同理、並助其找到可以滿足需求的替代行為後，其霸凌行為就逐漸戒除。然而上述的研究結果的確立仍需進一步與其他類型的霸凌行為進行區辨探究，此有待後續研究繼續釐清。
Several serious bullying events happened and caused great concern to the media and educational authority. Researches related to this issue were engaged in finding coping ways. However, studies related to the forming and abstinence process of bullying were still lacking and need to be reinforced. On the other side, bullying varies case by case, so the typologies of bullying are constructed. This connotes that it is better to explore bullying according to specific subtypes to avoid the mixed results caused by different types of bullying. Hence, the current study was designed to explore the forming and abstinence process of bullying aimed at calling attention, which is one type of bullying. Ten counselors who have professional experience for over five years and have experience of helping bullies were invited as interviewees through purposive sampling and snowball sampling. Open coding and axial coding were used as tools for data analysis. The results showed that bullies of this type formed a behavioral pattern of calling attention when they were very young in original families. Later on, as they went into school, the unique context of their interactions with teachers and peers worsened their behavioral pattern into bullying. Yet, once their needs of being concerned were recognized and empathized by parents, teachers, and peers, and they found substituted behavior for satisfying their needs, their bullying might abstain. This study also suggested that the above results need more evidence to consolidate through future study to distinguish the differences among the various types of bullying.
期刊論文
1.邱獻輝(201406)。建構霸凌行為之需求類型研究。青少年犯罪防治研究期刊，6(1)，1-30。new window  延伸查詢new window
2.McAdams, C. R. Ill、Schmidt, C. D.(2007)。How to help a bully: Recommendations for counseling the proactive aggressor。Professional school counseling，11(2)，121-128。  new window
3.Twemlow, F. C.、Sacco, F. C.、Williams, P.(1996)。A clinical and integrationist perspective on the bully-victim-bystander relationship。Bulletin of the Menninger，60(3)，296-313。  new window
4.Lincoln, Y. S.、Guba, E. G.(1995)。Emerging Criteria for Quality in Qualitative and Interpretive research。Qualitative Inquiry，1(3)，275-289。  new window
圖書
1.梁培勇(2006)。遊戲治療--理論與實務。台北市：心理出版社。new window  延伸查詢new window
2.Cormier, L. S.、Nurius, P. S.、Osborn, C. E.(2012)。Interviewing and change strategies for helpers。Belmont, CA：Brooks Cole。  new window
3.Coon, D.、Mitterer, J. O.(2012)。Introduction to psychology: Gateways to mind and behaviors。Belmont, CA：Wadsworth。  new window
4.Dinkmeyer, D.、McKay, G. D.(1990)。Parenting teenagers。Coral Springs, FL：STEP Publishers。  new window
5.Fiske, S. T.、Taylor, S. E.(2014)。Social cognition: From brains to culture。Thousand Oaks, CA：Sage。  new window
6.Cempf, E. F.(2009)。Psychopathology。Washington, DC：American Psychological Association。  new window
7.Liebert, R. M.、Liebert, L. L.(1997)。Personality strategies and issues。Pacific Grove, CA：Brooks/Cole Publishing。  new window
8.Michael, S. C.(2003)。Object relations and self psychology: an introduction。Pacific Grove, CA：Brooks/Cole。  new window
9.Welfel, E. R.、Patterson, L. E.(2004)。The counseling process: A multitheoretical integrative approach。Pacific Grove, CA：Brooks/Cole Publishing。  new window
10.World Health Organization(2004)。ICD-10: International statistical classification of dieases and related health problems: Tenth revision。Geneva：World Health Organization。  new window
11.Corey, G.(2012)。Theory and practice of counseling and psychotherapy。Belmont, CA：Brooks Cole。  new window
12.Darley, J. M.、Glucksberg, S.、Kinchla, R. A.(1991)。Psychology。Englewood Cliffs, NJ：Prentice Hall。  new window
13.Kunda, Ziva(1999)。Social cognition: making sense of people。Cambridge, Massachusetts：MIT Press。  new window
14.O'Moore, M.、Minton, S. J.(2004)。Dealing with bullying in schools: A training manual for teachers, parents and other professionals。Thousand Oaks, CA：Sage。  new window
15.Rigby, K(2007)。Bullying in schools and what to do about it。Melbourne：Australian Council for Education Research。  new window
16.Stephens, T.、Hallas, J.(2006)。Bullying and sexual harassment: A practical handbook。Oxford：Chandos。  new window
17.American Psychiatric Association(2013)。Diagnostic and statistical manual of mental disorders。American Psychiatric Association。  new window
18.Lincoln, Yvonna S.、Guba, Egon G.(1985)。Naturalistic Inquiry。Sage。  new window
19.陳向明(2002)。教師如何做質的研究。洪葉文化。  延伸查詢new window
20.Olweus, Dan(1993)。Bullying At School: What We Know and What We Can Do。Wiley-Blackwell。  new window
其他
1.Yorkshire Training Centre(2015)。Transactional analysis and strokes: Folks need strokes，http://www.slideshare.net/manumjoy/strokes-24081607， 2015/05/31。  new window
圖書論文
1.Douglas, C.(1995)。Analytical psychotherapy。Current psychotherapies。Belmont, CA：Thomson Learning。  new window
2.Guba, E. G.、Lincoln. Y. S.(2005)。Paradigmatic controversies, contradiction, and emerging confluences。The sage Handbook of qualitative research。Thousand Oaks, CA：Sage。  new window
 
 
 
 
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