HKIER

摘要

本文介紹一項以「全校總動員手法」預防及處理欺凌程序，討論其成效及成敗要素。研究採用活動前後測試，收回小四至小六學生活動前問卷493份及活動後問卷488份，比對兩所小學在兩年內實踐全校總動員手法的效果，闡述學校之參與程度與學生欺凌、自尊感、助人行為、缺乏感同身受的能力及與其他價值之關係。比對兩所學校的參與程度及欺凌行為轉變後，發現「全面總動員」學校，比「一般總動員」學校達更佳的果效，此證明全校總動員手法是有一定效用。

關鍵詞：欺凌；程序評估；和諧校園

Abstract

This paper highlights programs of a whole-school approach for tackling bullying in two primary schools, reports its effectiveness, and discusses factors leading to the success and failure of the programs. Using a quasi-experimental research design with “intervention” group and “partial intervention” group in two schools, the authors have collected program intervention data over two years to assess the effectiveness of the approach. A total of 493 pre-test and 488 post-test questionnaires were collected from Primary 4 to Primary 6 students. Students’ bullying behaviors, self-esteem, caring behavior, inappropriate assertiveness, lack of empathy, and their ratings on quality of school life were measured. The findings show a significantly marked reduction of bullying behavior in the intervention group as compared with the partial intervention group.