The Influence Of Peer Relationship And Self-esteem On School Bullying Of Junior Students Intervention Study

The first-year students are in the transitional period from elementary school to junior high school.This period is the second leap in the development of students' self-awareness.The junior high school students with better adaptability have higher evaluation of themselves and have a more optimistic attitude to meet new life..Conversely,individuals who are bullied are less able to adapt to the new environment than other students.Bullying makes the bullied person prone to interpersonal anxiety,low self-esteem,academic decline,insecurity,suicide,depression,etc.,making them more vulnerable to repeated attacks.Previous studies have found that adolescents with victimization experience are more difficult to adapt to new school and peer relationships,and there is a problem of maladaptation in new schools.Previous studies have shown that peer relationships,self-esteem and campus bullying are closely related,but few literatures have conducted in-depth discussions on the three,and previous studies have less intervention on campus bullying.Therefore,based on peer relationship and self-esteem,the intervention study on the first-year school bullying case is not only conducive to supplementing the theoretical results in this aspect,but also beneficial to improve the first-year student peer relationship,improve self-esteem,and reduce and prevent campus bullying.The basis of empirical research.This study takes 587 junior high school students in a certain district of Guangzhou as the survey object,and conducts research according to the logic of“theoretical analysis-questionnaire survey-relational discussion-model construction group counseling”.The research method adopts the “school bullying scale” and“companion”.Tools such as Relationship Scale and Self-Esteem Scale to understand the status and characteristics of school bullying,peer relationships,and self-esteem of junior students;explore the relationship between school bullying,peer relationships,and self-esteem.On this basis,the intervention model is constructed based on the personal central theory and the three-dimensional interpersonal theory,and targeted intervention is implemented.The conclusions of this study are as follows:(1)There is a significant difference between the bullying and the father's occupation and gender,and the bullying has differences in academic performance.(2)Peer acceptance is significantly negatively correlated with primary school bullying(bullers/bullying);peer fear inferiority is significantly positively correlated with primary school bullying(bullers/bullying).(3)There is a significant negative correlation between self-esteem and primary school student bullying(bullers/bullying).(4)Self-esteem plays a regulatory role in the relationship between the peers and the bullies,and self-esteem plays a regulatory role in the relationship between the peers and the bullies.(5)Self-esteem plays a regulatory role in the relationship between companion fear and inferiority and bullying.Self-esteem does not play a regulatory role in the relationship between peer fear and inferiority and bullying.(6)Intervention based on group auxiliary dynamics,personal center and three-dimensional interpersonal theory has a significant effect on campus bullying.Intervention can improve the self-esteem of the participants,improve peer acceptance,and reduce peer fear.