生態系統取向班級輔導活動設計實施與成效：以建立班級友善氣氛為例

An Action Research on Ecological System Approach Guidance Activities Applying to Rebuild Class Friendly Atmosphere

本研究採取行動研究探討專業輔導人員運用生態系統取向班級輔導以解決學生欺凌問題。「生態系統取向班級輔導活動」是指針對班級的特別需求或問題「量身打造」可以滿足其需求、或解決其問題的輔導活動；強調評估與理解系統動力對該問題的影響，採取生態系統角度，將導師納入合作團隊，以提升輔導成效。介入前需評估班級動力，擬定介入策略，最後評鑑實施成效。反霸凌對班級欺凌問題恐怕只是治標，更重要的是重建學校或班級的正向氛圍與團體凝聚力。本研究分為五階段，（1）評估學生特別需求；（2）發展行動方案─獎勵學生利社會行為；（3）評鑑省思與回饋─對獎勵制度的反思與行動修正；（4）發展行動方案─運用繪本建立班級友善氛圍；（5）評鑑省思與回饋。研究結果發現，這二種策略都能改善班級正向互動，然而獎勵學生利社會行為雖然能夠得到成效，但卻有隱憂：學生是為了得到獎賞才表現出好行為。為了解決此隱憂，第二次介入從情意到認知，最後到行為層面，是較為完整的輔導活動歷程，不僅可收成效，亦可避免第一次行動的隱憂。這個介入方式符合以生態系統觀為核心的WISER模式之精神，亦即初級發展性輔導不僅預防問題發生，也可以運用班級層級的輔導活動來解決學生已經發生的問題。最後研究者提出對本方案的省思與未來研究與實務上的建議。

 

The study adopted action research to treat bully problems in junior high school classes. The purpose of this study was to explore a school counselor or counseling psychologist how to deal with students’ bully problems, by ecological system approach guidance activities. ""Ecological approach guidance activities"" meant to evaluate and understand students’ needs and problems before intervention, then design guidance activities to meet students’ needs and solve their problems. The ecological system approach guidance activities emphasized evaluating and understanding the class and students’ interaction dynamic, instead of treating one or few of the students as a ""problem student"" or ""trouble maker"". After understanding the class dynamic, the next step was adopting ecological system approach intervention strategies, and facilitating the teacher/mentor to collaborate with the school counselor. In simple terms, the school counselor had to evaluate class dynamic at first, then drew up intervention strategies, carried out the intervention, and assessed the outcome after implementing. There were three data resources evaluating class dynamic: (1) discussed with the teacher or mentor, (2) observed the group interaction, and (3) interviewed students. To resolve bully problems in class, anti-bully activities could only treat the symptoms but not the root cause. The most important was rebuilding school or class positive and friendly atmosphere, and enhancing group cohesion. The action research process had five stages: (1) Before action: evaluated students’ and group’s specific needs and problems. This was a 7th grade class, in the beginning of the first semester, the students often treated others in a mean way, for example: to irritate each other, describe others in a negative way, supplant some disadvantaged students, threaten, rumor, and physical aggression, etc. In this situation, if the school counselor discussed anti-bully directly, the adolescents may feel be blamed, and arouse their defense. The students needed to learn how to treat others friendly, not only be requested to stop improper behavior, and the class had to rebuild positive and friendly atmosphere, and support students’ proper interpersonal behavior. (2) The first action: adopted encouraging altruistic behavior strategy to solve students’ and group’s problems. In this stage, the researcher invited the class mentor as a partner to carry out the guidance activities together, and applied encouraging system to inspire students’ altruistic behavior. The strategy transferred the negative focus (students’ improper behavior) to positive focus (altruistic behavior). (3) After the first action: valuation and feedback - to think back over the encouraging system, and revise the action. Encouraging students’ altruistic behavior was effective. But it seemed to occur together with a secret concern: students’ altruistic behavior was from internal? Or just for reward? If we take the reward away, the students would continue their altruistic behavior? To solve the concern, the researcher developed the next action. (4) The second action: applying a picture book and series activities to rebuild class positive and friendly atmosphere, and enhance their cohesion. The action implemented in another year, a new 7th grade class which also had bully behavior. The researcher invited the class mentor for cooperation to resolve the problem. There were series guidance activities, including: (a) Line game: helped students finding their common ground, (b) read the picture book ""The Original Warm Fuzzy Tale"", (c) discussed and created class ""warm fuzzy"" environment. (5) After the second action: evaluation and feedback. The action research found the strategy improving group’s positive and friendly interaction effectively. This intervention matched WISER model which based on ecological system approach: primary and developmental guidance activities not only prevent problems, but also resolve the occurred problems.