قلدری

The research until today indicates that bullying occurs in every school with different degrees and intensities, which causes physical and psychological damage to the bully and the victim; therefore, the aim of this research was to investigate the effectiveness of mentalization-based treatment on internalizing and externalizing disorders and altruism of students with bullying behaviors. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population included male students with bullying behaviors aged 12 to 15 years old in Tehran's district 4 schools in the academic year 2023-2024. A number of 30 students with bullying behaviors were selected by purposeful sampling and randomly assigned to two experimental and control groups (15 people in each group). Research tools included Harter's Bullying Questionnaire (1985), Achenbach's Children's Behavioral Problems (1991) and Russian altruism (2004). Mentalization-based therapy was implemented in 10 60-minute sessions for the experimental group. Data were analyzed using multivariate analysis of covariance. The results showed that the treatment based on the mentalization of students with bullying behaviors in the variables of internalized and externalized disorders (F=32.75, Eta=0.52, P<0.001) and altruism (F=12.27, Eta=0.39, P>0.001) has an effect. Based on the results of this research, it can be said that the treatment based on mentalization is effective in reducing internalizing and externalizing disorders and increasing the altruism of students with bullying behaviors, and this training can be used to improve their health and the awareness of parents, teachers, administrators and Other professionals from these tutorials can be helpful.

The aim of the present study was the effectiveness of the assertiveness training program on the health-promoting behaviors of bullied adolescents.

The research method was semi-experimental with a pre-test-post-test design and a one-month follow-up with experimental and control groups. The statistical population included adolescents aged 14 to 17 years old in district 17 of public schools in Tehran. A number of 40 teenagers who met the criteria for entering the research and obtained a high score in Harter's victim questionnaire were randomly selected and assigned to two experimental and control groups. The research tools included Walker et al.'s (1987) health-promoting behaviors questionnaire, which was completed by both groups in three phases: pre-test-post-test and one-month follow-up. The assertiveness training program for victimized teenagers was implemented in 8 sessions of 90 minutes for the experimental group. Data were analyzed using repeated measures multivariate analysis of variance.

The results showed that the assertiveness training program to victimized teenagers in the variables of happiness and spiritual growth (F=6.44 and P=0.003), responsibility for health (F=327 and P=0.002), interpersonal relationships (4.47=4) F and P=0.019), stress management (F=5.10 and P=0.009) and nutrition (F=4.52 and P=0.022) have an effect. While this amount was not effective for the variable of physical activity (F=0.01 and P=0.988).

Finally, based on the results of this research, it can be said that the assertiveness training program is effective on the health-promoting behaviors of 14-17-year-old teenagers, and this training can be used to improve their health, and the awareness of parents, teachers, managers, and other professionals about these trainings can be helpful.

The purpose of this study is the investigation of the role of competence perception in predicting emotional self-awareness and bullying and victim behavior in elementary students. The research method was descriptive-correlational. The statistical population was were 1200 Zahedan elementary school students in the year 1398. The 268 numbern of the students (138 girls, 130 boys) were selected by random multi-stage cluster sampling. The variables were measured using the Harter competency perception questionnaire (1982), Tanjani et al. (1990) emotional self-awareness questionnaire, and Rigby and Esley bullying-victim (1993). Data were analyzed using Pearson correlation and regression methods. The results showed that emotional self-awareness was positively and positively correlated with competency perception (r = 0.675, P <0.001) and has negatively correlated with bullying with competency perception (r = -0.547, P <0.001). Inaddition, with a one score of change in competency perception, emotional self-awareness and bullying-victim behavior change 0.67 and -0.54, respectively. According to the results, it is concluded that by increasing students' perception-competence, they can increase their emotional self-awareness and reduce bullying behavior.

