Objective: To explore the effectiveness of cognitive behavioral therapy on adolescent violent behaviors. Methods: A total of 120 middle school students with violence or violence tendency were selected from Lianbei Middle School in Shijiazhuang and divided into intervention and control group( n =60). The intervention group received comprehensive cognitive behavioral intervention while the control group did not. The changes of violence, violent risk, impulsive behavior and explicit aggressive behavior before and after intervention were compared between the two groups. Results: The scores of personality insult, relational aggression, self abuse, suicide ideation, severe violence dimension and total violence in the intervention group decreased significantly compared to before intervention( t =6.32，7.88，10.05，7.05，9.27，8.01， P <0.05). No similar changes were observed in the control group( t =0.35，0.24，1.01，0.78，0.49，0.53， P >0.05). The scores of personality insult, relational aggression, self abuse, suicide ideation, severe violence and total violence in the intervention group were significantly lower than those in the control group( P <0.05). In the intervention group, the VRS YV score after intervention was significantly lower than that before intervention, and the proportion of individuals with VRS YV score≥27 after intervention decreased significantly compared to before intervention ( P <0.05) and the control group( P <0.05). Conclusion The comprehensive cognitive behavior intervention shows effectiveness in improving the empathy ability and reduce the level of violent risk.

Objective: To explore the influence of mindfulness group training on the procrastination, self esteem and self efficacy of middle school students, so as to provide a reference for mental health promotion of middle school students. Methods: A total of 120 cases of middle school students selected by the stratified random sampling were randomly divided into observation group and control group, with 60 cases in each group. The control group did not accept any intervention,the observation group accepted mindfulness group training. The Five factors of Mindfulness Questionnaire (FFMQ), Chinese Irrational Procrastination Scale (IPS) and Active Procrastination Scale (APS), Rosenberg Self esteem Scale (RSES), General Self efficacy Scale (GSES) were measured before and after training. Results: After training, the FFMQ score in the observation group was (122.87±18.48), significantly lower than (106.55±15.36) the control group( t=5.26, P <0.05); the rate of low mindfulness in the observation group was significantly lower than the control group(8.33%, 33.33%, χ 2=11.37, P <0.05). The scores of IPS and APS in the observation group were ( 17.89 ±4.21) and (40.94±9.25), significantly lower than (28.67±5.43) and (55.64±10.82) the control group( t= -12.15 , -8.00, P <0.05); the rate of high procrastination behavior of IPS and APS in the observation group was 20.00% and 23.33% , significantly lower than 38.33% and 41.67% the control group( χ 2=4.88, 4.60, P <0.05). The scores of GSES and RSES scores in the observation group were (34.17±3.42) and (34.71±4.64), significantly higher than (30.09±3.35) and (30.23±4.23) the control group( t=6.60, 5.53, P <0.05); the rate of low self efficacy and low self esteem in the observation group was 15.00% and 18.33%, significantly lower than 33.33% and 36.67% the control group( χ 2=5.50, 5.06, P <0.05). Conclusion Mindfulness group training is conducive to improving the level of mindfulness of middle school students,reducing the procrastination behavior, improving the self esteem and self efficacy, which can improve adolescents physical and mental health.