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校园欺凌干预方案质化 研究

Qualitative Research on School Bullying Intervention Program

Theory and Practice of Psychological Counseling / 2021,3(9): 639-650 / 2021-09-29 2028 639

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• Authors: 孔博鉴      刘礼艳      胡维芳     
• Information:

  江苏理工学院，常州

• Keywords: School bullying; Intervention; Qualitative research 校园欺凌；干预；质化研究
• Abstract: This study uses qualitative analysis of the content of campus bullying intervention program, in order to explore the characteristics of effective intervention programs in different stages. Combined with the existing meta-analysis results, 21 effective campus bullying intervention programs were selected, including 9 programs for primary school students, 11 programs for junior middle school students and 5 ineffective campus bullying intervention programs, and their contents were sorted out. Through the three-level coding of grounded theory, it is found that effective campus bullying intervention programs can be divided from three dimensions: intervention time, intervention goal and intervention form. The intervention time can be further divided into short-term, medium-term and long-term. The intervention forms include intervention training, group counseling intervention and comprehensive protection intervention. The intervention objectives include the improvement of cognition, emotion, ability and behavior. The intervention goal of the effective campus bullying intervention program for primary school students mainly focuses on the improvement of ability, mainly the ability to identify and control emotions and the ability to solve problems; The main form of intervention is group counseling intervention; The intervention time was medium-term intervention. The intervention goal of the effective campus bullying intervention program for junior middle school students is to improve their ability, especially their social skills and problem-solving skills; Most of the intervention time was long-term intervention; In addition, the effective campus bullying intervention for junior middle school students also pays attention to the use of intervention training and comprehensive protective intervention. Ineffective campus bullying intervention programs are mostly group counseling intervention, which focuses on the improvement of the cognition of the intervention object. 本研究采用对校园欺凌干预方案内容进行质化分析，旨在探索出不同学段有效干预方案的特点。本文结合已有元分析结果，选取出有效校园欺凌干预方案21 个（其中，针对小学生的方案9 个，针对初中生方案11 个，无效校园欺凌干预方案5 个），并对其内容进行整理。通过扎根理论的三级编码发现，有效的校园欺凌干预方案可以从干预时间、干预目标、干预形式这三大维度来进行划分。干预时间可以进一步划分为短期、中期和长期。干预形式包括干预培训、团体辅导式干预和综合保护式干预。干预目标包括认知、情感、能力和行为方面的提升。针对小学生的有效校园欺凌干预方案的干预目标主要集中在能力的提升上，主要为识别和控制情绪的能力以及问题解决能力的提升；干预形式主要是团体辅导式干预；干预时间均为中期干预。针对初中生的有效校园欺凌干预方案的干预目标主要是能力的提升，尤其是社交技能和问题解决技能的提升；干预时间多为长期干预；干预形式主要是团体辅导式干预，此外，针对初中生的有效校园欺凌干预同样注重干预培训与综合保护式干预的使用。无效校园欺凌干预方案多为团体辅导式干预，其侧重于对干预对象认知的提升。
• DOI: https://doi.org/10.35534/tppc.0309080
• Cite: 孔博鉴，刘礼艳，胡维芳．校园欺凌干预方案质化研究［J］．心理咨询理论与实践，2021，3（9）：639-650．