| Summary: | 碩士 === 中原大學 === 教育研究所 === 104 === The purpose of this study was to explore college students past experience of relational bullying via qualitative research. The experience included the perception of relational bullying, the role and the characteristics of bullies, bullied, and bystanders, the perceived feelings, reasons, and coping strategies in the bullying events, and the intervening effectiveness of teachers. A total of 48 college students who enrolled in the teacher education program of the university, included 18 males and 30 females , participated voluntarily in this research. The data was collected by the focus groups which were held in combined with interpersonal relationship class of the program. Seven focus groups were held, each contained 5-9 persons, with the duration of 1-1.5 hours. In the data analysis section, the researcher adopted a grounded research method to perform the data analysis. Also, the triangulation method that a co-researcher was invited to share the data analysis work was used to guarantee the integrity of the analysis . The results of the study found that:
1.Any person could be bullies, victims, bystanders if the situations fitted.
2.Besides from direct and indirect relational bullying, using social skills to manipulate others was another way of bullying.
3.Not a single factor can explain the causes of relational bullying events.,
4.Consistent with the literature, the students chose multiple ways to copy with relational bullying incidents,
5.Relational bullying had wide and far-reaching influences, such as words and behavior styles, emotional feelings, and interpersonal patterns.
6.Teachers’ attitudes toward relational bullying influenced student behaviors, their intervening strategies were mostly unilateral verbal admonition, some arranged accompanied classmates, and some made referral to the Counseling office of the schools
7. The participants perceived that teachers’ intervention were ineffectiveness and even worsen the situation.
8.The participants suggested the teachers to intervene to the relational bullying incidents, but expected an in-depth understanding about the events and a fair attitudes to all students.
Finally, in response to these eight conclusions, this study provides some suggestions to counseling workers, teachers and education authorities.
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