The Charateristic And Factors Of Bystander's Behavior In School-Bullying

School-Bullying is a special aggressive behavior,refers to the strength dominants of weak intentionally and causing physical or mental pain.The current campus bullying problem to have serious impact on children's physical and mental health,become a developmental psychologist and focus on one of the contentof education psychologists.Developmental psychologists are mainly focused on the individual of this special attack behavior for the adult behavior and the influence of personality and social development,to explore prompted the path to the healthy development of the individual;Education psychologist is concerned more about campus bullying incident on teaching management and students' psychological health problems,trying to provide specific suggestions for education workers.Bullying behavior not only brings to the bully,the bully physical and mental damage,and at the same time give in the same ecosystem bystander effects.Bystanders in this research to the campus bully role as a breakthrough point,the integrated use of methods such as field investigation,questionnaire investigation,case study,to explore the campus bullying happen bystander behavior characteristics and its influencing factors in the process of development,in order to offer bullying from the viewpoint of bystander intervention based on the empirical research.This research includes three parts:The first researchthrough the field investigation research records the bystander behavior characteristics,through interviewing bystanders complete event,preliminary explored the potential factors influencing the bystander behavior.Data using Nvivo11 for processing.The results showed that:(1)School bullying is characterized by the highest frequency of physical bullying,followed by verbal bullying and relationship bullying.Fourth grade bullying is more than fifth grade and sixth grade;In turn,the playground,the classroom,the hallway and the building.The break time before the first section of the afternoon is the high time of bullying;(2)Campus bullying the main table of onlookers behavior existing to persuade,to avoid,prevent,directly follow bullying,comfort.(3)Through the comprehensive analysis of the field investigation and the interview data,a preliminary probe into the factors influencing the campus bullying onlookers behavior in four categories.The second study base on the pro-social five-step model and bren Finn brenner ecological system theory as the foundation,will be "micro system" as the breakthrough point,design of the influence factors of the onlookers behavior questionnaire,for investigation on the surface of the teachers,parents,students,aimed at further investigation and verification,study one probe to the four types of factors(individual,peers,family,school's influence on campus bullying incident bystander behavior.Using SPSS 20.0 software to analyze data.The results showed that:Through the study on the survey data analysis,a pair of factors influencing the detection results to verify the research:(1)From the individual factors,gender,grade,individual experience and perception of bullying incident severity affect onlookers behavior to some extent.Students "follow" the negative behavior of gender differences,boys significantly more than girls;Onlookers behavior grade differences,grade five positive behaviors significantly more than four,grade six;"Bully" past students tend to take active intervention behavior;Serious incident,"report" significantly more than other behavior of students.(2)From the companion factors,different relationships exists significant influence for bystander behavior.In addition to the "report" does not exist significant differences,students "persuasion","stop","comfort","follow","watching","shun" behavior in the involvement of "friends" and "students involved in" significant differences under the different relationship of all.(3)From the family factors,parents' behavior guiding significant effect on the students,students' behavior and the guidance of parents have higher consistency;Family upbringing in addition to "respect-shame" bystander behavior exist significant differences in the dimensions,there were no significant difference in other dimensions.(4)Factors from the school to see,the more positive behavior under the guidance of teachers,students have more positive behavior;Good sense for the school system,school students a positive approach to guide students to properly handle bullying events;Three part use the case study from the individual Angle(real,complete people)to examine,the concrete behavior in different bullying incident,and the reasons behind the behavior.To further verify the real situation of the individual in the face of bullying incidents,the behavior selection process and its influencing factors.The results showed that:In the observed four complete campus bullying incident,the behavior of xiao zhao is avoided,persuade,reports,watching the respectively.Xiao zhao actually suffered from individual,peers,family and school factors mutual influence.In the interaction between various factors,finally let xiao zhao in different bullying incident has taken a different behavior.This research mainly draw the following conclusion:(1)School bullying is characterized by the highest frequency of physical bullying,followed by verbal bullying and relationship bullying.Fourth grade bullying is more than fifth grade and sixth grade;In turn,the playground,the classroom,the hallway and the building.The break time before the first section of the afternoon is the high time of bullying;(2)The bystander behavior have persuaded,stop,reports,comfort,follow,watch the scene of bustle,withdrawal,etc.Most of the students in the campus bullying can take a more positive behavior to intervene,but there are still some students take a passive avoidance.(3)Onlookers behavior affected by the following four types of factors integrated: individual factors,including gender,grade,individual experience,individual perception of bullying incident severity;The peer factor,the different interpersonal relationships involved in the involvement of a classmate.Family factors,including parental guidance and family upbringing;School factors,including the school's handling of bullying and teacher's behavior guidance.In the real bullying field,the four factors together determine the individual's choice of behavior,allowing individuals to make different choices in different bullying events.