Identifying the Components of Bullying Prevention for Children in the Theory of Individual Psychology: A Qualitative Study

Bullying is a very common phenomenon which brings about intense psychological consequences for the people involved. It may lead to the development of antisocial personality disorder and violent behavior in adolescents and adults. One of the approaches and treatment programs to cope with bullying is a bullying prevention and modification program for children and adolescents with bullying behaviors. According to this program, educating children and adolescents increases their awareness of the nature of the disorder and helps them control and reduce their inappropriate behaviors. This study aimed to identify the components of bullying prevention in the theory of individual psychology.

This study was a qualitative research. The study sample included 5 books written by Alfred Adler and Dreikurs on the methods of coping with bullying in children. Inductive content analysis was used to analyze the data and the simultaneous coding method was used to provide validity.

Based on the results, seven major components were specified: family-child cooperation, use of group and friendly relationship, equal communication, position and responsibility, childchr('39')s cognition, modification of beliefs and behaviors, and hope, encouragement, and empowerment.  

Results of this study indicate that classic works of individual psychology are useful references for finding preventive and interventional guidelines for bullying. It may be said that due to the emphasis on social context, prevention, and strengths of children and adolescents, the individual psychology provides an appropriate ground to understand and prevent bullying. Results of the present research can be used in developing individual and group programs for preventing or modifying bullying.