學校因應網路霸凌的預防與輔導策略分析

Analysis of School Counseling and Response Strategies for Preventing Cyberbullying

隨著資訊科技的快速發展，校園中的網路霸凌問題日益嚴重。本文旨在探討如何預防網路霸凌，並對加害者與受害者提供適當的輔導策略，以及後續的追蹤輔導，藉此減少青少年網路霸凌的發生。研究方法採深度訪談，訪談對象包括國中校長、主任、輔導教師和班導師，以全面了解學校在預防網路霸凌、事發後的輔導措施及後續追蹤輔導方面的具體做法，期望提升教師對該議題的認識和處理能力。研究結果顯示，學校透過課程和活動來宣導網路霸凌的危害，並舉辦親子講座，鼓勵家長關注孩子的網路使用情況，同時強調法律規範的重要性。學校依循教育部的指導方針處理霸凌事件，教師普遍認為完善的輔導機制對教育現場至關重要，並建議簡化事件處理流程以及強化教師培訓，強調需從家庭教育著手。針對不同角色，教師會採取不同的輔導策略，並與多方密切合作。多數教師認同在霸凌事件中運用修復式正義的理念，但應以當事人意願為優先考量。事後追蹤輔導主要由輔導教師與班導師共同合作，定期追蹤學生的狀況，並與家長保持聯繫，確保輔導效果，促進學生的後續適應與發展。

With the advancement of information technology, incidents of cyberbullying in schools have become increasingly severe. This study aims to explore the prevention of cyberbullying, counseling strategies for the involved parties, and follow-up guidance, with the goal of reducing the occurrence of cyberbullying among adolescents. The research method employed in-depth interviews with junior high school principals, directors, guidance counselors, and homeroom teachers to gain a comprehensive understanding of the school’s actions regarding cyberbullying, including preventive measures, counseling strategies during incidents, and follow-up guidance, to enhance teachers’ understanding of this issue. The study found that schools raise awareness of the nature and dangers of cyberbullying through courses and activities and by organizing parent seminars that encourage parents to monitor their children’s internet use, emphasizing the importance of legal regulations. Schools handle bullying incidents according to guidelines provided by the Ministry of Education. Teachers generally believe that having a support mechanism for educators is crucial and recommend simplifying the process for handling bullying incidents, strengthening teacher training, and emphasizing the role of family education. Teachers implement different counseling strategies based on the roles of the involved parties and engage in multi-faceted collaboration. They widely support the application of restorative justice strategies in bullying incidents, but emphasize that the willingness of the involved parties should be the primary consideration. The follow-up guidance involves collaboration between guidance counselors and homeroom teachers, who regularly track the involved parties’ situations and work with parents and the student affairs office to ensure the effectiveness of the counseling and the students’ subsequent adaptation.