The Influence of the Cognition of Bullying Damage on the Needs of School Social Work among Elementary High Grade Students

• Main Authors: Sung,Feifei, 宋妃斐
• Other Authors: Lee,Sanyi
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/89971268237637679801

碩士 === 靜宜大學 === 社會工作與兒童少年福利學系 === 99 === This study aims to explore the influence of the cognition of bullying damage on the needs of school social work among elementary high grade students in Taichung City. Total of 349 valid samples were obtained through stratified random sampling. This study conducted a questionnaire survey research to collect bullying damage and needs of school social work data. The descriptive statistics, t-test, one-way ANOVA and Pearson product-moment correlation wewe used to analysis the data. Major findings derived from this study are listed as follows: 1.The sixth grade students demands more school social work than fifth graders. 2.The students who have better parent-child relationship, teacher-student relationships, and peer relationship needs less school social work than the students who have worse parent-child relationship, teacher-student relationship, and peer relationships. 3.The students who have worse performance in class needs more school social work than the students who have better performance in class. 4.There is a negative relationship between the influence of the cognition of bullying damage types and the needs of school social work. 5.There is a positive relationship between the influence of the cognition of bullying damage and the needs of school social work among high graders at elementary school.