| School bullying has been studied for more than 40 years,but school bullying is still widespread.School bullying is extremely harmful.The bully may suffer from long-term maladaptation,alcohol,drug abuse and dependence.The probability of domestic violence and crime in adulthood is much higher than that of ordinary children;the victim may suffer from headaches,stomach pains and other physical problems.Symptoms,such as anger,depression,anxiety and other psychological symptoms,even lead to suicide in severe cases.There are no victims without bullies,and research on bullies is especially important.Previous studies have found that personality is an important predictor of bullying,but the psychological mechanism of personality predicting bullying needs to be further clarified.In addition,the various bullying intervention projects extended to schools have problems of inconsistent intervention effects or small effect sizes.Therefore,interventions against bullying still need to be in-depth.Based on the above analysis,two sub-studies were used to explore the predictive mechanism of personality on bullying behavior in middle school,and to intervene on bullying behavior from the perspective of accommodating multiculturalism.The research can enrich the field of school bullying research and provide empirical support for the continuous improvement of school bullying.In study 1,a total of 1551 middle school students from 8 middle schools in Somewhere in the southwest(average age: 16.10 ± 1.09 years old;662 boys,889girls)were investigated by using the Five Year Personality Scale,the Interpersonal Relationship Scale and the Campus Bullying Scale to explore the characteristics of middle school students’ victimization of campus bullying and the predictive role of middle school students’ personality traits and interpersonal relationships on campus bullying.First of all,SPSS software was used for variable centered analysis,and descriptive analysis was conducted on the dimensions of middle school students’ personality traits,teacher-student relationship,peer relationship and bullying victims.Then Mplus software was used to analyze the profile of Big Five personality with an individual centered analysis method,and finally it was determined that there were three types of personality profiles in this sample,which were named as:hypersensitive type,ordinary type and flexible adaptive type.Further analysis of variance on the relationship between personality profile and bullying victimization shows that there are significant differences among the three categories of bullying victimization.In addition,the over sensitive students suffered the highest victimization of bullying,which was significantly higher than the flexible type and the ordinary type;The flexible type of bullying victims were significantly lower than the ordinary type.And there are significant differences among the three types of peer relationship and teacher-student relationship.The results of correlation analysis among variables showed that neuroticism was positively correlated with extroversion and bullying victimization,while openness,agreeableness and responsibility were negatively correlated with bullying victimization.The results of regression analysis showed that neuroticism and extroversion significantly positively predicted the victimization of campus bullying,while openness,agreeableness and sense of responsibility significantly negatively predicted the victimization of campus bullying.Finally,the intermediary effect was carried out to analyze the psychological mechanism of personality prediction of bullying victimization.The results showed that neuroticism,openness,agreeableness and extraversion could directly and indirectly predict bullying victimization on campus through teacher-student relationship and peer relationship,respectively.The sense of responsibility directly and negatively predicted the victimization of bullying on campus,and was not affected by the relationship between teachers and students and peer relations.No bullying,no victimization.After understanding the relevant factors and mechanisms of bullying victimization,combined with the results of study 1 and relevant literature,study 2 selected the main risk and protective factors of bullying to design a curriculum intervention program for the bully,in order to reduce the rate of bullying by reducing the rate of bullying.A total of 213 students from four administrative classes of a senior high school in Somewhere in the southwest with a high level of bullying were taken as the research objects.They were randomly divided into two groups for intervention research.One group and two classes served as the experimental group of 108 people,and the other group and two classes served as the control group of 105 people.With the theme of accepting differences and accepting multicultural perspectives,they conducted a nine week psychological intervention to explore whether psychological intervention courses could reduce bullying on campus.After the intervention course,173 valid posttest data were collected,and the effective questionnaire recovery rate was 81.2%,91 in the experimental group and 82 in the control group.The results showed that there was no significant difference in the scores of bullying and victimization between the experimental group and the control group before the intervention.After intervention,the scores of bullying and victimization in the experimental group were significantly lower than those in the control group.Moreover,the paired sample t-test results showed that the levels of bullying and victimization in the post test of the experimental group were significantly lower than those in the pre-test,while the levels of bullying and victimization in the pre test and post test of the control group were not significantly different.This shows that psychological intervention courses are effective in reducing the level of bullying on campus and thus reducing the victimization of bullying.Research conclusion:(1)The victimization rate of campus bullying is within the scope of existing research,and the victimization rate of over sensitive students is significantly higher than that of flexible adaptive and ordinary students;(2)Neuroticism and extroversion were positively correlated with bullying victimization,while openness,agreeableness and responsibility were negatively correlated with bullying victimization;Peer relationship and teacher-student relationship were negatively correlated with bullying victimization;(3)Teacher-student relationship and peer relationship play a chain mediating role between neuroticism,openness,agreeableness,extraversion and bullying behavior on campus;The sense of responsibility directly and negatively predicts campus bullying,and is not affected by teacher-student relationship and peer relationship.(4)The intervention research on the psychological curriculum of campus bullying with the theme of accepting differences and multi-cultural can effectively reduce the bullying behavior of middle school students and reduce the victimization level of campus bullying at the same time.If the future research can sample nationwide,explore the impact of the class’ s overall personality characteristics and interpersonal characteristics on the victimization of campus bullying,and conduct multi-level linear model analysis,it will expand the results of study one;To further improve the intervention program,intervene in other regions,and track its long-term effects will make up for the shortcomings of Research Ⅱ. |
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