前言：關係攻擊在人際互動中普遍存在著，大學生求學階段有著人際交往遽增的特性，是關係攻擊盛行的時期，面對多元的人際關係與人際互動，曾經有過或正在經歷的關係攻擊經驗對大學生的心理發展甚為重要。過往研究已豐厚了「被攻擊者」生理心理所受到的影響，然而，對於「攻擊者」攻擊行為背後的心理需求琢磨甚少，身為諮商工作者的我們需要對這個族群有更多的了解。
研究目的：以詮釋現象學為立基，理解四位大學生在關係攻擊中的攻擊經驗為何，並以華人文化脈絡，理解關係攻擊對於大學生的意義以及其背後的心理需求。
研究方法：本研究以Heidegger所提出之詮釋現象學觀點，針對4位曾有關係攻擊之攻擊經驗的大學生進行深度訪談，以「詮釋現象學分析」為資料整理與分析方法。
研究結果：本研究除了深入詮釋每一位受訪者所經歷的關係攻擊經驗與意義外，也統整所有的文本進行綜合詮釋，結果包含「情緒，找不到出口」、「宣洩後的高張關係」，以及「我們彼此都是有力量的」三大主題，並在最後整理出關係攻擊中攻擊者與被攻擊者雙方關係的特殊性，以及提出實務工作上的建議。
結論：對於關係攻擊者（或稱加害者、當事人）的處遇，建議暫時放下對「關係攻擊行為本身」的問題化思維、放下問題解決導向的諮商目標，而是去理解攻擊者潛藏在行為背後，希望被聽見、希望可以好好釋放的情緒。

Relational aggression exists commonly in interpersonal interaction. The high prevalence of
relational aggression among college students is due to the increasing of interpersonal interaction in
the college stage. Past research suggests lots of influences against the victims on the physical and
psychological ways. However, there is few research tells the mental needs behind the aggressors.
This study interviewed 4 college students to discuss the experiences in relational aggressions and to
find out the meaning as well as the mental needs to college students by the view of Chinese culture.
This study adopted the view of Heidegger's hermeneutic phenomenology, used in-depth
interview to collect data, and used “hermeneutic phenomenological analysis” to summarize and
analyze data. The main findings of the study were as follow:
Three main themes were identified to reflect the relational aggressors’ real experiences and
feelings about the behavior of aggression: (1) emotions finding no way out, (2) high tense relations
after expressing, (3) we all have the strength to recover and adapt.
The interventions to the aggressors have also been reminded: instead of problematize the
relational aggression itself, we should pay more attention to understand the emotions hidden behind
the behavior of aggression, and that’s what exactly wants to be heard.

