A Case Study Of Cognitive Bias Of Campus Bullying Victims

The campus is the second home for the growth of young people,the teaching field for preaching,the key link in the process of socialization of young people,but with the advent of the information age,the tranquility of the campus is gradually broken,and the problem of social anomie is slowly emerging,which provides a “hotbed” for the occurrence of bullying events.Because campus bullying will affect the growth and development of young people,it is reported that campus bullying has become one of the world’s problems.The middle school stage is the high incidence period of campus bullying.Students’ cognition,coping and attribution of campus bullying affect the probability of campus bullying incidents.As the weaker party in campus bullying incidents,the victims often have some cognitive biases in dealing with the infringement of campus bullying.They wrongly attribute the reasons to themselves,resulting in low self-esteem and low value,thus affecting their interpersonal skills,and gradually becoming “heterogeneous” and“marginal people” in the eyes of classmates.Therefore,the author studies the cognitive bias of campus bullying victims from the perspective of participants,which is helpful to examine the problem of campus bullying in middle schools more objectively and comprehensively,so as to provide a basis for the prevention and treatment of campus bullying.The full text is divided into five sections to elaborate the research content.The first part is the introduction,including the background of the topic,the significance of the research,the literature review at home and abroad,the research ideas and methods,the theory and related concepts;the second part mainly introduces the investigation of campus bullying in W middle school in Fengzhen city.The main types and characteristics of campus bullying in W middle school in Fengzhen City were clarified,and the causes of campus bullying in W middle school were summarized by sorting out the interview data.The third part is the whole process of case intervention.It includes three specific stages: data collection of case intervention,problem evaluation of case,possibility analysis of rational emotive therapy intervention in case,and early,middle and late stages of case intervention.The author conducted a total of six interventions,each intervention has different interview content,step by step to help the case owner Xiao Zhang to solve the problem of cognitive bias,so that it smoothly through the dark period of campus bullying,more smoothly into campus life;the fourth part is the evaluation and reflection of case intervention.First of all,the author evaluates the process,effect,performance and service realization of the whole case.Secondly,it reflects on the case intervention process and summarizes its advantages and disadvantages;finally,some suggestions are put forward for the current situation of bullying in W Middle School in Fengzhen City;the fifth part is the conclusion of this study.The author uses participant observation and interview to conduct a case study.Through interviews with students and teachers from grade one to grade two of W middle school,the author collects data and analyzes them.Then,the author diagnoses and estimates the needs of the client’s problems.It is found that the client has unreasonable emotional problems such as low self-esteem and low value due to bullying,which leads to loss of confidence in interpersonal communication,lack of initiative and self-disclosure.Therefore,the author formulated specific service intervention goals and programs based on specific issues.The author uses rational emotive therapy in the actual stage of intervention.The early stage mainly helps the client to re-recognize his own advantages and establish self-cognition from the inside.The middle stage mainly identifies and refutes the irrational beliefs existing in interpersonal communication,forms rational interpersonal communication beliefs,and links peer groups.The service skills of situational deduction are used to train the client’s behavior and improve his interpersonal skills.Unofficial social support is provided to the client in the intervention to form a comprehensive service system.At the same time,the more important thing is to let the client deal with campus bullying in a positive and rational way,and truly “help people to help themselves”.I hope to explore the case work experience of cognitive bias of campus bullying victims.But I know that there are still many places to do is not so perfect,hoping to make up for in the future study and research.