Bullying is a complex behavioral problem that can be seen in most schools. The current research was conducted with the aim of identifying factors affecting bullying in school using qualitative analysis. This research is practical in terms of purpose and has been done using thematic analysis method. The sampling used in this research was cluster sampling with a purposeful sampling method. The main source of information gathering has been conducting in-depth interviews with experts, managers, teachers and experts in the field of education and research until reaching theoretical saturation. A total of 19 interviews were conducted. After collecting the data, the codes related to the written interviews were analyzed using thematic analysis method. The findings of the research, which is the final model of the research after three stages of open, central and selective coding. It shows that the factors affecting bullying in school with 66 codes and in 6 categories are individual factors, school factors, family factors, classroom issues, friends and peers, and environmental factors. By applying the identified factors, students can be taught skills to treat and reduce bullying in school so that they can use them to overcome their bullying.

Bullying is a widespread and serious problem in the field of psycho-social health that affects people of different age groups in different cultures. So far, various interventions have been presented to deal with this social pathology.

The current study aimed to conduct a systematic review of interventions addressing both traditional and cyber forms of bullying and victimization within Iran's general populace.

Adhering to PRISMA, this systematic review canvassed clinical trials on bullying published in online databases (Magiran, Noormags, SID) from 2003 to 2024. Searches employed a combination of terms including "Bullying, "harassment, "cyberbullying, "traditional bullying, " and "cyber harassment". Out of 403 articles published, 90 met the inclusion criteria and were analyzed based on general characteristics, sample group, follow-up duration, research design, outcomes, and intervention types.

Analysis revealed a predominant concentration on traditional bullying, with comparatively less attention given to interventions for cyber bullying or victimization. The study identified that all interventions were cross-sectional, centering on data from self-assessment reports. A majority of these interventions targeted adolescents, particularly high school students. Furthermore, life skills training and emotion regulation-based interventions emerged as the most prevalent and widely implemented strategies for addressing bullying across various age groups.

Overall, the findings highlight the imperative for longitudinal research and the development of bullying prevention programs, with a particular focus on cyberbullying and victimization among university student and young child demographics, as well as in diverse settings such as the workplace. The study also advocates for the utilization of varied data collection methodologies to more precisely comprehend and effectively address the bullying phenomenon.

Bullying is a serious and worrisome problem that has been on the rise all over the world in recent years. However, there are inconsistent results in the definition, measurement, and prevalence of bullying. The current study aimed to review traditional bullying and cyberbullying scales in educational contexts. Therefore, in a systematic review study based on the PRISMA, quantitative research on bullying published from 2003 to 2023 through online databases  (Magiran, Noormags, SID) using a combination of the keywords including "bullying" or "aggression" or "harassment" and "scale" or "questionnaire" or "instrument" were searched. Out of 300 published articles, 25 studies were extracted based on the inclusion criteria in the categories of general characteristics, conceptualization of bullying, study sample characteristics, sample size, time frame, subscales, reliability, and validity. The results indicated a great variety in the conceptualization of the bullying construct in the literature. In addition, only 11 studies followed the recommended guidelines on the development and validation of instruments. Although most bullying instruments reported moderate to high reliability, a significant number of validity indices were not measured. Overall, these findings underscore the importance of a precise and standardized definition of bullying, which can be the most important factor in measuring bullying behaviors.

The aim of the current study was to predict bullying of high school students in Tabriz city based on their self- control and opportunity. Correlational design was utilized in this study. Statistical population were high school students. Research sample consisted of 285 students who were randomly selected using multi-stage cluster sampling method. Information was gathered using Moon & Fiftal Alarid scale¸ self-made opportunity check list and self-control scale Tagney, Baumeister & Luzio Boone. Data were analyzed using correlational techniques and step by step regression analysis. The findings showed that, the bullying behaviors were decreased with increasing provided opportunity by parents and self-control. More ever¸ opportunity provided by school and teacher increased bullying behaviors. Furthermore¸ results indicated that¸ self-control¸ and parents’ and school’s provided opportunity can predict bullying behavior. Based on these results, self-control and the opportunity to engage in bullying behaviors at schools. Therefore, it is necessary to plan to inform teachers and parents about these variables in order to prevent bullying.

