Can Emotional Intelligence Act as a Weapon (Warrior) Against

Bullying?

Nino Jikia

, Natela Doghonadze

and Tatiani Gkatsa

School of Education, Humanities and Social Sciences, International Black Sea University, Tbilisi, Georgia

Department of Primary Education, Ioannina University, Ioannina, Greece

Keywords: Emotional Intelligence, Bullying, Bullying Prevention/Intervention Program, Parental Involvement,

Empathy, Social Skills, Self-Control.

Abstract: To build an effective and safe learning community fighting with bullying is critical, which can be done via

increasing students’ emotional intelligence. This paper aims to explore the relationship between emotional

intelligence and bullying rate, and how an effective bullying prevention program can be organized. For this

study, the qualitative research design was chosen. A convenience and snowball sampling were applied to hold

the interview with school teachers and psychologists. Eight teachers and two psychologists from different

schools were interviewed via the zoom.com platform. The findings revealed that, for most teachers, the term

‘emotional intelligence’ was relatively new. However, psychologists were well aware of this concept. All

respondents were well aware of the concepts of bullying (victims of bullying, bullies, bystanders, and

victimization). Most importantly, all respondents believed that the development of emotional intelligence can

help prevent or at least diminish the bullying rate. Developing emotional intelligence should become one of

the priorities for reducing the bullying rate among students. Bullying prevention/intervention programs should

have a complex nature.

1 INTRODUCTION

Bullying has been around for millennia, but detailed

study on its nature and occurrence and prevention

attempts is relatively recent (Limber et al., 2018).

Besides, according to the most recent UNESCO

report (2019), school violence and bullying are still

major global issues. Bullying still remains one of the

most stressful events that have a negative impact on

adolescents’ well-being (Nozaki, 2019). On the one

hand, there is brutal bullying with its ruthless nature,

and on another hand, compassionate emotional

intelligence (EI) that comprises sensitivity,

understanding, consciousness, and sympathy.

According to EI theory, those who are capable of

absorbing information about emotions and using it as

a guide to regulate their moods have better emotional

adjustment and social connections (Barrera et al.,

2019; Divecha & Brackett, 2020). In addition,

adolescents with greater EI are better able to adapt to

https://orcid.org/0000-0001-7274-3442

https://orcid.org/0000-0001-7333-8692

https://orcid.org/0000-0002-2060-7171

stressful experiences and the annoyances of everyday

life (Davis & Humphrey, 2012), reporting higher

well-being scores (Sánchez-Álvarez, Extremera, &

Fernández-Berrocal, 2015).

In order to build an effective and safe learning

community fighting with bullying is critical, which

can be done via increasing students’ emotional

intelligence. Consequently, the goal of this research

was to explore whether teachers in Georgia associate

high emotional intelligence levels with a low bullying

rate, what their idea is about bullying intervention

programs; what teachers’ opinions and reasons are in

connection with the bullying rate, whether it has

increased or decreased in Georgian schools. It also

aimed at investigating what teachers’

recommendations to reduce bullying rates at schools

are, in order make suggestions for further research.

Correspondingly, the research questions were: 1) Are

school teachers in Georgia well aware of IQ and

bullying? 2) Can a bullying-prevention program be

Jikia, N., Doghonadze, N. and Gkatsa, T.

Can Emotional Intelligence Act as a Weapon (Warrior) Against Bullying?.

DOI: 10.5220/0011999700003470

In Proceedings of the 15th International Conference on Computer Supported Education (CSEDU 2023) - Volume 2, pages 589-596

ISBN: 978-989-758-641-5; ISSN: 2184-5026

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

589

based on development of EI? 3) How do teachers in

Georgian schools interpret bullying intervention

programs and what are their recommendations? 4)

Has the bullying rate increased or decreased in

Georgian schools and what are the reasons? 5) What

do teachers recommend for reducing bullying rates at

schools?

