مداخلات قلدری: مرور نظام‌مند پژوهش‌های ایران

Abdollahi, R., Isa Morad, A., & Abdi, E. (2023). The effectiveness of boen's systemic counseling in bullying and behavioral opportunities in families affected by extramarital relationships. Clinical Psychology and Personality, 21(2), 39-48. https://cpap.shahed.ac.ir/article_4209.html

Adili, H., & Sardary, B. (2021). Effectiveness of emotion regulation training on reducing bullying behaviors and increasing empathy among middle-school bully students. Journal of Exceptional Children, 20(4), 105-118. http://joec.ir/article-1-1267-en.html

Aghaei, M., Hasheminejhad, F., & Nasseri, N. (2023). Effectiveness of acceptance and commitment on bullying and irritability in preschool students in Mashhad. Journal of Approach to Philosophy in Schools and Organizations, 1(3), 33-48. https://www.esbam.ir/jufile?ar_sfile=2005396

Aghaei-Malekabady, M., & Afkari, F. (2021). Comparison effectiveness of two parenting programs supportive parenting and parenting leading by modeling on parenting sense of competence in mothers with bully a bully son. Journal of Pediatric Nursing, 8(1), 12-23. http://jpen.ir/article-1-588-en.html

Alinejad, S., Azizi, M., & Demehri, F. (2022). Effectiveness of schema therapy on frustration tolerance and bullying of 13-to 14-year-old adolescents living in Tehran city, Iran. Middle Eastern Journal of Disability Studies, 12, 1-6. http://dorl.net/dor/20.1001.1.23222840.1399.0.0.6.5

Babaei, A., Vahedi, S., Imanzadeh, A., & Adib, Y. (2020). Effectiveness of ethical sensitivity skill training on moral disengagement and bullying in adolescent girls. Social Psychology Research, 10(37), 123-139. https://doi.org/10.22034/spr.2020.109700

Badri, R., Hosseini, S. A., Hashemi, T., & Mir Nasab, M. M. (2018). Designing the integrated anti-bullying program and determination of its effectiveness in reducing of victimization of middle school students. Journal of Instruction and Evaluation, 11(41), 55-81. https://sanad.iau.ir/en/Journal/jinev/Article/972577

Baharvand, I., Sodani, M., & Abaspour, Z. (2021). The effectiveness of mindfulness-based stress reduction training on parent-child conflict and bullying in single mother-headed adolescents. Journal of Family Psychology, 6(1), 69-80. https://www.ijfpjournal.ir/article_245552.html?lang=en

Bayāttork, M., Jarāre, J., & Hamidi, F. (2022). The effectiveness of group education based on acceptance and commitment on cognitive fusion and social competence of bullying adolescents in boarding schools. Educational Innovations, 21(2), 29-48. https://doi.org/10.22034/jei.2022.268963.1789

Bayrāmi, M., Hāshemi, T., Mirnasab, M., & Kolyāei, L. (2017). The effectiveness of social problem-solving training program on reducing the bullying victimization of students. Journal of Educational Innovations, 16(3), 75-90. https://noavaryedu.oerp.ir/article_79126.html

Bayrami, M., Hashemi Nosratabad, T., Badri Gargari, R., & Dabiri, S. (2016). The effectiveness of social competence training based on felner model on social adjustment of students being bullying victims, with regards to the type of social goal orientation. Clinical Psychology Studies, 6(23), 1-24. https://jcps.atu.ac.ir/article_4555.html?lang=en

Brown, S. L., Birch, D. A., & Kancherla, V. (2005). Bullying perspectives: experiences, attitudes, and recommendations of 9‐to 13‐year‐olds attending health education centers in the United States. Journal of School Health, 75(10), 384-392. https://doi.org/10.1111/j.1746-1561.2005.tb06642.x

Cantone, E., Piras, A. P., Vellante, M., Preti, A., Daníelsdóttir, S., D’Aloja, E., Lesinskiene, S., Angermeyer, M. C., Carta, M. G., & Bhugra, D. (2015). Interventions on bullying and cyberbullying in schools: A systematic review. Clinical Practice and Epidemiology in Mental Health, 11(1), 58-76. https://doi.org/10.2174/1745017901511010058

Darikvand, F., Yazdanbakhsh, K., & Karami, J. (2022). The effectiveness of compassion-focused therapy on externalized problems (aggression and delinquency) in bullying students. Knowledge and Research in Applied Psychology, 23(88), 40-51. https://sanad.iau.ir/en/Journal/jsrp/Article/694943?jid=694943

