初中生隐性欺凌的识别方法与干预应对策略——基于系统理论的校园治理路径探究

Methods to Identify and Intervene in Hidden Bullying among Middle School Students—Exploring School Management Approaches Based on System Theory

摘要: 初中阶段校园内欺凌发生频次最高并呈现类型靠近校园隐性欺凌的特点，本研究借鉴生态系统理论从内涵内核、表现形式界定初中生隐性欺凌的内涵，梳理其社交孤立、语言暴力、网络造谣、隐性刁难四类典型表现形式，从行为观测、量表筛查、多方迹象取证、线上痕迹溯源四维度构建系统识别路径；立足于微观家庭、中观校园、宏观社会三级生态系统提出对应策略，构建出识别早、介入分层、防治长效的系统干预路径。研究发现初中阶段校园内隐性欺凌的识别存在参照对象不清楚、教师识别迹象较少、隐蔽化场景调查取证难等三大难题；分层协同干预可以有效减少校园内隐性欺凌的发生几率并改善受害者抑郁、焦虑等心绪。分别从完善校园筛查机制、家校联动进行干预、社会普法教育三个方面提出优化路向，供中小学贯彻开展隐匿校园欺凌工作实践借鉴参考。

Abstract: Bullying occurs most frequently in junior high schools, and is largely manifested in the form of hidden school bullying. Drawing on the ecosystem theory, this study defines the connotation of hidden bullying among junior high-school students from its core meaning and manifestations, sorting out four typical patterns: social isolation, verbal violence, online rumor-mongering and covert harassment. A systematic identification approach is constructed from four dimensions: behavioral observation, scale screening, multi-source evidence collection and online trace tracing. Corresponding strategies are proposed based on the three-level ecosystem of micro-family, meso-campus and macro-society, so as to establish a systematic governance pathway featuring early detection, tiered intervention and long-term prevention. This study identifies three major difficulties in identifying hidden bullying in junior high schools: ambiguous reference criteria, insufficient teachers’ capacity to spot warning signs, and difficulties in evidence collection under concealed scenarios. Tiered collaborative intervention can effectively lower the incidence of hidden bullying and relieve victims’ depressive and anxious emotions. Optimization suggestions are put forward in three respects: improving campus screening mechanisms, conducting home-school joint intervention, and carrying out social legal publicity. It provides practical references for primary and secondary schools to govern concealed school bullying.