Bullying is essentially an old and well-known phenomenon among schoolchildren (Olweus, 1995, 196). Although the problem is familiar to many people, it has only become the subject of systematic research since the early 1970s. For a few years these efforts were largely confined to Scandinavia. However, in the 1980s and early 1990s bullying among schoolchildren began to attract the attention of other countries such as the UK, Japan, the Netherlands, Australia, Canada and the United States.
Shared roles show some differences according to gender. Bullies generally lack problem-solving skills and tend to externalise their problems (Andreou, 2001, 62). Generally, bullies have low school achievement (Nansel, Overpeck et al., 2001, 6). Especially in their secondary education years, they become alienated from the school environment and show discontent towards the school environment. Victims assume the most difficult role in the bullying process. Victims who are crushed under the aggressive behaviours of the bully are in a very difficult situation as ‘victims’. One of the most basic characteristics of victims is that they are more anxious and insecure than other students (Gökler, 2009, 523). They are usually cautious, sensitive and silent. When they are attacked by other students, they usually react in the form of crying and withdrawal, especially in small class levels.
It is not possible to say that peer bullying is a single type of behaviour. Whether we are aware of it or not, there are many persistent negative behaviours in which individuals play a leading role as bullies and victims. Types of behaviour in general
In the prevention of peer bullying, there should be an approach in the form of assessment, prevention and intervention (Crothers & Levinson, 2004, 497). In the first stage of assessment, observations, interviews, sociometric measurements, questionnaires, teacher opinions and self-assessments of bullies should be included. The assessment phase should be carefully planned and carried out by a group of professionals such as administrators, psychological counsellors, teachers and psychologists. ‘Olweus Bullying Prevention Programme’ developed by Olweus and Limber is the most well-known peer bullying prevention programme (Smokowski & Kopasz, 2005, 106). The implementation of this programme for primary and secondary education is carried out by teachers and administrators. This programme directs school staff to create a warm, moderate and participatory school environment.
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