Darvishi Chaleshtari, F., & Ghazanfari, A. (2023). The effectiveness of cognitive-behavioral play therapy on bullying, separation anxiety and academic motivation of first grade elementary school girls in Shahrekord. Journal of Psychology New Ideas, 17(21). http://jnip.ir/article-1-949-en.html

Espelage, D. L., King, M. T., & Colbert, C. L. (2018). Emotional intelligence and school-based bullying prevention and intervention. In Plenum series on human exceptionality, 217-242. https://doi.org/10.1007/978-3-319-90633-1_9

Ghasemi, T., Oreyzi, H. R., & Mousavi, Z. (2020). The effect of self-control training on perceived bullying and job performance of female employees at the organization of physical education. Career and Organizational Counseling, 12(43), 33-50. https://jcoc.sbu.ac.ir/article_100029.html?lang=en

Gini, G., & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta-analysis. Pediatrics, 132(4), 720-729. https://doi.org/10.1542/peds.2013-0614

Gladden, R. M., Vivolo-Kantor, A. M., Hamburger, M. E., & Lumpkin, C. D. (2014). Bullying surveillance among youths : Uniform definitions for public health and recommended data elements, Version 1.0. https://stacks.cdc.gov/view/cdc/21596

Golestan-Jahromi, F., Shahani yeylagh, M., Behrozi, N., & Omidiyan, M. (2017). The effect of bullying prevention program training on bullying, adjustment and empathy among middle school female students, in Ahvaz. Biquarterly Journal of Cognitive Strategies in Learning, 5(8), 183-204. https://asj.basu.ac.ir/article_1904.html?lang=en

Haghighifard, S., Khaleghipour, S., & Zare Neyestanak, M. (2023). The effectiveness of compassion-focused positive couple therapy on entitlement, bullying, and marital adjustment in narcissistic men. Journal of Psychological Studies, 19(2), 71-85. https://doi.org/10.22051/psy.2023.43018.2756

Hajimahdy, M., & Khaleghipour, S. (2022). The effectiveness of psychodrama-mediated optimism on bullying, interpersonal relations, and subjective vitality among students with oppositional defiant disorder. Positive Psychology Research, 8(3), 61-80. https://doi.org/10.22108/ppls.2022.126686.2038

Hinduja, S., & Patchin, J. W. (2008). Cyberbullying: An exploratory analysis of factors related to offending and victimization. Deviant Behavior, 29(2), 129-156. https://doi.org/10.1080/01639620701457816

Hosseini, A., & Ahmadrash, R. (2020). Study of the effectiveness of anti-bullying training program on the perception of elementary students from school and classroom management. School Administration, 8(1), 115-135. HTTPS://DOI.ORG/10.34785/J010.2020.712

Hosseini, A., Mousavi, S. H., Hajibabaee, F., & Haghani, S. (2021). The relationship between workplace bullying and professional self‐concept in Iranian nurses. Nursing open, 8(1), 232-240. https://doi.org/10.1002/nop2.622

Hsu, J. T. H., & Tsai, R. T. H. (2022). Increased online aggression during covid-19 lockdowns: A two-stage study of deep text mining and difference-in-differences analysis. Journal of medical internet research, 24(8), 38776. https://doi.org/10.2196/38776

Ivaniushina, V., Khodorenko, D., & Alexandrov, D. (2021). Age and gender differences and the contribution of school size and type in the prevalence of bullying. Voprosy obrazovaniya/Educational Studies Moscow, (4), 220-242. https://doi.org/10.17323/1814-9545-2021-4-220-242

Jahanbini, S., Vahedi, S., & Karimi Sani, P. (2022). The effectiveness of moral reasoning and motivation training on adolescent bully. Police Cultural Studies, 9(2), 45-57. http://hamedan.jrl.police.ir/article_99226.html?lang=en

Kabiri, S., Donner, C. M., Shadmanfaat, S. M., & Rahmati, M. M. (2022). School bullying among iranian adolescents: Considering a higher moderation model in situational action theory. International Journal of Bullying Prevention, 1-14. https://doi.org/10.1007/s42380-022-00147-5

Kellij, S., Lodder, G. M., Van Den Bedem, N., Güroğlu, B., & Veenstra, R. (2022). The social cognitions of victims of bullying: A systematic review. Adolescent research review, 7(3), 287-334. https://doi.org/10.1007/s40894-022-00183-8

Khalili, T., Farghadani, A., & Shaterian Mohammadi, F. (2016). Effectiveness of combined training of theory of mind with four-factor sympathy program on social-emotional self-efficacy and bullying attitute in elemerntry school students. Rooyesh-e-Ravanshenasi Journal (RRJ), 5(2), 71-92. http://frooyesh.ir/article-1-204-en.html

