日本電影有關校園霸凌之主題分析

Abstract

日本政府於1986年對「霸凌」進行了第一次的明確定義。文部科學省所進行的校園霸凌調查最新報告中顯示，2023年日本的校園霸凌認知數達到歷史新高，共計732,568件。電影作為一種媒體文本，是反映社會的一種產物，透露出不同時代的意識型態與精神。本研究旨在探討日本電影如何呈現校園霸凌事件，以21世紀的八部日本電影為研究對象，聚焦霸凌事件中的受害者、加害者、旁觀者與教師四方角色，並依據Erikson社會發展理論，著重分析角色在個體、家庭與校園端的表現。本研究採質性研究的主題分析法，對電影內容及角色對話進行編碼並歸納主題。研究結果顯示，有關校園霸凌的日本電影中，受害者會為了減少受到霸凌的頻率而改變自己或順從加害者，亦可能在無法忍受時進行反擊；受害者通常隱藏痛苦，無法向外求助，或出現自我傷害的行為。心理上，霸凌使受害者產生恨意、情感麻木、沒有歸屬感，或認為旁觀者的冷漠助長了霸凌。受害者因身份特殊而成為目標。受害者家庭的支持與否對個體產生影響。加害者會規避自身的霸凌行為。透過操控他人來維持在群體中的權力，並使用不同方式合理化霸凌行為。當面臨反制或法律後果時，部分加害者會開始警覺。加害者與受害者角色會因不同情境而發生轉變，反映角色間的流動性。負面的家庭環境可能使加害者以霸凌發洩內在壓力。旁觀者表現包含沈默、因群體壓力而參與霸凌，或挺身幫助受害者，其行為多受到同儕的影響。當旁觀者被他人發現與受害者接觸後，往往成為群體中的焦點。旁觀者家長期望簡單化處理霸凌事件。教師的處理方式中，部分選擇忽視或敷衍了事，而部分透過具體行動改善校園霸凌問題。有教師本身為加害者，利用權力對學生造成傷害。或因缺乏敏感度導致事件處理延誤。亦有教師因霸凌所帶來的個人創傷影響其日後行為。

The Japanese government provided an official definition of “bullying” for the first time in 1986. According to the latest report from the School Bullying Survey conducted by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), the number of recognized school bullying cases in Japan reached a historic high in 2023, totaling 732,568 incidents. As a form of media text, film functions as a social product that reflects societal conditions and reveals the ideologies and spirit of different times. This study aims to explore how Japanese films portray school bullying. Eight Japanese films of the 21st century are examined, focusing on the roles of victims, perpetrators, bystanders, and teachers in bullying incidents. The analysis draws upon Erikson’s theory of psychosocial development, examining how each role is represented at the individual, familial, and school levels. A qualitative thematic analysis was employed to code the film content and character dialogues, through which recurring themes were identified.The research findings indicate that in Japanese films depicting school bullying, victims may change themselves or comply with bullies in an attempt to reduce the frequency of bullying, or retaliate when the situation becomes intolerable. Victims typically conceal their suffering, refrain from seeking help, and may resort to self-harming behaviors. Psychologically, bullying may lead to feelings of hatred, emotional numbness, a lack of belonging, and the perception that bystander apathy enables further harm. Victims are often targeted due to their distinct personal characteristics. Family support—or the lack thereof—profoundly influences the victim’s experiences.Perpetrators are often shown avoiding acknowledgment of their own bullying behavior. They maintain social dominance by manipulating others and rationalize their actions in various ways. Some begin to exhibit awareness or remorse when faced with opposition or legal consequences. Roles between bullies and victims can shift depending on context, reflecting the fluidity of power dynamics. Negative home environments are sometimes portrayed as contributing to perpetrators’ use of bullying to release internal stress.Bystanders exhibit a range of behaviors, including silence, participation due to peer pressure, or actively helping the victim. Their actions are largely influenced by social dynamics within the peer group. When a bystander is seen associating with the victim, they may become the new focus of attention. Parents of bystanders are often depicted as seeking simplified resolutions to bullying issues. Teachers, likewise, are shown responding in various ways—some ignore or downplay the problem, while others take concrete actions to improve the situation. In some portrayals, teachers themselves are perpetrators, using their authority to inflict harm. Others delay intervention due to a lack of sensitivity or awareness. In certain cases, teachers’ own trauma related to bullying is shown to affect their later behavior.