初中校园欺凌行为之个案研究

发布时间：2018-01-16 09:41

本文关键词：初中校园欺凌行为之个案研究　出处：《兰州大学》2016年硕士论文　论文类型：学位论文

【摘要】：随着社会化进程不断加快,社会发展过程中所衍生的社会问题也层出不穷。学校作为社会的重要系统,是学生获取知识的场所,更是学生人格和品德形成的重要场域。现阶段,学校这块净土也面临着社会化进程中的严峻考验。校园欺凌行为的现状令人堪忧,从欺凌类型和手段上来看,校园欺凌行为的严重性、危害力及影响都日趋加强,因此,探究如何应对欺凌行为对于被欺凌者而言显得十分紧迫。本文在笔者研究生期间为期一年的中学社会工作实践的基础上,结合国内外校园欺凌行为的研究现状及相关理论,综合运用观察、访谈、及文献研究等方法,辅以网络聊天工具进行信息收集,以社会学习理论、认知行为理论及社会角色理论为视角,对Z中学一位被欺凌者遭遇的问题进行了社会工作个案介入,以期达到发掘案主潜能与优势、增强案主自信心、引导案主采取积极的方式应对欺凌行为,最终转变案主长期被欺凌的不利局面;希望通过对被欺凌者的个案介入探索社会工作介入校园欺凌行为的可能性。本文通过对被欺凌者的介入研究发现,目前,校园欺凌行为在中学普遍存在,且多以隐性的言语欺凌和关系欺凌为主,由于受传统教育模式及家长传统理念的影响,校园欺凌被“视而不见”,缺少系统科学的预防机制和应对校园欺凌行为的策略,反校园欺凌法律体系缺位,相关的专门研究较少,而社会工作在预防和应对校园欺凌行为方面有其专业优势,为学校教育和管理提供新的介入视角,具有十分重要的意义。通过研究,笔者发现为更好预防和应对校园欺凌行为则需以下几方面发挥协力:第一、社会工作专业以其特有的专业理念、方法和技巧在预防、介入欺凌事件方面能够发挥其专业优势。第二、宏观层面:政府“有形的手”以及媒体“无形的手”共同推进反校园欺凌的机制落实。一方面政府通过“有形的手”为预防和应对校园欺凌行为提供政策支持和保障,制定并完善反校园欺凌相关法律体系;另一方面运用媒体“无形的手”发挥其社会舆论咽喉的作用,为社会大众正确认识和对待校园欺凌行为提供一个窗口。第三、中观层面:促进传统教育体制改革,加强学校与第三方机构组织的合作。切实发挥学校心理咨询室的功能,大力推进“一校一社工”政策的落实,为学生应对校园欺凌行为提供多元求助渠道。第四、微观层面:增强学生抗逆力,提高学生危机应变能力。通过多元社会实践及社会体验,增强学生人际交往、情绪管理等能力,提高学生自信心、抗逆力及危机处理和应变的能力。
[Abstract]:With the accelerating process of socialization, social problems arising from the process of social development also emerge in endlessly. As an important system of society, school is the place where students obtain knowledge. It is also an important field for the formation of students' personality and moral character. At this stage, the school as a pure land is also facing a severe test in the process of socialization. The current situation of bullying on campus is worrying, from the perspective of the types and means of bullying. The seriousness, harmfulness and impact of bullying on campus are becoming more and more serious. It is very urgent to explore how to deal with bullying behavior for the bullies. This paper is based on the practice of social work in the middle school during the period of graduate school. Combined with the domestic and foreign campus bullying behavior research status and related theories, comprehensive use of observation, interviews, literature research and other methods, supplemented by Internet chat tools for information collection, to social learning theory. From the perspective of cognitive behavior theory and social role theory, the social work cases of a bullied person in Z Middle School were involved in order to explore the potential and advantages of the victim and enhance his self-confidence. Lead the victim to take a positive approach to the bullying behavior, and finally change the long-term bullying of the victim of the unfavorable situation; Hope to explore the possibility of social work intervention in bullying behavior through the case of bullies. Through the intervention of bullied people, we find that bullying behavior on campus is prevalent in middle schools. And most of them are tacit verbal bullying and relational bullying. Because of the influence of traditional education mode and parents' traditional idea, campus bullying is "blind to the eye". Lack of systematic and scientific prevention mechanism and coping strategies against bullying behavior, the absence of anti-campus bullying legal system, the relevant special research is less. Social work has its professional advantages in preventing and coping with bullying on campus. It is of great significance to provide a new perspective for school education and management. The author found that in order to better prevent and respond to bullying on campus, the following aspects of cooperation are needed: first, social work specialty with its unique professional ideas, methods and skills in prevention. Intervention in bullying can give play to its professional advantages. Second. Macro level: the government "tangible hand" and the media "invisible hand" to promote the implementation of the anti-bullying mechanism. On the one hand, the government through the "tangible hand" To provide policy support and guarantee for preventing and responding to bullying on campus. To formulate and improve the anti-bullying related legal system; On the other hand, the use of the media "invisible hand" to play its role of public opinion throat, for the community to correctly understand and treat bullying on campus to provide a window. Third. Middle level: promote the reform of the traditional education system, strengthen the cooperation between the school and the third party organization, give full play to the function of the school psychological consultation room, and vigorously promote the implementation of the policy of "one school, one social worker". For students to respond to bullying on campus to provide multiple channels for help. 4th, micro level: enhance students' resilience, improve students' ability to respond to crisis. Through diverse social practice and social experience, enhance students' interpersonal communication. Ability of emotion management to improve students' self-confidence, resilience and ability to deal with and cope with crises.
【学位授予单位】：兰州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：C916;C913.4

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