中文文獻
王美懿、林東龍、王增勇（2010）。「病人」、「犯人」或「個人」？男性家暴「加害人」之再認識。社會政策與社會工作學刊，14，147-193。
方格正（2014）。年輕成人罹癌康復後生命經驗之詮釋（博士論文）。取自
https://hdl.handle.net/11296/arsm8k
田瑋茵、施香如（2016）。女大學生網路親密友誼之發展歷程。中華輔導與諮商
學報，47，27-58。
吳文琪、陸玓玲、李蘭（2013）。台灣地區國中學生霸凌角色之分佈及其與個人
和家庭因素之分析。台灣公共衛生雜誌，32，372-381。
林苡彤 （2008）。國中生關係攻擊角色與規範信念、同理心、人際衝突因應策略
之相關研究（碩士論文）。取自https://hdl.handle.net/11296/8297jm。
林淑惠、黃韞臻（2010）。大學生人際智能與人際吸引之相關探討－以中部三所
大專院校爲例。學校衛生，56，83-98。
邱獻輝（2015）。引起注意型霸凌行為的形成與戒除歷程探究。青少年犯罪防治
研究期刊，7，120-161。
邱獻輝（2012）。校園霸凌者諮商介入的挑戰與突破。青少年犯罪防治研究期
刊，4，26-97。
邱獻輝（2012）。霸凌者的心理需求與諮商介入。應用心理研究，56，165-189。
唐雅琳（2009）。大學生在關係攻擊中真實受害經驗之探究（碩士論文）。取自
https://hdl.handle.net/11296/n43q7a
連心瑜、戴玉慈、李雅玲（2013）。青少年嘲弄與霸凌概念模式。護理雜誌，
60，86-92。
陳盈旬（2007）。少年攻擊評估量表之信、效度研究（碩士論文）。取自
https://hdl.handle.net/11296/c7gu57
陳若璋、施志鴻、林正修（2003）。性加害者犯案動機、歷程及路徑分析。中華
心理衛生學刊，16，47-86。
張榮顯、楊幸真（2010）。玩耍？霸凌？國小高年級男童性霸凌者經驗之探究。
教育學誌，24，41-72。
英文文獻
Aimee, E. M., & Lynne, K. (2013). Mean Girls in College: An Analysis of How College
Women Communicatively Construct and Account for Relational Aggression. Women’s Studies in Communication, 36:330–347.
Archer, J., & Coyne, S. M. (2005). An integrated review of indirect, relational, and
Social aggression. Personality and Social Psychology Review, 9, 212–230.
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens
through the twenties. American Psychologist, 55, 469–480.
Coyne, S. M., Archer, J., & Eslea, M. (2006). ‘‘We’re not friends anymore! Unless...’’:
The frequency and harmfulness of indirect, relational, and social aggression. Aggressive Behavior, 32, 294–307.
Crick, N. R. (1996). The role of overt aggression, relational aggression, and prosocial
behavior in the prediction of children’s future social adjustment. Child Development, 67(5), 2317–2327.
Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-
psychological adjustment. Child Development, 66(3), 710–722.
Crick, N. R., & Grotpeter, J. K. (1996). Children’s treatment by peers: Victims of
relational and overt aggression. Development and Psychopathology, 8, 367–380.
Hartup, W. W., & Stevens, N. (1997). Friendships and adaptation in the life course.
Psychological Bulletin, 121, 355–370.
Lindsey, L. and David, L. (2011). Indirect Aggression and Victimization are Positively
Associated in Emerging Adulthood: The Psychological Functioning of Indirect Aggressors and Victims. Journal of College Student Development, 52(1), 62-76.
 
Loudin, J. L., Loukas, A., & Robinson, S. (2003). Relational aggression in college
students: Examining the roles of social anxiety and empathy. Aggressive Behavior, 29, 430-439.
Merten, D. E. (1997). The meaning of meanness: Popularity, competition, and conflict
among junior high school girls. Sociology of Education, 70, 175–191.
Miller-Ott, A. E., & Kelly, L. (2013). Communication of female relational aggression in
the college environment. Qualitative Research Reports in Communication, 14(1), 19-27.
Owens, L., Shute, R., & Slee, P. (2000). ‘‘Guess what I just heard!’’: Indirect aggression
among teenage girls in Australia. Aggressive Behavior, 26, 67–83.
Rebecca R. (2015). Relational Aggression Narratives of African American and Latina
Young Women. Clinical Social Work Journal, 43(1), 11-24.
Storch, E. A., Masia-Warner, C., Crisp, H., & Klein, R. G. (2005). Peer victimization
and social anxiety in adolescence: A prospective study. Aggressive Behavior, 31, 437-452.
Underwood, M. K., Galen, B. R., & Paquette, J. A. (2001). Top ten challenges for
understanding gender and aggression in children: Why can’t we all just get along? Social Development, 10(2), 248–266.
Werner, N. E., & Crick, N. R. (1999). Relational aggression and social-psychological
adjustment in a college sample. Journal of Abnormal Psychology, 108(4), 615–623.
Wesselmann, E. D., Williams, K. D., & Wirth, J. H. (2014). Ostracizing group members
who can (or cannot) control being burdensome. Human Ethology Bulletin, 29, 82–103.
Wesselmann, E. D., Wirth, J. H., Pryor, J. B., Reeder, G. D., & Williams, K. D. (2015).
The role of burden and deviation in ostracizing others. Journal of Social Psychology, 155(5), 483–496.
Willer, E. K., & Cupach, W. R. (2008). When ‘‘sugar and spice’’ turn into ‘‘fire and
ice:’’ Factors affecting the adverse consequences of relational aggression among adolescent girls. Communication Studies, 59, 415–429.