| Campus bullying refers to incidents that occur on or off campus,among students,where one party deliberately commits bullying and insults through physical,language,and other means,resulting in physical injury,property loss,or mental damage to the other party.Secondary vocational students are an important part of vocational education in China,and train future skilled talents and high-quality laborers for the country.In recent years,incidents of school bullying in secondary vocational students have occurred frequently.OTTF intervention program is a systematic intervention program proposed by domestic researchers in recent years.Coping style refers to the methods,means or strategies adopted by people to cope with internal and external environmental requirements and their related emotional distress.It is an important protective factor for the physical and mental health of individuals and has an important relationship with school bullying.Therefore,on the basis of exploring the characteristics and coping styles of bullying in secondary vocational school,this study tries to test the intervention experiment of ottf on campus bullying,and conducts two studies.The first research of this article is to investigate and analyze the characteristics of school bullying and coping styles of bullying in secondary vocational students.By investigating the current situation of bullying,coping styles of secondary vocational students,this paper analyzes the characteristics of campus bullying,coping style characteristics of campus bullying,the relationship between campus bullying and coping styles.Study 2 used a self-edited OTTF scheme for secondary school students to bully OTTF to conduct a two-month intervention experiment on secondary school students to test the effectiveness of the scheme.The findings of this study are as follows:(1)In terms of the total score of the bully,the score of psychological bullying is the highest;in the total score of the bully,the score of psychological bullying is the highest.Students in grades one and two of grade two have significantly higher scores in psychological bullying than those in grade three;boys are significantly more involved in bullying,bullying,and psychological bullying than girls;bullying and physical bullying of single-parent students are significantly higher than non-single-parent students;bullying and psychological bullying of urban students are significantly higher than those of rural students;Of students involved in bullying,bullies,psychological bullying,and physical bullying were significantly higher than those who did not transfer;students with poor household financial status were significantly higher than those who were psychologically bullied Average students;bullying involvement,bullying,psychological bullying,physical bullying,being bullied,psychologically bullied,and physical bullying were significantly higher than those with good relationships;students with a poor relationship with their fathers were significantly more involved in bullying,bullying,physical bullying,and psychological bullying than those with good relationships;students who have a normal relationship with their mothers have significantly higher levels of bullying involvement,bullying,and psychological bullying Student good relationship.(2)The attitude of secondary vocational students to create a good environment is significantly higher than the high group in bullying involvement in the low group;the attitude of secondary vocational students to resist bullying and create a good environment is significantly higher in the low group of bully overall score Group,the attitude of onlookers was significantly lower than the high group;the awareness of physical bullying in the low group was significantly higher than that in the high group;The low-bullying group was significantly lower than the high-bullying group;the school bullying tolerance was significantly higher in the psychologically-bullied low-grouping group than the high-bullying group;the tolerance and bystander were significantly higher in the physically-bullied low-grouping than the high-bulling group,the attitude of creating a good environment is significantly higher than the high group.(3)Self-blame,fantasy,and rationalization of coping styles of secondary vocational students are significantly lower in the low group than in the high group in bullying;fantasy and rationalization are significantly lower in the low group of bully high group;fantasy and rationalization were significantly lower in the low group of psychological bullying than high group;fantasy was significantly lower in the low group of physical bullying than high group;Self-blame,fantasy,and rationalization are significantly lower in the low-bullying group than in the high group;Self-blame,fantasy,and rationalization are significantly lower in the low-bullying group than in the high-group;problem solving was significantly higher in the low group of bullying in the limbs than in the high group,and self-blame and illusion in the low group of bullying in limbs was significantly lower than the high group.(4)There is a significant positive correlation between total scores of school bullying involvement and self-blame and fantasy;there is a significant positive correlation between total scores of bully and fantasy and rationalization;Psychological bullying has a significant positive correlation with fantasy and rationalization;physical bullying has a significant positive correlation with rationalization;the total score of the bullied person is related to self-blame,fantasy,and rationalization There is a significant positive correlation in dimensions;psychological bullying has a significant positive correlation with self-blame,fantasy,and rationalization;There was a significant positive correlation between bullying and self-blame,fantasy,and rationalization.Fantasy and rationalization have a significant predictive effect on the total score of bullying involvement;rationalization has a significant predictive effect on the total score of the bully;fantasy has a significant predictive effect on psychological bullying;rationalization has a significant predictive effect on physical bullying;self-blame and fantasy have a significant predictive effect on the total score of the bully;self-blame and fantasy have Psychological bullying has a significant predictive effect;self-blame has a significant predictive effect on physical bullying.(5)After the intervention,the bullying involvement total score,bullying total score,psychological bullying,physical bullying,bullying,and psychological bullying scores of the experimental group were significantly lower than those before the intervention;After the intervention,the scores of the experimental group on awareness,arrival system and creating a good environment were significantly higher than before the intervention,and the tolerance score was significantly lower than after the intervention;the problem-solving and help-seeking scores of the experimental group were significantly higher than before the intervention,and the self-blame score was significantly higher than before the intervention.The specific conclusions of this study are as follows:(1)The characteristics of school bullying in secondary vocational students are:the hidden nature of bullying forms;the complexity of the types of bullying in secondary vocational students,including the complexity of role types and the types of forms;the differences of bullying occurrence,there are significant differences in grade,gender,single parent,household registration,transfer,family economy,parent relationship,father relationship and mother relationship.(2)Characteristics of campus bullying attitudes of secondary vocational students and the negative aspects of campus bullying attitudes of secondary vocational students.(3)The characteristics of coping styles of secondary school students’ bullying are the negative of coping styles of secondary school students,and the majority of campus bullies adopt negative coping styles.(4)The relationship between campus bullying and coping styles.Secondary school students have a significant correlation with campus bullying and negative coping styles.The negative coping styles have a certain predictive effect on campus bullying.(5)The campus bullying OTTF program has a significant intervention effect on vocational school students’ bullying on campus.After the intervention,bullying involvement,bullying,psychological bullying,physical bullying,bullied,psychological bullying were significantly reduced;campus bullying awareness,resistance system,and The campus bullying attitude is improved,such as a good campus environment,and silently endures the reduction of campus bullying;positive coping methods increased problem solving and help increased,and negative coping methods reduced self-blame.Based on research,the educational implications of school bullying for secondary vocational students are:(1)OTTF intervention programs can be used in secondary school students’ bullying;(2)Pay attention to the prevention of campus bullying beforehand;(3)Optimize the educating campus environment. |
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