The purpose of the present study was to compare the bullying and social exclusion between boy and girl primary and secondary high school students of Isfahan city in the academic year of 2022 – 2023. The research method was causal – comparative study. The population of this study consisted of all boy and girl primary and secondary high school students of Isfahan city that including 130068 students. The sample size using G Power Software included 316 boy and girl primary and secondary high school students that consisting of 158 boy and 158 girl students which were selected through convenience sampling method. To collect the data Illinois Bullying (2001) and Social Exclusion Questionnaires (Modaresi Yazdi, Farahmand, and Afshani, 2016) were used. The reliability of questioners were .83 for bulling and .79 for social exclusion, respectively. To analyze the data one way MANOVA was used and results revealed that there was a significant difference between boy and girl students on the mean scores of battling sub – scale of bullying and inability sub – scale of social exclusion. Boy students obtained significantly higher mean scores in comparison to girl students (p<.05). But there was not observed any significant differences on the mean scores of the other sub – scales of bullying and social exclusion. Therefore, according to the results of this research, it can be concluded that one of the reasons why boy students engage in physical aggression compared to girl students is their defensive behavior in front of self-protection. It can also be concluded that during adolescence, boy students lack important skills that can reduce loneliness and social isolation, and girl students have effective communication skills, and this issue can reduce social isolation, especially the level of disability in them.

In this study, the mediating role of moral emotion and moral identity in relation to moral disengagement and bullying has been investigated.

For this purpose, 486 students were selected through simple clustering and random sampling from among all the elementary and high school students in Tehran. There were 254 male and 232 female students. This study was conducted using path analysis method with the help of spss22 and PLS-SEM software.

Both research hypotheses have been confirmed and it has been shown that moral identity and moral emotion both have a mediating role in the relationship between moral Disengagement and bullying.

Therefore, it can be concluded that according to the concept of the moral agency from Bandura's social cognitive theory, emotional factors should be considered in addition to cognitive factors and moral reasoning in order to examine the moral behavior of individuals.Keywords: Bullying, Moral Disengagement, Moral Emotion, Moral Identity.

Identifying the factors implicated in adolescent bullying perpetration, particularly moral mechanisms, is important for driving research, policy, and practice to prevent and reduce adolescent bullying behavior. Therefore, based on the social-cognitive model of moral identity and the social-cognitive theory of moral agency, the present study examined the relationship between moral identity and bullying of Iranian adolescents with the mediating role of moral disengagement.
The participants consisted of 392 adolescent (217 male and 175 female) high school students in Kuhdasht, aged 15-18 years (M = 16.44 and SD = 0.72). They were selected using a multistage random sampling method and completed the Parada Adolescent Peer Relations Instrument (2000), Aquino and Reed's Moral Identity Scale (2002), and Bandura’s Mechanisms of Moral Disengagement Scale (1996). Data were analyzed using confirmatory factor analysis and structural equation modeling.
The findings showed that moral identity negatively and significantly predicted bullying (β = -0/37) and moral disengagement (β = -0/27). Also, moral disengagement played a positive and significant role in predicting bullying (β = 0/23). In addition, the results of structural equation modeling indicated that moral disengagement significantly mediated the relationship between moral identity and bullying (β = -0/051).
In sum, these findings highlight the role of moral identity and moral disengagement in adolescent bullying behavior. Theoretical and practical implications of these findings and directions for future research are discussed.

One of the factors that all societies, especially our society, are facing today and has become the basis for many problems, is the increasing tendency of teenagers to risky behaviors. The present study was conducted to predict high-risk behaviors based on emotional dysregulation and self-differentiation in adolescent girls. The method of the present research was a correlation.

The statistical population of the research included all teenage girls in Shiraz City, from which 200 people were selected as a sample using a multi-stage cluster sampling method. The data of the research was collected using the high-risk behavior questionnaire, the primary scale of difficulty in emotion regulation, and the self-differentiation questionnaire. Pearson correlation and multiple regression were used for data analysis.

