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同辈守护干预课程对预防中学生校园欺凌的效果

Effectiveness of Peer Guardianship Intervention Program on the Prevention of School Bullying Among Middle School Students

Theory and Practice of Psychological Counseling / 2025,7(9): 619-630 / 2025-09-24 10 2

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• Authors: 罗霞¹ 刘稚颖¹ ² 苏志芳³ 孙潇颖¹
• Information:

  1. 苏州大学教育学院，苏州；
  2. 苏州大学大学生心理健康教育研究中心，苏州；
  3. 苏州工业园区星澜学校，苏州

• Keywords:
  Campus bullying; Bystander role; Peer guardianship
  校园欺凌; 旁观者角色; 同辈守护
• Abstract: Objective: To conduct an experimental intervention on the peer guardianship ability of bystanders in school bullying, promote the development of positive behaviors among bystander students in bullying incidents, and thereby achieve the goal of reducing the incidence of school bullying. Methods: Based on theories including the bystander effect, moral identity and disengagement, moral empathy, and self-efficacy, this study designed a peer guardianship intervention program using the STAC program framework as a basis. A questionnaire survey was administered to 623 second-year junior high school students, and 208 students were selected for a three-week intervention program. Result: For the experimental group, the pre-test score of bullying victimization rate was higher than both the post-test (MD=0.27, P=0.039) and the follow-up test (MD=0.59, P<0.001). The pre-test score of protector role in the experimental group was lower than both the post-test (MD=-4.17, P<0.001) and the follow-up test (MD=-6.96, P<0.001), while the pre-test score of the outsider role was higher than both the post-test (MD=3.02, P<0.001) and the follow-up test (MD=5.93, P<0.001). Additionally, the pre-test score of peer guardianship ability in the experimental group was lower than both the post-test (MD=-4.51, P<0.001) and the follow-up test (MD=-7.84, P<0.001). Conclusions: The peer guardianship intervention program can significantly reduce the rate of students being bullied, promote the transformation of the bystander’s outsider role to the protector role, and improve the scores of peer guardianship ability. 目的：本研究旨在对校园欺凌中旁观者的同辈守护能力进行实验干预，促进欺凌事件中，旁观学生积极行为的产生，从而达到降低校园欺凌发生率的目的。方法：基于旁观者效应、道德认同与推脱、道德移情、自我效能感等理论，在STAC课程框架的基础上设计同辈守护干预课程。采用问卷法对623名初二学生进行施测，并选取208名学生开展为期三周的课程干预研究。结果：实验组欺凌受害率的前测得分高于后测（MD=0.27，P=0.039）及追踪测试（MD=0.59，P<0.001）。实验组保护者角色预测试得分低于干预后测试（MD=-4.17，P<0.001）及追踪测试（MD=-6.96，P<0.001）；而局外人角色预测试得分则高于干预后测试（MD=3.02，P<0.001）及追踪测试（MD=5.93，P<0.001）。后测（MD=3.02，P<0.001）和随访测试（MD=5.93，P<0.001）。此外，实验组同伴守护能力的预测试得分低于后测试（MD=-4.51，P<0.001）及随访测试（MD=-7.84，P<0.001）。结论：同辈守护课程干预能够显著降低学生的受欺凌率，促使旁观者中的局外人角色向保护者角色转变，并提升同同辈守护能力评分。
• DOI: https://doi.org/10.35534/tppc.0709069
• Cite: 罗霞, 刘稚颖, 苏志芳, 孙潇颖. (2025). 同辈守护干预课程对预防中学生校园欺凌的效果. 心理咨询理论与实践, 7(9), 619-630.