校园欺凌会给儿童青少年的身心发展带来巨大影响，导致内化心理问题和外化行为问题。学习障碍学生由于自身的低学业成就、社交能力缺陷、适应不良的应对策略以及低水平的社会支持等因素，与普通学生相比，他们受到校园欺凌的风险更高，特别是学习障碍小学生受到校园欺凌的情况更为严峻，亟需采取有效的干预措施来帮助学习障碍小学生应对欺凌问题，但是国内外针对学习障碍学生的反欺凌干预研究都比较匮乏。根据应对交互理论以及已有的相关研究，本研究发现欺凌应对策略的干预可以作为改善学习障碍学生校园欺凌问题的有效途径。而且学习障碍学生由于自身的特点，在欺凌应对策略的选择和使用上存在问题，大多选择回避或攻击性的应对策略，这种应对策略会加重他们的心理负担以及后续再受欺凌的风险，因此，开展欺凌应对策略的干预也是学习障碍学生的现实需求。

本研究基于应对交互理论设计了以欺凌应对策略为主要内容的反欺凌团体干预方案，探索通过欺凌应对策略的干预，改善学习障碍学生的欺凌应对能力，提高学习障碍学生的欺凌应对自我效能感，最终减少学习障碍学生受欺凌频率的有效性。研究采用不等控制组前后测准实验设计，对14名学习障碍小学生开展了11次，连续三周的欺凌应对策略干预。通过分析实验组和控制组前后测的结果，本研究可以得出以下结论：

（1）欺凌应对策略干预能够有效提高学习障碍小学生的欺凌应对能力，具体表现为实验组学习障碍学生的欺凌应对积极策略显著提高，欺凌应对消极策略显著减少。

（2）欺凌应对策略干预对提高学习障碍小学生的欺凌应对效能感的效果并不显著。

（3）欺凌应对策略干预能够有效降低学习障碍小学生的受欺凌频率。

可见，欺凌应对策略的干预通过增加学习障碍学生积极的欺凌应对策略，减少学习障碍学生消极的欺凌应对策略，整体改善了学习障碍学生的欺凌应对能力，进而减少了学习障碍学生的受欺凌频率，一定程度上验证了通过提高学习障碍学生的欺凌应对能力来降低其受欺凌频率的有效性。这对今后开展学习障碍小学生的反欺凌干预提供了良好的借鉴。

School bullying can have a huge impact on the physical and mental development of children and adolescents, leading to internalizing psychological problems and externalizing behavior problems. Learning disabilities students due to their own characteristics, compared with ordinary students, they are in higher danger of being bullied, especially elementary students with learning disabilities, it is necessary to take effective intervention measures to help learning disabilities students cope with bullying, but at home and abroad anti-bullying intervention research for learning disabilities students are relatively scarce. According to the Transactional theories of coping as well as the existing relevant research, we found that the intervention of bullying coping strategies can be used as an effective way to intervene in the bullying problem of students with learning disabilities. In addition, due to their own characteristics, learning disabilities have problems in the choice and use of bullying coping strategies, and most of them choose avoidance or aggressive coping strategies, which will increase their psychological burden and the risk of subsequent bullying, so the intervention of bullying coping strategies is urgently needed.

 This study designed an anti-bullying group intervention program with bullying coping strategies on the basis of Transactional theories of coping to explore the effectiveness of reducing the victimization frequency of students with learning disabilities by improving their ability to cope with bullying. The study conducted 11 consecutive sessions in 14 students with learning disabilities. By analyzing the results of the experimental and control groups, the following conclusions can be drawn in this study:

(1) Bullying coping strategy intervention effectively improved the bullying coping ability of primary school students with learning disabilities, which was specifically reflected in the positive bullying coping strategies of students with learning disabilities and the negative bullying coping strategies.

(2) Bullying coping strategy intervention failed to effectively improve the bullying coping efficacy among primary school students with learning disabilities.

(3) Bullying coping strategy intervention effectively reduces the frequency of being bullied among primary school students with learning disabilities.

Visible, bullying coping strategies intervention by increasing learning disabilities students positive bullying coping strategies, reduce learning disabilities students negative bullying coping strategies, improve the overall learning disabilities students bullying coping ability, and reduce the learning disabilities students victimization frequency, to a certain extent verified by improving the learning disabilities students bullying coping ability to reduce the effectiveness of the frequency of victimization. This provides a good reference for the future anti-bullying intervention of elementary school students with learning disabilities.