Study Of The Influence Factors And Psychological Intervention Of Junior Students' Bullying Behavior

Junior high school students experience a "psychological weaning period." They are semi-mature and semi-mature.The occurrence of campus bullying is related to their psychological and behavioral characteristics,and it hurts their growth.At present,there are frequent incidents of bullying,and research on campus bullying has yet to be improved.Studying the influencing factors and intervention methods of junior middle school students' bullying behavior,is not only beneficial to enrich the theoretical results,but also helps us to understand the difference between different variables and the main psychological causes of different bullying participants,and to prevent and treat campus bullying.Safe campus and promote students' physical and mental development provide empirical research support.The study followed the research idea of “Theoretical Analysis—Questionnaire survey—Psychological Main Factor Discussion—Model Construction—Group Counselling”.950 junior high school students in Guangzhou were selected as the survey subjects,and Chen Shiping's revised version of the Bullying Behavior Questionnaire for Smith was used to investigate the status of junior middle school students' campus bullying,and their differences in demographic variables and social,family,and school factors were analyzed.Comprehensive literature on the psychological factors,the use of emotion management,interpersonal relationships,personality,coping style and parent-child conflict five scales,analysis of the impact of junior high school students become bullied,bullying the main psychological cause;Through the construction of the school bullying intervention model based on the social learning theory,targeted interventions were formulated.Draw the following conclusions:(1)There is a significant gender difference in the being bullied and bullying behavior of junior middle school students,and the incidence of boys is higher than that of girls.Being bullied and bullying decreased with increasing grades,but there were no significant differences among different grades.(2)There are differences in being bullied and bullying among junior high school students with different social,family and school factors.At the same time,social ethos,family status,gender,family education methods,and popularity among students are predictive of beingbullied behavior,gender and father's education have a predictive effect on bullying.(3)Through the analysis of five scales of emotional management,interpersonal relationship,personality,coping style and parent-adolescent conflict,it is concluded that the main psychological factors affecting junior high school students becoming bullied and bullying are all interpersonal relationships.(4)Changes in the number of people involved in school bullying:After intervention,the number of “being bullied,bullying,critical being bullied and critical bullying” problems decreased significantly,which was significantly different from that before the intervention.(5)Changes in school bullying scores: After intervention,the scores of bullied and bullied scores all decreased,but the scores of being bullied were significantly different,and bullying scores did not reach significant differences.(6)Changes in the number of people affected by bullying at different genders: After intervention,the number of men and women who were ““being bullied,bullying,critical being bullied and critical bullying” all decreased significantly compared to the pre-intervention period.The significant change in girls is greater than that of boys.(7)Class-level interpersonal changes: After intervention,the four-dimensional mean values of the interpersonal relationship scales such as conversation,communication and friends,person-to-person contact,and heterosexual interaction have declined.And the scores in the two dimensions of interpersonal and dating,and heterosexual interactions are significantly different from those before the intervention.(8)Through the six-week interpersonal group counseling intervention based on social learning theory,school bullying problems can be improved,indicating that psychological intervention is effective.At the same time,the intervention effect of being bullied and bullying critical personnel is even more significant.Therefore,the prevention and control of campus bullying should begin with improving student relationships,Strengthen the promotion and implementation of group counseling activities for interpersonal relationships.