This study compared parental and school bonding in adolescents in Iran who are perpetrators of bullying, victims of bullying and not-involved in bullying. Secondary school students ( N = 240) were selected by cluster random sampling and screening, and categorized as perpetrators of bullying ( N = 80), victims of bullying ( N = 80) and non-involved ( N = 80) by teacher and vice-principal nominations. The Parental Bonding Instrument and the School Bonding Scales were completed by the students. With some exceptions (i.e., no between-group differences in maternal overprotectiveness and boys reported higher levels of school involvement than girls), results suggest similar patterns in Iran as in Western societies. With regard to parental bonding, perpetrators of bullying reported lower levels of maternal and paternal care than victims of bullying and non-involved students, higher levels of paternal overprotectiveness than non-involved students, higher levels of paternal authoritarianism (or lower levels of autonomy) than victims and non-involved students, and higher levels of maternal authoritarianism than victims. For school bonding, perpetrators of bullying reported lower levels of school and teacher attachment than the other two groups and victims reported lower levels of school and teacher attachment than non-involved students. Implications for school psychologists are discussed.

The purpose of this study was to determine the effect of assertiveness skills(AS)training on reduction of Emotional victimization in Sanandaj high school female students in iran (Academic year of 2013-14). Thus, 50 students (25 experimental, 25 control) were selected using random clustering sampling. This study was a quasi-experimental design with pretest, posttest and control group. Data was collected using Iranian form of bullying victimization scale. In an assertiveness skills training program, experimental group attended at eight 90-min sessions (one session per week), but control group never attended at any session. Data was examined using ANCOVA in SPSS. The results in  both experimental and follow-up stagesshowed that there was a significant diffrences between pretest and posttest inexperimental group. The findings were suggested that an assertiveness skillstraining program decreased students’ Emotional victimization as an effective intervention.DOI: http://dx.doi.org/10.3126/ijls.v9i4.12679

The link between inappropriate parenting style and both bullying and victimization is well documented. However, it is not clear as to which kind of parenting style is associated with victimization. Furthermore, no studies have yet been conducted regarding the role of parental stress in bullying and victimization. This study aimed to examine the role of parenting styles and maternal stress in pupils' bullying and victimization. A total of 300 primary school pupils, enrolled in fourth and fifth grades, participated in the study. Initially, 100 noninvolved pupils were randomly selected using a multistage cluster sampling method. Then using a screening method, 100 bully pupils and 100 victimized peers were selected. Olweus Bullying Scale and teacher nomination were administered for screening these pupils. Baumrind Parenting Style Questionnaire and revised version of Abidin Parental Stress Index (short form) were also applied to all pupils in the study. Data were analyzed using discriminant function analysis. The findings showed that (a) with regard to parenting styles, significant differences were found among groups. Authoritarian parenting style could significantly predict pupils' bullying behavior, whereas victimization was predictable in families with permissive parenting style. In addition, noninvolved pupils were predicted to have authoritative parenting style. (b) Considering maternal stress, significant differences were observed across groups. Parents of bullies and victims were predicted to have higher maternal stress than noninvolved pupils. The implications of the study in relation to the role of mothers in bullying and victimization are discussed.

No abstract

Most adolescents are susceptible to exhibit emotional disorders due to rapid changes that occur during adolescence (Rudolph, 2002). To cope with such an issue, it is required to apply intervention programs in order to develop their competencies (Viner et al., 2012). In this study, the effect of transactional analysis on emotion regulation of 10th-grade female high school students has been examined by utilizing a quasi-experimental research (pre-test, post-test, and a control group design). Two classes have been chosen by cluster sampling and randomly assigned as the experimental and control groups. The Regulation of Emotion Questionnaire (Phillips & power, 2007) was administrated. The transactional analysis program has been hold in eight sessions for the experimental group. Both groups were reexamined for follow-up a month later. The collected data were analyzed by Multivariate Analysis of Covariance (MANCOVA) indicates a significant increase in the functional emotion regulation strategies as well as a marked decrease in the dysfunctional emotion regulation strategies. The follow-up test also revealed an adequate stability. The implications of transactional analysis program will be discussed.