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Updated: Mar 12, 2026

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关于学校欺凌心理干预的文献综述:评估新的趋势和挑战
Davis Velarde-Camaqui1,2, Luis Chunga-Pajares1, Yrene Gloria Chamorro Bacilo1
1Universidad César Vallejo, Herrera, Peru.
Frontiers in psychology
|March 11, 2026
概括
对学校欺凌的心理干预已经发展,认知行为和社会情感学习模型证明最有效. 然而,目前的策略与网络欺凌和人工智能驱动的侵略作斗争,需要数字素养的整合.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 数字健康数字健康
背景情况:
- 学校欺凌严重影响学生的福祉和学业成绩.
- 现有的心理干预措施显示出可变的有效性和适应性.
- 在了解干预的演变及其对网络欺凌和人工智能驱动的侵略等新数字威胁的反应方面存在差距.
研究的目的:
- 系统地审查和分析过去十年来针对学校欺凌的心理干预措施的演变,有效性和适应性.
- 确定成功的干预模式,并评估它们对学生成绩的影响.
- 评估当前干预措施在应对新出现的数字侵略形式方面的充分性.
主要方法:
- 2015年至2024年间发表的21篇开放获取文章的系统文献综述.
- 在Scopus,Web of Science和SciELO数据库中进行的搜索.
- 使用了PRISMA方法和特定的布尔搜索术语.
主要成果:
- 干预已经从行为主义转向了系统方法.
- 认知行为和社会情感学习干预措施显示出最高的有效性.
- 机构政策对于成功实施至关重要,并观察到对情感福祉和学术成果的积极影响.
- 目前的战略不足以打击网络欺凌和人工智能驱动的侵略.
结论:
- 对学校欺凌的有效心理干预有理论依据,并改善情绪和学术成果.
- 强有力的制度政策和框架对于可持续的干预实施至关重要.
- 未来的干预措施必须纳入数字素养,以应对网络欺凌和AI相关的攻击,整合跨学科工具来应对不断变化的挑战.
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