2 LITERATURE REVIEW ON

EMOTIONAL INTELLIGENCE

PREVENTING BULLYING

When we encounter the concept of emotional

intelligence, what first comes to our mind is that

emotional intelligence is about understanding and

regulation not only of one’s own, but also of others’

feelings and emotions. This definition of emotional

intelligence has been highlighted by various

researchers (Goleman, 2017; Rueda, Pérez-Romero,

Cerezo, & Fernández-Berrocal, 2022).

According to Bower et al. (2018), EI has five

components based on Daniel Goleman's theory: self-

awareness, self-regulation, motivation, empathy, and

social skills. The literature review emphasizes

Goleman's theory of emotional intelligence; out of its

five components, based on it as well as research

findings, this article highlights the importance of

social skills, self-regulation, and empathy and how

each component impacts bullying (Goleman, 2017).

If a person has social skills, he/she behaves in a

way that is competent for social tasks. A socially

competent person is characterized by the following

features: 1) can make and maintain friends easily, 2)

can control emotions 3) can find a solution to

interpersonal problems without generating further

conflicts (Silva et al., 2018). When it comes to

bullying, if we want to improve the social skills of

victimized students, we need to emphasize the

importance of social and emotional skills. These

skills will facilitate conflict resolution, adaptive

coping strategies, and emotional self-control (Silva et

al., 2016).

Lack of self-control, commonly referred to as the

manifestation of self-regulation capacity, is

frequently linked to antisocial and under-controlled

behavior (Murray & Kochanska, 2002). One of the

essential psychological correlates that has always

been associated with different kinds of violation of

social rules, including bullying, is self-control. When

exposed to bullying situations among students, it is

necessary to analyze the level of self-regulation,

which can predict different uses of coping strategies

and result in different emotionality (Fuente et al.,

2014). Different researchers (García-Vázquez et al.,

2020; Cho, 2018), claim that low self-regulation or

self-control increases the negative impact of bullying.

Longobardi et al. (2019) and Cuff et al. (2014)

clarified that various definitions of empathy make it

challenging to compare different studies. Despite a

very complex nature of empathy, the study that was

conducted by Noorden et al. (2015) proved that

empathy is negatively associated with bullying.

Social skills improvement can significantly

reduce victimization, encourage students to be more

polite and friendly, solve problems peacefully, as well

as reduce the difficulty the victims of bullying have

with social skills (Silva et al., 2018). Self-regulation

or self-control skills can significantly reduce the

bullying rate. Low self-control increases the negative

impact of bullying, while high self-control reduces

the negative impact of bullying and victimization

(Cho, 2018).

Empathy has a multidimensional nature. It is

divided into affective empathy and cognitive

empathy. Bullying is negatively associated with

empathy. Victimization is negatively associated only

with cognitive empathy. Defending is positively

associated with both types of empathy (Noorden et

al., 2015). If schools want to reduce the level of

bullying, and implement bullying intervention

programs, these programs should improve students’

social, self-control and empathy skills and emotional

intelligence level as a whole.

Social skills, self-regulation and empathy are

negatively associated with bullying (i.e., reduce it).

Therefore, it is necessary to take into consideration

these factors while developing emotional intelligence

and struggling with bullying in an educational

institution. Developing various components of EI

within curriculum and (especially, humanities)

subject syllabi, as well as organizing special events

and campaigns at school and neighbourhood /

community level should help minimize the stress and

even threats in society.

3 METHODOLOGY

3.1 Methods

In this study qualitative research design was applied.

Therefore, this study is of exploratory nature.

Exploratory research is used when the researcher

needs more data for the phenomenon than they

already have. For data collection a semi-structured

interview was conducted.

CSEDU 2023 - 15th International Conference on Computer Supported Education

590

3.2 Participants

Eight teachers and two psychologists from various

primary and secondary schools in Georgia

participated in this research. The participants were

volunteers. The first approach the researcher used

was convenience sampling, as the researcher

contacted two colleague teachers. The second

approach was snowball sampling. The reason for

using the non-probability sampling procedure was

due to accessibility issues.

