| School bullying refers to when students are repeatedly and continuously subjected to negative behaviors by a certain student or multiple students.Negative behaviors include physical bullying and psychological bullying.Psychological bullying is mainly divided into relationship bullying and verbal bullying.After being bullied in school,the bullied may develop many physical and mental problems,which will accompany the bullied and their families for a whole life but cannot be reversed.Therefore,it is imperative to study the current situatiorn of school bullying and explore effective intervention strategies.The number of bystander in school bullying is not only huge,but also of great significance in preventing bullying.This intervention study will focus on the innovated viewpoint of bystanders.This study takes the students in the second year of middle school in Xiamen as the object,and adopts the methods of questionnaire survey,exper:imental intervention and interview.Before the experimental intervention,Campus Bullying Scale,Student-Advocates Scale and Curriculum Intervention feedback Scale were distribute to preliminarily understood the condition of school bullying,bystander and peer protection of all the students,and based on the four peer protection competencies of the "STAC"("Stealing the show","Turning it over","Accompany others","Coaching compassion"),and experimental intervention curriculum were designed and carried out based on the theoretical basis of the psychological mechanism of bystander's transformation into peer protection.In the experiment,two classes with no significant difference in school bullied rate were selected as the experimental group and the control group.The experimental group was given intervention curriculum,while the control group only distributed intervention curriculum paper materials.The whole experiment intervention was carried out five weeks.After the weekly intervention course,the experimental group issued Life in School Checklist and Curriculum Intervention feedback Scale to test the effectiveness of the intervention course.And after the intervention,the differences of bullying condition and peer protection ability between the two classes were hand out Campus Bullying Scale and Stude;nt-Advocates Scale statistically to analyzed immediately.Finally,semi-structured inter-views were used to comprehensively understand the factors that influence bystander's helping behavior.The survey results show that:(1)In terms of school bullying condition,the second year of middle school students' bullied rate was 32.4%,and the bullying rate was 14.5%.The bullying rate and the bullied rate of boys were higher than that of girls.(2)In terms of forms and places of being bullied,the forms of being bullied mainly focus on physical bullying and verbal bullying,and the rate of verbal bullying is especially high.Schools are where the most being bullied occurs,accounting for 39.9%.(3)In terms of the duration and frequency of being bullied,the duration mainly last one to two weeks(22.6%),and the frequency is mainly at both low frequency and high frequency.(4)There is a significant positive correlation between bullying and being bullied,with a correlation coefficient of 0.455(p<0.01).(5)In terms of class relationship,if other students don't play with you and you feel lonely in break time has significantly positive correlation with bullied condition,with a correlation coefficient of 0.455(p<0.01),and students feel that they are not as popular as others has significantly positive correlation with bullied condition,with a correlation coefficient of 0.681(p<0.01).(6)In the bystander condition,the number of students who witnessed the bullying situation accounted for 38.7%,In which only 29.5%-were willing to help the bullied.Factors influencing bystander include:gender,relationship,whether they have been bullied,and whether they have bullied others.(7)In terms of students peer protection,the project mean of the Student-Advocaies Scale was 1.80,which ranked on the low medium level.Among which the scores of"stealing the show","turning it over","accompanying othersu"and "coaching compassion" of peer protection ability ranked on the low medium level.(8)After the intervention,the rate of being bullied in the experimental group decreased significantly(t(41)?-3.83,p<0.01),while that in the control group didn't deerease(t(43)=0.87,p>0.05).The rate of being bullied in the experimental gronp was significantly lower than the control group(t(84)=-3.97,p<0.01).(9)After the intervention,the helping emotional attitude and helping behavior of the experimental group increased significantly(t(41)=7.83,t(41)=8.62,p<0.01),and the helping emotional attitude of the control group increased significantly(t(43)=7.55,p<0.01),but the helping behavior did not increase(t(43)= 0.73,p>0.05).After the intervention,the two group showed significant differences in helping behavior(t(84)=7.31,P<0.01),but there is no significant differences in helping emotional attitude(t(84)=0.56,p>0.05).(10)After the intervention,the experimental group has a significant increase in the overall ability of peers protection(t(41)=8.202,p<0.01),peer protection considerably increase the ability of four dimensions,there were"Stealing the show"(t(41)=9.1125,p<0.01),"Turning it over"(t(41)=7.161,P<0.01),"Accompany others"(t(41)=7.727,p<0.01)and "Coaching compassion"(t(4i)= 8.402,p<0.01),and control group has a significant increase in the ability of "Stealing the show"(t(43)=8.909,p<0.01),but the overall peer protection ability and the other three ability dimensions did not increase significantly((p>0.05).The two groups sh owed significant differences in total score(t(84)= 9.872,p<0.01),expect the"Stealing the show" dimension(p>0,05),the remaining three dimensions present a significant difference:"Turning it over"(t(84)=8.202,p<0.01),"Accompany others"(t(84)= 7.935,p<0.01)and"Coaching compassion"(t(84)=9.399,p<0.01).(11)After the weekly intervention,the survey of Life in School Checklist showed that the number of students being bullied per week had a declining trend.The Curriculum Intervention feedback Scale showed that students had a good command of curriculum knowledge.(12)After the semi-structured interview,there are main factors affecting bystandes'helping behavior:their own core interests;the softening of moral norms in social environment;school support system.First of all,the intervention curriculum of peer protection can effectively reduce the rate of being bullied.It can not only hlep the bullies/potential bullies clearly know the wrong of school bullying,but also change bystanders into defenders so as to directly reduce the rate of being bullied Secondly,the intervention curriculum of peer protection effectively promotes the students' helping attitude and behavior,which is closely related to the training of moral empathy and self-efficacy.Finally,intervention curriculum improve the condition of peer protection.More and more students develop the ability and willingness of being defender,which increases students',sense of self-efficacy and strengthens their protection behavior.At the same time,school education-support systems and parenting pettern also assist in developing students'peer protection. |
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