本文選題：小學(xué)欺負(fù)行為　切入點(diǎn)：干預(yù)　出處：《四川師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：欺負(fù)行為是一種特殊類型的攻擊性行為,廣泛存在于各國的中小學(xué)校園里。近年來,隨著很多惡性校園欺凌事件的曝光,人們開始日益重視校園里的欺負(fù)行為。已有研究表明,大約有10%-20%的中小學(xué)生會卷入欺負(fù)事件,卷入的學(xué)生無論是欺負(fù)者還是被欺負(fù)者身心都會受到很大傷害。然而在小學(xué),校園欺負(fù)行為經(jīng)常會被家長和老師忽略,被當(dāng)成同學(xué)間的開玩笑或游戲的打鬧,導(dǎo)致很多學(xué)生出現(xiàn)心理問題,甚至成為中學(xué)時期乃至進(jìn)入社會后的“高危人群”。本研究試圖從欺負(fù)者入手,設(shè)計(jì)出針對小學(xué)生個人和家庭的綜合性認(rèn)知行為的干預(yù)方案,通過干預(yù),減少欺負(fù)者的欺負(fù)行為和其他不良行為問題,讓學(xué)生健康快樂地成長。本研究通過文獻(xiàn)搜集了解欺負(fù)者欺負(fù)行為的影響因素,通過分析原因設(shè)計(jì)出針對高欺負(fù)學(xué)生特點(diǎn)的、有效的干預(yù)方案。采用同伴和教師提名確定5名欺負(fù)者,結(jié)合訪談法和問卷調(diào)查法(使用《CBCL兒童行為量表—家長版》),對干預(yù)的效果進(jìn)行量化和質(zhì)性的研究,使用團(tuán)體干預(yù)的方法對5名欺負(fù)學(xué)生及其家長進(jìn)行為期兩個半月的干預(yù),對學(xué)生的認(rèn)知、情緒、行為進(jìn)行綜合訓(xùn)練,對學(xué)生家長的教養(yǎng)方式進(jìn)行引導(dǎo)和重建。研究結(jié)果表明:設(shè)計(jì)的綜合性認(rèn)知行為團(tuán)體干預(yù)方案具有有效性,通過來自學(xué)生和家長的團(tuán)體干預(yù),能夠顯著減少學(xué)生的欺負(fù)行為和其他對抗、違紀(jì)等不良行為問題,改善學(xué)生的人際交往狀況。
[Abstract]:Bullying is a special type of aggressive behavior, which widely exists in primary and secondary schools all over the world. In recent years, with the exposure of many vicious bullying incidents, people begin to pay more and more attention to bullying on campus. About 10% to 20% of primary and middle school students will be involved in bullying incidents, and the students involved will be greatly harmed both physically and mentally. However, in primary schools, bullying on campus is often ignored by parents and teachers. Being regarded as a joke among classmates or playing games has led to psychological problems among many students and even become a "high risk group" in high school and even after entering society. This study attempts to start with bullies. Designed a comprehensive cognitive behavior intervention program for primary school students' individual and family, through intervention, reduce bullying behavior and other bad behavior problems, This study through literature collection to understand the bullies bullying behavior factors, through the analysis of the reasons for the design of the characteristics of high-bullying students, Effective intervention program. Using peer and teacher nomination to determine 5 bullies, combined with interviews and questionnaires (using the CBCL Child behavior Scale-Parenthood version), a quantitative and qualitative study was conducted on the effects of the intervention. Five bullying students and their parents were treated with group intervention for two and a half months to train their cognition, emotion and behavior. The results show that the designed comprehensive cognitive behavior group intervention scheme is effective through group intervention from students and parents. It can significantly reduce students' bullying and other adverse behavior problems, such as violation of discipline, and improve students' interpersonal status.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G627.4

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