3.3 Procedure

Before applying the interview, interview questions

were examined by three experts to be checked for

content validity. The content of interview questions is

valid when it properly and clearly covers all items that

is intended to cover.

First, using the convenience sampling approach

the researchers contacted two colleague teachers, then

they applied the snowball approach and interviewed

two more teachers recommended by them, etc. The

process continued in the same way until the

researcher had the desired sample size – 10

respondents. The interview consisted of seven

questions and each participant was interviewed for

30-40 minutes. The interview was conducted via the

zoom platform and the process was videotaped.

After the interviewing process was completed, the

researchers converted the recording to text, only

necessary information was taken out from the

interviews, and it was sent back to the participants for

final approval. After receiving the final approval from

the participants, the researchers coded the answers to

generalize the collected data.

3.4 Interview Questions

The following questions were posed to the

interviewees:

1) What is emotional intelligence (what are its

components)? How important for a person is to have

it on a high level? How important is it for society that

people’s emotional intelligence level is high? – to

answer RQ1.

2) What is your opinion about bullying (Who usually

become victims of bullying, bullies, bystanders, what

is victimization)? – To answer RQ1.

3) What is your opinion about bullying

prevention/interventions programs? How would you

describe an effective bullying prevention/intervention

program? - To answer RQ2.

4) What do you think, has bullying recently increased

or decreased in Georgia (Why/not? Can you give

several reasons)? – To answer RQ4.

5) What is your expectation, how can developing

social skills, (cognitive/affective) empathy, and self-

regulation/self-control impact the ways how students

interact with each other?- To answer RQ 2.

6) Do you think emotional intelligence can help

prevent/fight bullying? If yes, say how. – To answer

RQ3.

7) What would you recommend to reduce bullying

rate? - To answer RQ5.

3.5 Results

Table 1: Content-analysis of interviews results: EI.

Theme Key words Frequency

components

understanding others’

emotions

understanding their own

emotions

social skills 6

self-control 4

empathy 3

effective communication 2

control over one’s

emotion

adequately expressing

one’s emotions

The answers to the first interview question (Table 1)

showed that the respondents know what emotional

intelligence is, and what is common among their

answers is that all of them define it as understanding

one’s own and others’ emotions and understanding

these emotions can help a person develop effective

communication.

Possessing emotional intelligence by both

teachers and students was assessed as very important

by all respondents (10) for schools (7), families (5),

and whole society (4).

As for the second question (Table 2), the answers

revealed that the participants had a deep

understanding of concepts: bullying, victims of

bullying, bullies, bystanders, and victimization. The

respondents were familiar not only with the terms

bullying and victims of bullying but also

‘bystanders’, ‘victimization’, etc. They (4) stress that

indifferent bystanders silently support bullying and

also realize (3) that some bullies in the past were

victims of bullying.

Can Emotional Intelligence Act as a Weapon (Warrior) Against Bullying?

591

Table 2: Content-analysis of interviews results: bullying.

Theme Key words Frequency

causes of

bullying

violence 7

lack of social

skills

victim 7

bystander 5

families 4

environment 3

superiors 2

bullying results physical harm 2

verbal harm 2

emotional harm 1

These terms, as Noorden et al. (2015, p. 640)

categorize them,, are: (1) ‘‘Bullying’’, including

bully, assistant, and reinforcer roles, (2)

‘‘Victimization’’, dealing with victim roles, (3)

‘‘Defending’’, including helper, defender, intervener,

mediator, and consoler roles, (4) ‘‘Bystanding’’,

including passive bystander, outsider, and

noninvolved roles.” Moreover, the respondents’

answers can be supported by Camarero-Figuerola,

Dueñas, and Renta-Davids’s (2020) idea that bullying

is a complex process that involves social,

psychological and pedagogical aspects and it is

harmful for a child from physical, psychological and

moral dimensions, especially in the school

environment

As for the third question, “What is your opinion

about bullying prevention/intervention programs?

