中學輔導教師對霸凌受害者的輔導策略分析：多向度Rasch模式

School Counselor’s Guidance Strategies for Bullying Victims in Middle Schools: A Multidimensional Rasch Model Approach

霸凌事件時常需要輔導教師的介入，當前研究對輔導人員如何協助受凌者關注甚少，本研究以中學輔導教師為樣本，探討輔導受凌者時常用的策略並了解輔導教師對不同策略的知覺有效性。紙本問卷採用分層隨機抽樣邀請北、中、南、東四區輔導教師進行施策，回收有效問卷164份，網路問卷採立意取樣，回收有效問卷53份，紙本與網路共計217份。分析採多向度Rasch模式，結果顯示常用且有效的策略焦點有「瞭解如何求助」、「善用肢體語言」、「練習表達想法」、「練習表達感受」、「討論應對做法」、「覺察關照情緒」、「接納情緒」；常用但無效的策略焦點有「瞭解霸凌影響」、「練習對話」、「保持身體界線」、「勇於說不」、「聚焦此時此刻」；少用但有效的策略焦點有「瞭解霸凌行為」、「瞭解霸凌成因」、「練習傾聽」、「對話保持放鬆」、「聲音宏亮堅定」、「覺察行為模式」、「肌肉放鬆訓練」；少用且無效的策略焦點有「瞭解霸凌種類」、「改變身體姿態」、「訂定改變目標」、「實踐應對做法」、「修正應對做法」、「認知調節」。本研究的結果可使不同輔導策略的成效受到更完整的評估，在實務運用方面，本研究建議輔導教師在進行受凌者輔導時充分覺察自身的輔導意圖和行動，在評估受凌者的需要後，參考本研究的結果，彈性運用不同的輔導策略。

The need for school counselor intervention is crucial for victims of bullying. However, fews studies focus on guidance strategies used by school counselors. The present study aims to explore the frequency and perceived effectiveness of various guidance strategies from the perspective of school counselors. A total of 164 school counselors from northern, central, southern, and eastern Taiwan participated in the study by completing the paper surveys, while 53 school counselors completed online surveys. The results of multidimensional Rasch analysis identified: seven common and effective strategies, including learning to seek help, using body language, expressing thoughts and feelings, discussing problems, and recognizing and accepting emotions; five common yet ineffective strategies, including understanding the impact of bullying, practicing communication skills, maintaining physical boundaries, saying“no”to bullies, and focusing on the present; seven rare but effective strategies, including understanding definition and causes of bullying, empathic listening, staying calm, speaking assertively, recognizing behavioral pattern, and progressive muscle relaxation; six rare and ineffective strategies, such as identifying types of bullying, maintaining suitable posture, setting counseling goals, strategizng against bullying, exploring new approaches to handling bullying, and cognitive regulation. These results contribute to the evaluation of the effectiveness of different guidance strategies. For practical application, it is recommended that councelors remain conscious of their intentions and actions, tailoring their approach based on the needs of the victim. Counselors can refer to the results of this research to adapt and apply various strategies flexibly.