| Campus should be the sunniest and safest place,Premier Li Keqiang said at an executive meeting of the State Council.However,the frequent occurrence of school bullying in recent years has seriously harmed the mental health of primary and middle school students,and children involved in bullying are at greater risk of social,emotional,behavioral and academic adjustment problems.Therefore,it is urgent to explore a positive and effective school bullying prevention and intervention model suitable for children.Bullying is regarded as a group phenomenon,and each individual involved in a bullying situation has his or her own attributes of the role involved in bullying.The Finnish scholar Salmivalli divides the role involved in bullying into six types: bully,bully facilitator,provocator,protector,outsider,and victim of bullying.At present,positive psychology advocates the study of positive factors in life,which provides a new perspective for the research and development of intervention to prevent and treat bullying.Hope is one of the most advocated positive psychological qualities in primary and secondary education,which can serve as a potential protective factor to alleviate the negative effects of bullying.Therefore,this study combines hope intervention with school bullying prevention and treatment,and aims to test whether the improvement of hope quality level can affect the behaviors of different bullying participants.Specifically,the improvement of hope can reduce bullying behavior,keep out of the situation,and bullyvictim behavior,and increase protective behavior.Based on Synder’s Hope Theory and Salmivalli’s Participating Role Theory of Bullying,this research adopts literature method,questionnaire method,teacher-student interview method and other research methods to carry out research on children in grade three,four and five,which is divided into three sub-studies.In the first study,600 primary school students from two primary schools in Jinan were selected to issue questionnaires to investigate the correlation between hope and bullying participation in role behavior,so as to provide empirical evidence for subsequent studies.Study 2 aims to develop and design scientifically effective Hope interventions for children;The experimental design of the experimental group and the control group was adopted in Study 3.Two classes of Grade 5 were selected as the experimental group and the control group,with a total of 70 people.The intervention program was implemented in the form of mental health class for a total of 7 hours to examine the influence of the desired promotion on the behaviors of different bullying participants.SPSS25.0 was used to process the data to evaluate the effect of the intervention.The general conclusions of this study are as follows:(1)From grade three to grade four,the hope increases most rapidly,and there is a significant decrease in the fifth grade;(2)Hope has a significant negative correlation with bullying behavior,bullying assisting behavior,incitement behavior,a significant positive correlation with protective behavior,and no significant correlation with staying out of the situation and being bullied behavior;(3)Hope can significantly positively predict protective behavior,significantly negatively predict bullying behavior,bullying assisting behavior,and incitement behavior;(4)Implementing intervention programs in the form of classroom teaching to improve children’s quality of hope can significantly reduce the levels of children’s bullying behavior,bullying assisting behavior,inciting the fire,staying away from the situation and being bullied behavior,and significantly improve the level of children’s protective behavior to achieve the ideal intervention effect;(5)After intervention,the hope level of children in the experimental group was significantly improved,while the hope level of children in the control group did not show significant change.The practice proved that the intervention program had a good effect and was suitable for children at this age.In this study,a complete psychological course on the theme of hope was designed based on the framework of Snyder’s hope theory,which proved to have a good effect on the improvement of children’s hope level and the prevention and treatment of bullying.This indicates that the cultivation of children’s desirable qualities can effectively reduce bullying behavior and promote protective behavior,and create a safe school environment.This intervention program is scientific,mainly based on the theory of hope and fully consider the characteristics of cognitive and psychological development of primary school students designed curriculum program,and after several rounds of revision to implement.Moreover,it provides a curriculum framework and practical basis for the cultivation of other positive psychological traits(such as optimism,forgiveness,etc.)and research on bullying intervention in primary and secondary schools.In addition,from the perspective of positive psychology,this study interferes with negative behaviors such as school bullying in children’s peer interaction,which provides a new perspective for bullying prevention and treatment.At the same time,the intervention program was implemented by using psychological tutoring in the form of classroom instruction and the subjects of the study were normal children.This makes the manifestations and target groups of bullying interventions more diverse. |
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