The results showed that there is a significant relationship between emotional dysregulation and the tendency to risky behaviors, there is a significant relationship between self-differentiation and the tendency to risky behaviors, finally, the multiple correlation coefficient is equal to MR=0.404 and the coefficient of determination It was equal to RS=0.163, which was significant at p >0.017 level. In other words, 16.3% of the variance related to risky behaviors was explained by the mentioned variables.

Based on the results of this research, it is possible to predict the tendency of students towards risky behaviors using emotional dysregulation and differentiation.

Extramarital relationships cause irreparable damage to the shared life and interpersonal relationships of couples. The present study was conducted to investigate the effectiveness of Boen's systemic counseling in addressing bullying and behavioral issues within families affected by extramarital relationships.

The present study used a quasi-experimental approach and a pre-test-post-test design with a control group to gather data. The study's statistical population comprised all couples who sought services at the Counseling and Psychology Center Exir of Tehran during the second half of 2022. Among them, 32 people (16 couples) were selected using the available sampling method and then randomly assigned to the experimental and control groups (8 couples in each group). The experimental group received eight 90-minute sessions of Bowen's systemic counseling, while the control group remained on the waiting list. The study utilized the four-horse rider questionnaire (2012) and the Olweus bullying questionnaire (1996) as instruments. These were administered in two stages: pre-test and post-test. Data analysis was conducted using SPSS software version 26, with two sections for descriptive and inferential (covariance) analysis.

Bowen's systemic counseling reduced bullying and improved behavioral opportunities in affected families dealing with extramarital affairs.

Based on the results of this study, Bowen systemic counseling is an effective intervention for reducing bullying and creating behavioral opportunities in couples affected by extramarital relationships.

The purpose of this research was to compare the effectiveness of interaction analysis and emotion regulation training on maladaptive exaggeration and moral disruption in adolescents with bullying behavior.

The experimental research method was pre-test-post-test design with the control group. The statistical population included male students with signs of bullying in the first and second high schools of Gorgan in the academic year 2022-2023, 45 people were selected by multi-stage cluster random sampling and randomly assigned to two experimental groups and one control group (15 people in each group). were placed Experimental group 1 received interaction analysis training, experimental group 2 received emotion regulation skills in 8 sessions of 60 minutes, The research tools were Riskind et al.'s (2000) maladaptive magnification questionnaires, Thornberg and Jangert's (2014) moral disengagement and bullying questionnaires. Research data were analyzed by multivariate covariance analysis and spss-23 software.

The results showed that there is a significant difference between the effectiveness of mutual behavior analysis and emotion regulation training on maladaptive exaggeration and moral disruption in adolescents with bullying behavior (p<0.05), in other words, mutual behavior analysis training compared to emotion regulation training on Magnification of non-conformity and moral discontinuity has a greater effect on adolescents with bullying behavior (p<0.05).

Teaching mutual behavior analysis using techniques such as analyzing and understanding one's own behavior and accepting responsibility is more effective in reducing exaggeration and moral breakdown in adolescents with bullying behavior.

The phenomenon of bullying in schools is one of the things that can threaten the safety of students and consequently cause educational issues. The present study aimed to evaluate the structural model of the relationship between the dimensions of personality pathology and bullying through conditional self-handicapping among high school students.

This research was conducted using the structural equation modeling method. The statistical population of the present study included all high school girls of District 2 of Tehran in the academic year 2021-22, who were 145,398 students, according to the Tehran Department of Education. According to the Michel (1993) criteria and the multi-stage cluster sampling method, 300 people were selected as a sample. They completed the following instruments: Schwinger, & Stiensmeier-Pelster self-incapacitation questionnaire (2011), Olweus bullying questionnaire (1986), and the short form of the fifth edition of the Diagnostic and Statistical Manual Personality Questionnaire (PID-5-BF). Data analysis was done using Pearson correlation method and structural equation modeling with SPSS and Lisrel software.  