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Kowalski, R. M., & Limber, S. P. (2007). Electronic bullying among middle school students. Journal of Adolescent Health, 41(6), 22-30. https://doi.org/10.1016/j.jadohealth.2007.08.017

Li, C., Wang, P., Martin-Moratinos, M., Bella-Fernández, M., & Blasco-Fontecilla, H. (2022). Traditional bullying and cyberbullying in the digital age and its associated mental health problems in children and adolescents: A meta-analysis. European child & adolescent psychiatry, 1-15. https://doi.org/10.1007/s00787-022-02128-x

Mohammadi, A., Maarefvand, M., & Hosseinzadeh, S. (2019). Effectiveness of cognitive behavioral social work intervention on preventing cyberbully-ing revictimization among youths. Quarterly Journal of Social Work, 8(1), 5-13. http://socialworkmag.ir/article-1-490-en.html

Mohammadi, D., Badri Gargari, R., Fathiazar, E., & Nemati, S. (2021). The effectiveness of forgiveness training program on increasing academic well-being in victims of bullying students. Applied Psychology, 15(3), 591-565. https://doi.org/10.52547/apsy.2021.222731.1084

Mohebbi, M., Mirnasab, M., Fathiazar, E., & Hashemi, T. (2017). Reducing physical bullying and improving social competence in students: From functional behavior assessment to developing behavioral intervention. Educational Psychology, 13(46), 145-170. https://doi.org/10.22054/jep.2018.8480

Mohebbi, M., Mirnasab, M., Fathiazar, E., & Hashemi, T. (2019). Planning and evaluating the effectiveness of behavioral intervention on reducing physical bullying and improving school bonding in students: A school-based perspective. Journal of Child Mental Health, 6(3), 1-14. http://childmentalhealth.ir/article-1-459-en.html

Mohseny, M., Zamani, Z., Basti, S. A., Sohrabi, M. R., Najafi, A., & Tajdini, F. (2020). Exposure to cyberbullying, cybervictimization, and related factors among junior high school students. Iranian Journal of Psychiatry and Behavioral Sciences, 14(4). https://doi.org/10.5812/ijpbs.99357

Moi, A. L., Fandrem, H., Næss, K. A. B., & Finne, J. N. (2024). Research characteristics and approaches taken to follow up with students exposed to bullying: A scoping review. International Journal of Bullying Prevention, 1-18. https://doi.org/10.1007/s42380-024-00251-8

Naeimavi, M., Maktabi, G. H., & Omidian, M. (2017). The effectiveness of emotional intelligence training on the components of bullying, social competence and emotional intelligence in male students of fourth grade (second period) in Shadegan city. Journal of Fundamentals of Mental Health, 19(special issue), 133-139. https://doi.org/10.22038/jfmh.2017.8532

Najari, M., Jadidi, H., Moradi, O., & Karimi, Q. (2018). Compilation of social adjustment curriculum and its effectiveness on bullying rate of male students. Social Psychology Research, 8(29), 43-58. https://www.socialpsychology.ir/article_80825.html

Namvar, M., Azizi, M., & Saeedmanesh, M. (2021). The effectiveness of story therapy on bullying and coercion in parentless children and children with neglectful parenting. Quarterly Journal of Social Work, 9(4), 13-20. http://socialworkmag.ir/article-1-451-en.html

Nemati, Sh., Badri Gargari, R., Aghdam, S., Ghasemi, H. (2023). The effects of emotion regulation training on aggression, bullying, and victimization of female students with attention-deficit/hyperactivity disorder. Studies in Learning & Instruction, 15(1), 160-177. https://jsli.shirazu.ac.ir/article_7190.html

Nori, T. (2023). The role of emotional regulation training on organizational bullying and service performance of soldiers of greater Tehran management command. The Quarterly Management on Police Training, 1402(62), 167-194. http://mape.jrl.police.ir/article_101484.html?lang=en

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Padervand, H., Ghadampour, E., Safare, G., & Ghobadiyan, M. (2023). Effectiveness of group positive thinking training on reducing the impulsivity and bullying of male students with behavioral disorders. Journal of Exceptional Children, 23(1), 35-46. http://joec.ir/article-1-1627-en.html

Pazhoohi, T., Nadi, M. A., & Sajjadian, I. (2022). The effectiveness of cyber bullying reduction training packages for students and parents on self-esteem and life satisfaction of high school students. Educational Psychology, 18(64), 157-174. https://doi.org/10.22054/jep.2022.59571.3303

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