PREVENTING PEER BULLYING: THE USE OF POSITIVE PSYCHOLOGY IN SCHOOLS

Year 2026, Volume: 28 Issue: 1, 456 - 484, 15.03.2026

Olcan Aslan , İrem Topuz , Ahmet Bedel

https://doi.org/10.16953/deusosbil.1668870

https://izlik.org/JA95GE44UW

Abstract

This study aims to examine the role of positive psychology-based interventions in preventing peer bullying in schools. Peer bullying, which threatens students’ psychological well-being, academic achievement, and social development, has become an increasingly pressing global issue. The literature indicates that bullying behaviors have negative emotional, behavioral, and psychosocial impacts on both victims and perpetrators. Within this context, the study addresses the various types of bullying, their psychological and social consequences, and the roles assumed by students in these dynamics. It then explores the connection between positive psychology and anti-bullying strategies, focusing on concepts such as resilience, mindfulness, well-being, prosocial behaviors, and self-compassion. Findings from national and international research demonstrate that interventions grounded in positive psychology can enhance students’ coping skills, emotional regulation, and supportive peer relationships. These approaches contribute to building a safer school environment by reinforcing character strengths and reducing aggressive tendencies. Additionally, the study recommends that teachers, parents, and school administrators collaboratively implement evidence-based strategies to support students' psychological resources and interpersonal skills. Overall, the study suggests that positive psychology offers a sustainable and preventive framework for addressing bullying in educational settings.

Keywords

Peer Bullying , Positive Psychology , Prosocial Behaviors , Psychological Resilience , Self-Compassion , Well-Being

AKRAN ZORBALIĞINI ÖNLEMEK: OKULLARDA POZİTİF PSİKOLOJİNİN KULLANILMASI

https://izlik.org/JA95GE44UW

Abstract

Bu çalışma, okullarda akran zorbalığını önlemede pozitif psikoloji temelli müdahalelerin rolünü incelemeyi amaçlamaktadır. Öğrencilerin psikolojik iyi oluşunu, akademik başarılarını ve sosyal gelişimlerini tehdit eden akran zorbalığı, küresel ölçekte giderek büyüyen bir sorun haline gelmiştir. Alanyazın, zorbalık davranışlarının hem mağdurlar hem de zorbalığı gerçekleştiren bireyler üzerinde duygusal, davranışsal ve psikososyal düzeyde olumsuz etkiler yarattığını ortaya koymaktadır. Bu çerçevede çalışma, zorbalığın çeşitli türlerini, psikolojik ve sosyal sonuçlarını ve öğrencilerin bu süreçte üstlendikleri rolleri ele almaktadır. Ardından pozitif psikolojinin zorbalıkla mücadele süreçleri ile ilişkisi tartışılmış; psikolojik sağlamlık, bilinçli farkındalık, iyi oluş, prososyal davranışlar ve öz şefkat gibi kavramlara odaklanılmıştır. Ulusal ve uluslararası araştırmalardan elde edilen bulgular, pozitif psikoloji temelli müdahalelerin öğrencilerin başa çıkma becerilerini, duygusal düzenlemelerini ve destekleyici akran ilişkilerini geliştirebildiğini göstermektedir. Bu yaklaşımlar, karakter güçlerini pekiştirerek saldırgan eğilimleri azaltmakta ve daha güvenli bir okul iklimi oluşturmaktadır. Çalışmada ayrıca, öğretmenlerin, ebeveynlerin ve okul yöneticilerinin iş birliği içinde, öğrencilerin psikolojik kaynaklarını ve kişilerarası becerilerini destekleyici kanıta dayalı stratejiler uygulamaları önerilmektedir. Genel olarak çalışma, pozitif psikolojinin eğitim ortamlarında zorbalıkla mücadelede sürdürülebilir ve önleyici bir çerçeve sunduğunu öne sürmektedir.

Keywords

Akran Zorbalığı , İyi Oluş , Pozitif Psikoloji , Prososyal Davranışlar , Psikolojik Sağlamlık , Öz Şefkat

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