How would you describe an effective bullying

prevention/intervention program?”, its findings are

presented in Table 3.

The teachers (4) mentioned that so far the existing

prevention programs are held only in some schools,

that these programs are quite unprofessional (3) and

non-systematic (2), mostly after a new loud case

occurs (6).

Table 3: Content-analysis of interview results: effective

bullying prevention/ intervention.

Theme Key words Frequency

bullying

prevention /

intervention

nation-wide

educational

campaign

working with

parents

class meetings

dedicated to the

topic

educating

teachers

making up

learner profiles

including their

behavioral /

emotional

problems

the need of more

psychological

support at school

dealing with

wrong

behavioral

standards (e.g., if

someone hits

you, hit back

The respondents spoke about different factors that

can be included in an effective bullying

prevention/intervention program: nation-wide

educational campaign using mass-media, educating

children by starting from parents, having special

departments at school formed with qualified teams of

psychologists, learner profile program showing not

only academic performance, but also emotional

development, and raising teachers’ awareness. First

of all, all respondents emphasize that parents’

involvement in bullying prevention programs can

have a positive impact on reducing the bullying rate

among students in a school context. As Kolbert et al.

(2014) claim, parents’ involvement in bullying

prevention programs plays a pivotal role in

preventing bullying behavior in school systems. The

respondents’ answers about bullying prevention

programs vary and this is a common situation all over

the world, as, despite the fact that there have been a

CSEDU 2023 - 15th International Conference on Computer Supported Education

592

lot of bullying prevention programs developed and

utilized to prevent bullying at schools, there still is no

shared opinion what the best practice is. According to

Morrow, Hooker, and Cate (2015), “while these

programs share similar features, they also vary in

numerous ways, most notably in their specific

components (e.g., institutional policies, staff training,

student education, reporting procedures, targeted

interventions, parent involvement, ongoing

evaluation)”(p.87).

The fourth question that the respondents answered

was whether bullying had recently increased or

decreased in Georgia and what the reasons of it

are. Seven out of ten respondents think that bullying,

especially the physical type of it, has increased. Three

teachers believe that people have started talking about

bullying more than in the past, this is why it seems

that bullying has increased. The respondents

mentioned that there, unfortunately, is no nation-wide

statistics dealing with bullying and victimization,

which may make an impression that the problem is

not acute. But it is very acute. Five respondents also

mention the new type of bullying which has recently

appeared – cyberbullying, which has not reached such

dangerous level as in some developed countries, but

does exist.

Table 4:

Content-analysis of interviews results:

preventing bullying.

Theme Key words Frequency

factors of

preventing

bullying

increased positive

interaction

better understanding of

each other

respecting a

personality in another

person

work to decrease

aggressiveness

directing the natural

aggressiveness to a

positive track

discovering more

effective ways of

conflict resolution

trying to be in another

person’s shoes

As for question five (Table 4), all respondents’ (10)

expectations of how developing the social skills,

empathy, and self-regulation/self-control can impact

the ways how students interact with each other, were

very positive.

For the question six, all (10) respondents’ answers

showed that they understand the need of bullying

prevention, not simply reacting to it when it already

occurs. They see the ability of emotional intelligence

skills to prevent bullying. Based on the respondents’

answers, developing emotional intelligence skills can

reduce the bullying rate, however, it has its

limitations (3), as some students have inborn (or

further developed) neuropsychological problems

which education alone cannot solve and medical

interference is compulsory. Several (7) respondents

mention that only united measures of raising

children’s emotional intelligence can yield a tangible

result: government (through legislation and gathering

the information, defining educational policies) (6),

society (first of all, mass-media, in programs, talk-

shows, interviews, articles, debates, movies, books,

etc.) (5), school (4), family (4), religious and other

organizations (3) should cooperate with each other

and create a network of measures preventing and

fighting with bullying. Internet content should be

under control concerning bullying and violence (10).

