校園霸凌旁觀者行為類型及反應原因之探究——以國中七年級學生為例

The Type of Bystanders' Behavior and Their Reason of Reaction in School Bullying: A Case Study on Seventh Graders in a Junior High School

我國的校園霸凌預防政策，以往著重在霸凌者偏差行為之導正及被霸凌者之預防，至2020年修正的《校園霸凌防制準則》，已從霸凌者及被霸凌者預防轉至第三人預防策略，即為霸凌旁觀者的預防策略。是故，本文旨在了解校園霸凌旁觀者在霸凌歷程中的行為類型及對霸凌事件的覺察情形，以發展合適的教育策略及預防或介入措施，進而提升校園的安全。本文以文獻分析法及案例分析法研究國中七年級學生所發生的事件。依據霸凌案件旁觀者的行為類型及對霸凌事件的覺察情形，分析旁觀者「知情作為」、「知情不作為」、「不知情作為」與「不知情不作為」的原因。研究結果發現，即便面臨霸凌事件，旁觀者仍有可能未覺察霸凌事件；而當旁觀者覺察霸凌事件時，也會因為不同原因而選擇不作為（如害怕他人觀感、旁觀者效應等）。據此，本文針對霸凌旁觀者預防策略之擬定，提出三點建議：一、著重於啟發學生在霸凌事件中的覺察意識；二、營造愛與關懷的班級氣氛；三、從品格教育著手，培養學生的同理心及道德感。

The Campus bullying prevention policy was focused on bullying bias behavior and the new revision of the “School Bullying Prevention Principle” in 2020 is focused on the bystander to prevent bully. Therefore, it is important to understand the behavior type of bystanders in school bullying and the awareness of bullying incidents, in order to develop appropriate educational strategies and intervention measures to enhance campus safety. This study is based on literature analysis and case analysis. According to the type of behavior of by standers in bullying cases and the awareness of bullying incidents, the reasons for bystanders are analyzed. The study found that even in the face of bullying incidents, bystanders may not be aware of bullying incidents, and when bystanders are aware of bullying incidents, they may choose not to act for different reasons (e.g. fear of others' perception or bystander effect, etc.). To make bullying prevention strategies of bystanders, the researcher put forward three suggestions, (1) focusing on inspiring students' awareness of bullying incidents, (2) creating a class atmosphere of love and care, and (3) starting from Character Education, to cultivate students' sense of empathy and morality.