Interventional Study Of Group Counseling On Reactive Aggressive Behavior Of Junior High School Students

This research aims at exploring how group tutoring will intervene with reactive aggression among middle school students.32 students who are selected through questionnaire results analysis as high-responsively-aggressive are divided into two groups-experiment group and control group-at random. Experiment group will be given exclusively 90-minute-long tutoring for 8 times within 8 weeks and examination will be carried out afterwards. Amid this research the independent and dependent variables are respectively tutoring and scores of each item as well as the overall bands of Questionnaire of reactive and initial aggression. The experiment results will be supplemented with observation record of group activities and feedback from leaders and members.Followed are the main conclusions:1.Experiment group showed inferiority in terms of reactive, initiative and overall aggression band, which is most striking in reactive aggression band. (p<0.001)2.As been seen from the qualitative materials, tutoring may have such positive effects on reactive aggression among middle school students as more harmonizing atmosphere, more positive recognition, improved skills in dealing with initiative aggression and personal relationship.