反校園霸凌介入課程教學之行動研究

• Main Authors: Yoong Siat Kian, 熊雪娟
• Other Authors: 林杏足
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/rdak7j

碩士 === 國立彰化師範大學 === 輔導與諮商學系所 === 102 === Action Research on Teaching of Anti-bullying Intervention Abstract This purpose of this action research is to explore the outcome of anti-bullying intervention program conducted on the Junior One students. The main objective of this program is to reduce and prevent bullying within the classroom course by developing suitable teaching class intervention program; besides, it also helps to understand the impact of bullying among students and the results of cognitive, behavioral and emotional learning and teachings imposed on the target groups. In this study, Junior Middle One student in Chinese Independent Secondary School have gone through ten courses in between March and June in 2013. The program of the study included collecting data, questionnaire, observations, interviews, document files (in the forms of reflective writing, record notes, worksheets and sharing feedback, etc). After the data compilation, a summary of the findings can be categorized as follow: 1. The contents of intervention programs help students to be aware what the so-called bullying and status of being bullied. The victims learn and be able to relate or depict the situations they have been involved better. However, the party involved might not have made obvious changes despite the cognitive teaching imposed on them. They are still as playful as what they think is normal and acceptable. The “self-consciousness” has failed to take control of the sporadic bullying behavior shown occasionally. They cannot understand the real feelings of others, and therefore, the teacher finds it is difficult to inspire students with the good sense of empathy. 2. The student’s bullying behavior is actually due to lack of motivation to learn, learning frustration and helplessness, so they through the bullying way to vent their negative feelings. This shows that the anti-bullying intervention programs to help students is less valid and effective. Through intervention in anti-bullying, the students show slightly change and growth, and in the process of reflection, the researchers get the professional growth. Education is the hope, therefore we cannot give up, but insist on education, as well as long term care for students, the students will be able to understand the teacher’s love so that they are happy to learn and grow.