The Influence And Intervention Of Peer Relationship Of Junior High School Students On Being Bullied

First of all,the author in the process of teaching practice in middle school students’psychological counseling through the visitors,found the campus bullying,especially the relationship between bullying is common,and are bullies usually have cognitive biases to peer relations,especially in dealing with a conflict between peers.So the basis of the latest research on school bullying group bullying than any other students in the junior middle school students were higher in group,and bullying can cause great mental and physical damage to the bully,severe cases can lead to the bullies to suicide.But at present domestic is not mature for bullying psychological intervention methods and measures,this study aims to the main factors that influence the proven bullying,on the basis of further corresponding intervention measures.Research purposes:To explore the root cause of bullying happen,that is,the individual peer relations will affect their bullying and how to intervene.Through two research,the research process:study 1 first of all,through sampling survey(n = 861)on the basis of previous studies to further clarify the psychological factors related to individual bullying.Second,the mediation model is set up to further explore the impact of peer relationship to bullying the role of cognitive biases.Study 2 by cognitive biases of the bully 1 times a week,a total of four weeks of expressive writing intervention,adopting quasi-experimental design principle,set up the intervention group,unrelated topics and write a group and blank control group were measured before and after each index respectively through one-way ANOVA analysis,after the intervention group writing materials used in encoding information Nvivo11 further qualitative analysis.The results of the study:1.The study found that peer relations,correlated between cognitive biases and bullying,peer relationship and negative correlation between bullying,and negatively correlated with cognitive biases and cognitive biases were positively correlated with bullying.2.The mediation analysis found that cognitive biases in peer relations and plays a role of intermediary between bullying.In expressive writing after the intervention,cognitive biases,bullying significant difference between groups.3.The qualitative analysis showed that correlation significantly between each node andbullying,intervention group individual cognitive biases,bullying,peer conflicts with the number of intervention showed a trend of decrease.Research conclusions:1.The basic support the previous research results of this study,the fundamental cause of the individual long suffering bullying is in the peer exchanges formed in the process of internalizing problem behaviors(cognitive biases),to be bullies cognitive deviation correction can reduce its bullying.2.In addition,this study applied expressive writing intervention for intervention by the bully,can provide domestic primary and secondary school mental health workers with higher economic applicability of intervention strategies.