The findings of the structural model test showed that personality dimensions have a positive relationship with self-handicapping (β=0.43; P<0.001) and bullying (β=0.33; P<0.001). Also, the relationship between self-handicapping and bullying was positive (β=0.25; P<0.001). The results of mediation effects showed that academic self-handicapping plays a mediating role in the relationship between abnormal personality dimensions and bullying (P<0.001).

The results generally showed that the tested model has a good fit with the conceptual model

The purpose of this study was to investigate the effectiveness of cognitive-behavioral game therapy on bullying, separation anxiety and academic enthusiasm of first grade female students in Shahrekord city. The method of the current research was semi-experimental with a two-group pre-test-post-test design (test-control) and two-month follow-up. The statistical population of the research consisted of all first grade female students of Shahrekord, numbering 11,832 people. In this research, available sampling method was used and a total of 30 people were selected and randomly divided into two groups (experimental and control). The research tools included the Illinois Bullying Standard Questionnaire (2001), Spence et al.'s (1999) separation anxiety, and Fredericks' academic enthusiasm, Blumenfield, Paris (2004). Cognitive-behavioral game therapy intervention was implemented for the experimental group during 8 sessions of 30 minutes and the data was analyzed using multivariate analysis of covariance and analysis of variance with repeated measurements in SPSS25 software. The findings indicated the effectiveness of cognitive-behavioral play therapy on bullying, separation anxiety and academic enthusiasm and their components. The results showed that the eta coefficient of the intervention effect on bullying was 0.738, separation anxiety was 0.623, and academic enthusiasm was 0.632 at a significant level of 0.001. The two-month follow-up showed that after two months of cognitive-behavioral game therapy training, there was no significant change in the variables of bullying, separation anxiety and academic enthusiasm. Therefore, this intervention can be used as an effective intervention to reduce bullying and separation anxiety of students and increase students' academic enthusiasm.

The current study aimed to determine the effectiveness of Compassion-Focused Positive Couple Therapy (CFPCT) on entitlement, bullying and compatibility in narcissistic men. The research's method was semi-experimental in comparison with a control with follow-up. The statistical population was men that came to a counseling center in east of Tehran in 2021, who showed narcissistic symptoms. 30 men who scored lower than others in compatibility with their spouses were selected and randomly assigned into one group of experimental and a control. The research tools were narcissistic personality of Iranian couple questionnaire, bullying in marital relationships, questionnaire of compatibility with spouse, Maladaptive schemas questionnaire, CFPCT protocol. The experimental group received CFPCT as a couple and face-to-face for 2 months in 15 sessions of 100 minutes twice a week. The data were analyzed by repeated measurement analysis of variance test. The results showed that there was a significant difference in entitlement and bullying in marital relations and compatibility with the spouse in the experimental group in comparison with to the control one in the post-test phase, this effect continued in a one-month follow-up. Therefore CFPCT can be applied in counseling centers to improve the relationships of narcissistic spouses.

The aim of this study was to use logistic regression in predicting bullying based on the components of emotional intelligence and spiritual intelligence. The statistical population of the present study included all high school students in Najafabad. A total of 447 students (225 girls and 222 boys) were selected by multi-stage cluster sampling. In order to analyze the data and predict group membership (bullying or not) based on predictor variables of E.I (perception of emotions, etc.) and components of S.I (field of thinking, etc.) logistic regression was used. For the fit index of the regression model, R2 Cox and Snell and R2 Nagel crack and in order to check the consistency of the predicted probabilities with the observed probabilities, Hausmer and Lemshu tests were used. The results show that 87.5% of all cases are correctly classified (87.5%). Also, with the entry of predictor variables into the equation, out of 233 non-bullies, 207 (88.8%), 204 bullies, 184 (86%) have been correctly predicted. Parent statistics show the significance of B coefficients. Predictor variables including understanding the emotions and feelings of oneself and others (E.I component), thinking context and critical dimension (S.I component) and moral values (spiritual intelligence component) play a significant role in predicting group membership (bullying or not). Other variables in the presence of these three variables did not play a significant role in predicting group membership (bullying or not). Awareness of teachers, counselors, educational psychologists, parents and other education professionals about research variables can help to improve students' academic performance.

