Adolescent bullying and its intervention: a neuroconsulting hypothesis
CHEN Wei1,2, HUANG Jiayu3, WANG Yong1,2, ZHOU Hui1,2, HE Guoyi1,2
1. Center for Brain, Mind and Education,Shaoxing University, Shaoxing 312000, Zhejiang Province, China; 2. School of Teacher Education,Shaoxing University, Shaoxing 312000, Zhejiang Province, China; 3.School of Marxism Studies, Zhejiang Normal University, Jinhua 321000, Zhejiang Province, China
Abstract：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.