This is in line with Bunnett (2021) who claims,

“…peer networking activities, centered on improving

EI, resilience and peer relations will likely reduce the

incidence and subsequent negative outcomes of

bullying and victimization in schools” (p.1061).

Here are the respondents’ recommendations

(question 7) on what should be done to reduce the

bullying rate. It was recommended that government,

the Ministry of Education and Science and the

schools should continue working collaboratively and

the whole responsibility is not left only on schools

(10). They need to develop a program, a policy of

making the school (and not only) a safe place.

Collaboration is important for developing an effective

bullying prevention programs.

It was recommended to bring to teachers’ and

parents’ minds that developing emotional intelligence

in students also will be vitally beneficial in reducing

the bullying rate, which can be done by parents and

school first of all (6). The content of school subjects,

especially, literature, history and languages, should

emphasize humanism, empathy, self-awareness, self-

control and self-regulation (8). Social skills should be

developed through team work in and out of class (6).

More extracurricular events are needed to have a

greater impact on bullying decrease (6). They may

involve watching documentaries, movies and reading

Can Emotional Intelligence Act as a Weapon (Warrior) Against Bullying?

593

books followed by discussions on bullying. School

psychologists’ role in organizing such events is great

(4). Of course, it is important that parents are involved

in trainings concerning the development of emotional

intelligence in their children, but they will be

ineffective unless parents listen to their children

empathetically, unless they view some ‘family’

movies together and discuss them, unless they

involve their children in acts of charities, etc. (3).

Teachers and school administration need to be

periodically retrained concerning the methods of

increasing EI and decreasing bullying, they need to

exchange experience between schools (2) and get

acquainted with international experience (5).

These ideas are supported by Inocencio and

Inocencio (2021), they claim that anti-bullying

campaigns that raise awareness about how harmful

bullying is, and how important understanding others

is, can play a pivotal role in reducing bullying.

Moreover, teachers should continue familiarizing

themselves with what bullying is, how bullying

prevention policies work, and, of course, the code of

conduct. However, all respondents agree that

eradicating bullying completely is a very complex

process and almost unachievable.

3.6 The Ethics of the Research

As the research is a qualitative one, there are few

ethical absolutes that really matter. These absolutes

are: confidentiality, anonymity, informed consent and

rational judgment. Harming participants, in any way,

in the name of science, is against the fundamental rule

of the researcher. Consequently, all the participants

are mentioned in the research results as T1, T2, etc.

The recordings are confidential and have been used

for research purposes only. The researchers did their

best to make logical conclusions based on the

obtained answers.

3.7 Discussion and Limitations

The study revealed that in Georgian school context

emotional intelligence is a relatively new concept.

Being so, it is not systematically applied such as in

the USA (CASEL, 2017). In Georgia, mostly, EI is

associated with understanding and handling not only

one’s own, but also others’ emotions and feelings.

This idea can be supported by Rueda et al. (2022),

who claim that emotional intelligence provides a

person with an ability first to understand and manage

one’s emotions and feelings, and then other people’s

feelings and emotions. The current study highlights

the importance of social skills, self-regulation, and

empathy and their impact on bullying. This largely

coincides with Daniel Goleman’s theory, according to

which emotional intelligence involves self-

awareness, self-regulation, motivation, empathy, and

social skills (Goleman, 2017).

It was found that the respondents had a clear idea

of bullying and related concepts: victims of bullying,

bullies, bystanders, and victimization. However, the

respondents’ opinions about effective bullying

prevention/intervention programs varied. Some

respondents suggested emphasizing raising parents’

awareness first of all, while others believed in the

complex approach involving the whole society. The

respondents insisted on the need of having special

departments at school with a team of qualified

psychologists, and at the same time developing

students’ emotional intelligence skills, while some of

them think that teachers can be the main players by

showing love, care, respect, support, and empathy.

