文献类型：期刊文献

中文题名：未成年人校园欺凌者的干预:一个神经咨询学假说

英文题名：Adolescent bullying and its intervention:a neuroconsulting hypothesis

作者：陈巍[1,2];黄家裕[3];王勇[1,2];周珲[1,2];何国意[1,2]

机构：[1]绍兴文理学院大脑、心智与教育研究中心,中国绍兴312000;[2]绍兴文理学院教师教育学院,中国绍兴312000;[3]浙江师范大学马克思主义学院,中国金华321000

年份：2020

卷号：8

期号：4

起止页码：227

中文期刊名：教育生物学杂志

外文期刊名：Journal of Bio-education

收录：CSTPCD

基金：浙江省哲学社会科学规划“之江青年课题”(19ZJQN06YB);浙江省教育科学规划项目(2020SCG005);国家自然科学基金(81171853)。

语种：中文

中文关键词：校园欺凌;神经咨询学;神经科学基础的认知行为治疗;镜像神经元

外文关键词：school bullying;neuroconsulting;neuroscience-informed cognitive behavior therapy;mirror neuron

中文摘要：校园欺凌是近年关于未成年人犯罪的热点话题之一。针对欺凌者存在共情能力缺乏、执行功能缺陷和自我认知偏差等特点,尝试提出神经咨询学假说,该假说认为可以通过神经反馈使欺凌者与咨询师及时把握咨询的进程,并有助于纠正欺凌者的自我认知偏差。基于这种假说有助于确认欺凌者共情障碍与执行功能问题的神经机制,结合脑的可塑性原理与各种心理咨询手段与训练,可以通过改善欺凌者的共情缺陷,帮助欺凌者提升对情绪和身体的控制能力,从而有效减少攻击性行为的产生。未来的神经咨询学研究需要更多地关注受害者、旁观者、欺凌/受害者的心理问题,针对上述群体的不同心理特征,结合各种神经科学与咨询技术开展精确的干预以检验上述假说的合理性。

外文摘要：School bullying is a hot topic about juvenile delinquency in recent years.The psychological intervention after school bullying is very important for preventing and correcting juveniles involved in crimes.Teenagers are in the stage of rapid psychological and physiological development.Timely intervention in school bullying is conducive to the adolescent future growth,family and social harmony and stability.At present,the research and intervention of school bullying in our country are still in the preliminary stage.This paper attempts to put forward a neurocounseling hypothesis,which holds that bullies and counselors can grasp the consultation process in time through neural feedback.Based on the frontier progress of neuroconsulting,we provide enlightenment for the application of psychological consultation skills in the treatment of juvenile bullies.Future neurocounseling studies need to pay more attention to the psychological problems of victims,bystanders,bullies/victims,according to the different psychological characteristics of the above groups,combined with a variety of neuroscience and counseling techniques to carry out accurate intervention to test the rationality of the above hypothesis.