【摘要】：近年來(lái),中學(xué)生暴力已成為全社會(huì)不可小視且日益嚴(yán)重的社會(huì)問(wèn)題。中學(xué)生暴力是指發(fā)生在學(xué)校及周邊,以學(xué)生作為施暴者、受害者或者雙重身份參與其中的,蓄意運(yùn)用軀體力量、工具、言語(yǔ)、勢(shì)力或詭計(jì),對(duì)自身、他人、群體進(jìn)行威脅或傷害的行為,這些行為造成或極有可能造成學(xué)生身心損傷、死亡、發(fā)育障礙、權(quán)益的剝奪,影響學(xué)校正常的教學(xué)管理秩序。對(duì)學(xué)生暴力的研究已逐漸被心理、教育、醫(yī)學(xué)學(xué)者等所重視,日漸成為研究的熱點(diǎn)。 本研究目的：(1)通過(guò)問(wèn)卷調(diào)查了解農(nóng)村中學(xué)生實(shí)施暴力、遭遇暴力及目擊暴力的現(xiàn)狀；(2)以情緒理論和彈性理論為基礎(chǔ),針對(duì)農(nóng)村中學(xué)生易憤怒、自尊水平低的特點(diǎn),制定適合其暴力干預(yù)的課程,并驗(yàn)證干預(yù)效果。 方法：采用課題組編制的《中學(xué)生暴力問(wèn)卷》對(duì)太原市某鄉(xiāng)鎮(zhèn)中學(xué)的學(xué)生進(jìn)行調(diào)查了解他們暴力行為情況,并選取三個(gè)平行班進(jìn)行干預(yù)研究,對(duì)實(shí)驗(yàn)一班進(jìn)行憤怒情緒控制干預(yù),對(duì)實(shí)驗(yàn)二班進(jìn)行自尊輔導(dǎo)干預(yù),對(duì)對(duì)照組班只進(jìn)行一般的心理課程。 結(jié)果： 農(nóng)村中學(xué)生的暴力行為較為普遍,尤其是學(xué)生間人格侮辱概率高達(dá)70.6%；農(nóng)村中學(xué)生的暴力行為年級(jí)差異較為顯著,實(shí)施暴力和目擊暴力都是初二學(xué)生的得分最高,初三學(xué)生的得分次之,初一學(xué)生的得分最低,而遭遇暴力則為初三學(xué)生的得分略高于初二學(xué)生,初一學(xué)生的得分最低；農(nóng)村中學(xué)生班干部與非班干部的暴力行為也有顯著差異,班干部的暴力得分明顯低于非班干部的得分；農(nóng)村中學(xué)的暴力行為不存在性別差異。 干預(yù)發(fā)現(xiàn)：憤怒情緒控制干預(yù)和自尊輔導(dǎo)干預(yù)都減少了實(shí)驗(yàn)班學(xué)生的暴力行為,與控制組班不進(jìn)行干預(yù)的效果有顯著差異,但對(duì)兩個(gè)實(shí)驗(yàn)班進(jìn)行的不同方法的干預(yù)沒(méi)有差異。 結(jié)論： (1)農(nóng)村中學(xué)生實(shí)施暴力、遭遇暴力和目擊暴力的發(fā)生率較高。 (2)農(nóng)村中學(xué)生的暴力行為在年級(jí)維度有顯著差異,初二、初三年級(jí)的暴力較為嚴(yán)重。 (3)農(nóng)村中學(xué)生的暴力行為在是否班干部方面有顯著差異,班干部低于非班干部。 (4)農(nóng)村中學(xué)生的暴力行為在性別方面差異不明顯。 (5)憤怒情緒控制和自尊輔導(dǎo)干預(yù)都有效地降低了農(nóng)村中學(xué)生的暴力行為。
[Abstract]:In recent years, violence among middle school students has become an important and increasingly serious social problem in the whole society. Middle school students' violence refers to the deliberate use of physical power, tools, words, forces or tricks to threaten or harm themselves, others and groups, which occurs in and around the school, where students are used as perpetrators, victims or double identities. These acts cause or are likely to cause physical and mental injury, death, developmental disorders, deprivation of rights and interests of students, and affect the normal teaching management order of the school. The study of student violence has been paid more and more attention by psychology, education, medicine scholars and so on, and has become the hot spot of research day by day. The purpose of this study was as follows: (1) to understand the present situation of violence, encounter violence and witness violence among rural middle school students through questionnaire survey; (2) based on emotional theory and elasticity theory, according to the characteristics of rural middle school students who are prone to anger and low level of self-esteem, to develop a curriculum suitable for their violence intervention, and to verify the effect of intervention. Methods: the violence questionnaire of middle school students was used to investigate the violence behavior of students in a township middle school in Taiyuan, and three parallel classes were selected to carry on the intervention research, the anger emotion control intervention was carried out in the first class, the self-esteem counseling intervention was carried out in the second class, and only the general psychological course was carried out in the control group. Results: the violence behavior of rural middle school students was more common, especially the probability of personality insult among rural middle school students was as high as 70.6%. The grade difference of violence among rural middle school students was more significant, the scores of violence and eyewitness violence were the highest, the scores of junior high school students were the second, the scores of junior high school students were the lowest, while the scores of junior high school students were slightly higher than those of junior high school students, and the scores of junior high school students were the lowest. There was also significant difference in violence between class cadres and non-class cadres in rural middle school students, and the violence score of class cadres was significantly lower than that of non-class cadres, and there was no gender difference in violence in rural middle schools. It was found that both anger control intervention and self-esteem counseling intervention reduced the violence behavior of the students in the experimental class, which was significantly different from that in the control group, but there was no difference in the intervention of different methods between the two experimental classes. Conclusion: (1) the incidence of violence and eyewitness violence among rural middle school students is high. (2) the violence behavior of rural middle school students is significantly different in grade dimension, and the violence in Grade 8 and Grade 3 is more serious. (3) the violence of middle school students in rural areas is significantly different from that of non-class cadres, and the class cadres are lower than those of non-class cadres. (4) there is no significant difference in gender between rural middle school students and middle school students. (5) angry emotion control and self-esteem counseling intervention can effectively reduce the violence of rural middle school students.
【學(xué)位授予單位】：山西大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類(lèi)號(hào)】：B844.2

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