All of them agreed that emotional intelligence has a

paramount importance and it has to be integrated into

any bullying prevention programs. Morrow, Hooker,

and Cate (2015) research partially coincides with the

current research findings, they claim that, despite the

fact that various bullying prevention programs share

a lot of similar features, however, there are a lot of

differences in their specific components. These

components are, for example, “institutional policies,

staff training, student education, reporting

procedures, targeted interventions, parent

involvement, and ongoing evaluation” (p. 87).

Interestingly, some respondents doubted whether

bullying has really increased or whether it seems so

because in the last period people started talking much

about bullying. Others think that bullying has really

increased, and the reason is the lack of students’,

teachers’, and parents’ emotional intelligence,

development of new technologies, access to social

networking sites. The evidence in the US (Ladd &

Kochenderfer-Ladd, 2017) mostly shows that

bullying has increased and spread to a greater age

spectrum, but there are no empirical studies on the

issue in Georgia, so the situation here might be

different. Anyway, it needs deeper and wider-scale

research and is definitely troublesome.

The respondents hoped that developing social

skills, empathy, and self-control in students would

impact positively the way students interact with each

other, thus, decreasing bullying. They will know how

to behave in society. The research findings coincide

with Silva et al. (2016; 2018). They found that a

socially competent person can make friends easily,

control his/her emotions, find solutions to problems

without generating further conflicts, and these skills

CSEDU 2023 - 15th International Conference on Computer Supported Education

594

can also reduce students’ vulnerability to bullying and

promote friendship. The current research findings

revealed that teachers believe developing self-control

and empathy can also have a positive impact on

reducing the bullying rate at the school level. These

findings are supported by Noorden et al. (2015), and

García-Vázquez et al. (2020).

All respondents in the current study think that

emotional intelligence can help prevent bullying.

They believe that fundamental for this is developing

social skills, empathy, and self-control. If a person

has these skills, they can easily avoid conflicts,

control their and even others’ emotions, and feel

comfortable in society. Reducing bullying is a

complex process. Parental involvement along with

special school departments and a team of qualified

psychologists can diminish bullying levels in the

school context. All respondents mentioned that

developing emotional intelligence is of a paramount

importance in this regard.

An important research limitation is the sample

size. Of course, the obtained data would need

validation on a larger scale, with application of

various qualitative and quantitative methods. In fact,

the research is the first step in a larger scale study -

PhD dissertation (one author is a PhD student, while

her co-authors are her scientific advisors). Another

research limitation is that for gathering qualitative

information only interview was used, triangulation

would be the best approach to widely generalize

research findings.

4 CONCLUSIONS

In conclusion, recent research has once again

confirmed that fighting and preventing bullying is a

very complex process. Having an effective bullying

prevention/intervention program at the school level

requires a lot of hard work and cooperation between

schools, parents and school, schools and scientists,

and schools and governmental organizations. It is

highly recommended that they all work together and

have close cooperation and deep involvement in the

process.

Another interesting finding that was confirmed

through the interview was that developing emotional

intelligence in students can help prevent bullying.

Different components of emotional intelligence such

as social skills, self-control, and empathy can benefit

victims of bullying, bullies, and bystanders in various

ways. While developing an effective program to fight

bullying, we must always consider emotional

intelligence as one of the most important components

of it. A deeper and wider study on the impact of EI on

bullying reduction is needed in the future.

REFERENCES

Barrera, U.D., Schoeps, K., Gil-Gómez, J.-A., & Montoya-

Castilla, I. (2019). Predicting adolescent adjustment

and well-being: The interplay between socio-emotional

and personal factors. Environmental Research and

Public Health, 16(23), 1-17. doi:10.3390/ijerph

16234650

Bower, G., O'Connor, J., Harris, S., & Frick, E. (2018). The

influence of emotional intelligence on the overall

success of campus leaders as perceived by veteran

teachers in a rural mid-sized east texas public school

district. ICPEL Education Leadership Review, 19(1),

111-131.

