The preschool years are a critical period for the development of social skills in children with autism spectrum disorder (ASD). In inclusive educational settings (such as mainstream kindergartens), these children often face the dual challenges of low peer acceptance and severe social anxiety. Parenting styles directly influence children’s social behavior outside the home. This paper reviews recent empirical research, focusing on the specific effects of different parenting styles on peer relationships and social anxiety in children with autism. The research results show that authoritative and warm child-rearing modes can give children enough safe feeling, thus helping them better merge into group environments. On the opposite side, over-protective or authoritative bringing-up modes take away from children the chances to train social abilities, therefore making their shrinking and dread more serious. Therefore, the intervene measures for children who have autism should not be limited within the skill training that is for the children themselves. More emphasis should be put on the enhancement of parenting methods in order to provide support that starts from the level of the family.

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With the continuous development of the field of education and the continuous deepening of the study of bullying, hidden bullying has not been paid enough attention to by the society because of its imperceptible characteristics. However, for more hidden bullying, the society pays less attention to it. The purpose of this study is to explore the relationship between invisible bullying and cultural background and neuropsychology, and to test the mechanism of teachers' intervention and parents' attention to invisible bullying. Based on the study of different cultures and the functional reorganization of neural circuits during adolescence, this paper uses literature review analysis to analyze the effects of different races, genders, social status, and economic conditions on the nervous system during adolescence. The study found that different races, genders, and social status are significantly negatively correlated with the probability of adolescents being bullied, and they are more likely to encounter invisible bullying during adolescence. Regarding the governance of invisible bullying, the society should form a multi-faceted protection network of home, society and school to protect them from the harm of invisible bullying.

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Negative emotions have become common among high school students, and many studies in behavioral psychology and neuroscience confirm that music can shift how people feel. Group music therapy combines structured musical activities with group interactions, holding promise for school-based mental health work. However, a systematic review that synthesizes evidence on how group music therapy affects high school students' confidence in handling negative emotions and their actual emotion regulation ability remains missing. The present review brings together empirical studies from the last ten years, focusing on intervention outcomes, mechanisms, and practical constraints in high school settings. Findings indicate that group music therapy boosts students' self-efficacy when facing difficult feelings such as test anxiety or frustration. This pattern has been documented across different cultural contexts Turkey, China, and the United States showing lower exam-related anxiety and stronger perceived capacity to manage negative moods. Adaptive emotion regulation strategies, especially cognitive reappraisal, are strengthened through group participation, with group cohesion and emotional awareness serving as key mediators. Nonetheless, existing studies have shortcomings, including small sample sizes, scarce long-term follow-up data, and narrow intervention formats. The available evidence suggests that group music therapy can be integrated into high school music classes and mental health education frameworks. Future investigations should adopt longitudinal designs, include more diverse samples, and examine how different therapy formats work across cultural settings.

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This paper revisits the established framework of trauma bonding to examine a phenomenon that remains relatively underexplored in existing literature: when an abusive relationship becomes unstable, or when external circumstances no longer sustain a similar traumatic relational pattern, trauma bonding does not necessarily dissolve. Instead, it may transform into an internalized structure form within the subject. Previous studies have largely explained trauma bonding through power imbalance, intermittent reinforcement, and related relational or neuropsychological mechanisms. Yet clinical observation and broader social experience also suggest that certain bonding patterns may continue even in the absence of a stable abusive relationship. Such persistence appears to point toward a more internal psychic organization. Drawing on psychoanalytic theory, particularly Freud's later metapsychology and object relations perspectives, this paper proposes the concept of inverted trauma bonding as a post-traumatic phenomenon. The concept refers to a structural reversal in which an originally external traumatic relation, once internalized, begins to reorganize the subject's perception of reality and subsequent relationships from within. In this sense, the subject is no longer bound only to a concrete abuser, but to an internal relational matrix shaped by trauma. The paper argues that trauma may continue to operate as a relatively stable internal structure, modes of attachment, and relational fantasy even after the original abusive bond has weakened or ended. Through this discussion, the study seeks to deepen current understandings of trauma bonding and to broaden psychoanalytic reflections on the afterlife of traumatic relations.

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