The exploration of the psychological reason about junior middle school students ' problematic behavior and its correction 初中生问题行为的心理探源及矫正
Establish patterns of mental - health education to prevent and cure the problem behaviour of middle school students 建构防治中学生问题行为的心理健康教育模式
Findings in long beach suggested that the policy resulted in fewer behavior problems and better attendance 长海区的研究认为这种规定导致问题行为的降低和更高出勤率。
The research shows that the comprehensive educational intervention is feasible and effective in problem behaviors among junior high school students ( 4 )本研究表明，对初中生问题行为进行综合性教育干预训练是可行的和有效的。
In the last chapter , solutions . gives two methods and tactics from the individual and social scales to rectify internet addition 第4章，解决问题：从个人和社会两个层面对大学生过分依赖网络的问题行为提供矫正的方法和策略。
After educational intervention , problem behaviors in general are improved obviously . but ? there are different intervention effects on the five types of problem behaviors ( 3 )经过问题行为教育干预训练，初中生问题行为总体状况得到明显改善。
Aat would help to lessen the anxiety of children , promote their socialization , and especially reduce problem behaviors of children with emotional disorder , adhd , autism , or cp , meanwhile , facilitate their development 尤其是可减少情绪问题、注意缺陷和行为障碍、自闭症及脑瘫儿童的问题行为，并促进他们的发展。
The investigation indicates that net game is the most popular game played by korean youth and children , which is highly related to their behaviors of friend making , cyber - addiction and other net concerning problems 调查显示，网络游戏是韩国青少年最喜欢和最常玩的游戏，网络游戏与青少年交友、网瘾和网上问题行为等关系密切。
This paper reviews the impact of peer relationship to the mental health of adolescents in the past 10 years , which includes peer relationship , school adjustment , problem behavior and emotional feeling 摘要回顾近10年来国内外关于同伴关系对青少年心理健康影响的研究进展，研究领域涉及同伴关系与学校适应、问题行为及情绪感受等心理健康的不同层面。
Conclusions of the paper are the following : i . problem behavior among junior high school can be divided into five types , that is , problem behaviors in study sociality , characteristics , emotional and moral characters 本研究得出如下结论： ( 1 )初中生常见的问题行为可归为五种类型：即学习问题行为，交往问题行为，性格问题行为，情绪问题行为，品德问题行为。
