The Study On The Intervention On The Bullying Behavior In Primary School

School bullying behavior and intervention study have become the focus of the schools, parents, society and researchers, bullying often occur in primary and secondary school. The results show that the campus in the world, both have a high incidence of bullying, and the proportion of participants has achieved 10%-20%.Bullying on the bully and bullied those who have a significant negative impact. Bullying behavior may lead to the long-term adult criminal behavior, and do not conducive to social stability. Experienced bullying over many years by the bullies, may form the formation of depression, low self-esteem, loneliness, and poor interpersonal relationships, affect academic and mental health effects, even lead to self-mutilation, suicidal behavior. Therefore, it is necessary to carry out primary school bullying intervention. The study is to verify the effectiveness of based on Social Information Processing and cold cognitive theory intervention, and to explore effective interventions for primary school bullying program, to promote the healthy growth of students, maintaining the campus harmony and social stability.This research samples three nature classes in grade four as experiment class and contrast class in a primary school, The intervention carries out eight-week, and group A applies the Social Information Processing intervention, group B applies cold cognitive theory intervention, group C is contrast class. The experimental results are as follows:1. The proportion of bullies is 3.4%, the ratio of victims is 8.6%, and the proportion of pupils involved in bullying behavior is 13.9%.2. Two kinds of intervention programs are effective in reducing the incidence of bullying in class.3.The intervention effect based on social information processing is obvious for bullies and victims, the persistent of effect is to be improved. 4.The intervention effect based on cold cognitive theory is obvious for bullies and victims, the persistent of effect is good.5.For bullies, the intervention based on cold cognitive theory is more effective. For victims, the intervention based on social information processing is as effective as the intervention based on cold cognitive theory. Three months later, the intervention based on cold cognitive theory is more effective than the intervention based on social information processing.Conclusion:In the bullying interventions of elementary students, the intervention based on cold cognitive theory is more effective than the intervention based on social information processing.For elementary students bullying interventions, based on the theory of cognitive intervention programs for the cold than the social information processing theory based intervention programs more effective.