Frontiers in Educational Research, 2024, 7(9); doi: 10.25236/FER.2024.070921.
Zhengtao Lai1, Lingyu Ding2
1School of Law, Guangdong University of Technology, Guangzhou, China
2School of Social and Public Administration, Guangdong University of Foreign Studies, Guangzhou, China
The purpose of this paper is to explore the necessity and application of cognitive-behavioral theory in school social work to prevent bullying in schools. By analyzing the current situation and causes of bullying in schools, combining the core ideas of cognitive-behavioral theory, and by analyzing the role of school social workers in facing bullying in schools, a series of prevention and intervention strategies are proposed. This paper argues that by changing students' adverse cognitive and behavioral patterns, we can not only effectively prevent and reduce the occurrence of bullying in schools, but also promote students' understanding of bullying in schools and improve adolescents' ability to deal with bullying in schools. At the same time, it provides theoretical support and practical guidance for building a safe and harmonious school environment.
School bullying; social work; adolescents; cognitive-behavioral theory
Zhengtao Lai, Lingyu Ding. The Role of School Social Work in Preventing Bullying in Schools—A Study Based on Cognitive-Behavioral Theory. Frontiers in Educational Research (2024) Vol. 7, Issue 9: 132-137. https://doi.org/10.25236/FER.2024.070921.
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