The aim of this study was to investigate the effectiveness of emotional self-regulation training on reducing bullying behaviors of male high school students in Sanandaj. The research method was quasi experimental with pre-test, post-test and control group and Patchin and Hindoja (2011) bullying scale was used as a research tool. For sampling, first a school was selected by cluster random sampling and 40 students with the highest bullying behavior were identified and then randomly assigned to an experimental and a control group. In the practical phase of the study, the emotional self-regulation training program was presented to the experimental group in 10 sessions of 75 minutes for 5 consecutive weeks (two sessions per week), while the control group was not exposed to any intervention. Data analyzed using covariance test. Results showed a significant effectiveness of emotional self-regulation training on reducing bullying behavior of students in experimental group both in the experimental and follow-up stages (P <0.05). Based on these findings, it is suggested that emotional self-regulation trainig be included in anti-bullying programs in schools as an effective intervention for reducing bullying behaviors among students.

Bullying is one of the forms of aggressive behaviors with many negative consequences that is widespread among students today and preventing and dealing with this phenomenon and examining its obstacles and challenges, has become one of the priorities of the education system of many countries. the purpose of this study was to investigate the level of awareness of bullying and the challenges and strategies for training to deal with this phenomenon in Kurdistan province schools.

The research was methodologically mixed and explanatory-follow-up design. A researcher-made questionnaire was used to collect information in a quantitative part and semi-structured interviews were used for a qualitative part. The research population consisted of school staff and teachers of the second primary and secondary schools of the province. For quantitative sampling, first in two stages, by cluster random sampling, four education districts of the province and eight schools were selected and all school staff and their teachers responded to the researcher-made questionnaire "Awareness of bullying a and strategies to prevent and deal with it". In the qualitative phase, among those who received the highest scores in the questionnaire, 20 people were purposefully selected to semi-structured interviews. The interviews continued until the data reached theoretical saturation and Finally, 14 interviews were conducted.

Quantitative findings from univariate t-test showed lower than average knowledge of both school staff and teachers about bullying and strategies to prevent and deal with it (P <0.05). In the qualitative part, data were analyzed by interpretive analysis and challenges of bullying education in schools were classified in the four final categories: a) lack of priority for department of education, b) systemic and organizational challenges, c) formal education-related challenges, d) family-related challenges, and twelve sub-categories, that all of them indicate many problems in the management of bullying and its effective education in the schools of the province.

Based on these findings, it is suggested that the Kurdistan Education Department put the practical and comprehensive suggestions presented in the present study on its agenda in order to facilitate bullying management and remove obstacles to effective bullying education in schools.

This study aimed to determine the efficacy of training collaborative interpersonal conflict resolution skills on social competence and emotional expressiveness in male students with signs of bullying. It was a quasi-experimental study with a pretest, posttest, control group, and two-month follow-up period. The sample consisted of male students with signs of bullying in the first secondary school of Yasouj in the academic year 2018-19. The research participants included 40 students with signs of bullying who were selected through a multistage random sampling method and randomly accommodated into experimental and control groups (each group of 20 students) and completed the Illinois Bullying Scale (Espelage & Holt, 2001), Social Competence Questionnaire (Felner, Lease & Philips, 1990), and Emotional Expression Questionnaire (King & Emmons, 1990). The pretest was administered to two groups before starting the intervention; afterward, the experimental group was under training in collaborative interpersonal conflict solution skills for nine weeks, although the control group did not receive any intervention. At the end of the intervention, both groups were taken the post-test and the follow-up test was too taken two months after the posttest. The results showed that training in collaborative interpersonal conflict resolution has a significant effect on social competence and emotional expressiveness in male students with signs of bullying. These effects continued at the follow-up stage. The findings of the present study implied that training collaborative interpersonal conflict resolution skills can be used as an efficient method to improve social competence and emotional expressiveness in male students with the signs of bullying through employing techniques such as problem-solving skill and choosing rational criteria and commitment to reach these criteria.