Bunnett, E.R. (2021). Bullying in pre-adolescents:

Prevalence, emotional intelligence, aggression and

resilience. Issues in Educational Research, 31(4), 1049-

1066.

Camarero-Figuerola, M., Dueñas, J.-M., & Renta-Davids,

A.-I. (2020). The relationship between family

involvement and academic variables: A systematic

review. Research in Social Sciences and Technology,

5(2), 57-71. doi:10.46303/ressat.05.02.4

CASEL. (2017). Key implementation insights from the

collaborating districts initiative. Chicago: CASEL.

Cho, S. (2018). The impact of low self-control and

delinquent peer associations on bullying perpetration

and victimization among South Korean adolescents:

Time-concurrent, time-lagged, and latent growth curve

modeling. Journal of School Violence, 17(4), 500-520.

doi:10.1080/15388220.2018.1453821

Davis, S. K. & Humphrey, N. (2012). The influence of

emotional intelligence (EI) on coping and mental health

in adolescence: Divergent roles for trait and ability.

Journal of Adolescence, 35(5), 1369-1379.

doi:10.1016/j.adolescence.2012.05.007

Divecha, D. & Brackett, M. (2020). Rethinking school-

based bullying prevention through the lens of social and

emotional learning: A bioecological perspective.

International Journal of Bullying Prevention, 2, 93-

113. doi:10.1007/s42380-019-00019-5

Fuente, J.D., Zapata, L., González-Torres, M.C., & Artuch,

R. (2014). Bullying, personal self-regulation,

resilience, coping strategies and engagement-burnout:

Implications for an intervention with university

students, pp. 92-107. In P. Triggs (Ed.). Handbook on

bullying. Nova Science Publishhers.

García-Vázquez, F. I., Valdés-Cuervo, A. A., & Parra-

Pérez, L. G. (2020). The effects of forgiveness,

gratitude, and self-control on reactive and proactive

aggression in bullying. International Journal of

Environmental Research and Public Health, 17(16), 1-

14. doi:10.3390/ijerph17165760

Goleman, D. (2017). What Makes a Leader? Boston:

Harvard Business Review Press.

Can Emotional Intelligence Act as a Weapon (Warrior) Against Bullying?

595

Inocencio, B.T., & Inocencio, G.S. (2021). Perception of

pupils towards bullying prevention and its

implementation at school district of castillejos,

zambales, Philippines. International Journal of

Research in Engineering, Science and Management,

4(9), 215-219.

Kolbert, J.B., Schultz, D., & Crothers, L.M. (2014).

Bullying revention and the parent involvement model.

Journal of School Counseling, 12(7), 1-20.

Ladd, G. & Kochenderfer-Ladd, B. (2017). Peer

victimization trajectories from kindergarten through

high school: Differential pathways for children’s school

engagement and achievement? Journal of Educational

Psychology, 109(6), 826-841.

Limber, S.P., Olweus, D., Wang, W., Masiello, M., &

Breivik, K. (2018). Evaluation of the Olweus Bullying

Prevention Program: A large scale study of U.S.

students in grades 3–11. Journal of School Psychology,

69, 56-72. doi:10.1016/j.jsp.2018.04.004

Longobardi, C., Borello, L., Thornberg, R., & Settanni, M.

(2019). Empathy and defending behaviours in school

bullying: The mediating role of motivation to defend

victims. British Journal of Educational Psychology,

90(2), 473-486. doi:10.1111/bjep.12289

Morrow, M.T., Hooker, S.D., & Cate, R.L. (2015).

Consultation in bullying prevention: An elementary

school case study. School Community Journal, 25(2),

85-111.

Murray, K.T. & Kochanska, G. (2002). Effortful control:

Factor structure and relation to externalizing and

internalizing behaviors. Journal of Abnormal Child

Psychology, 30(5), 503-514. doi:10.1023/A:

1019821031523

Noorden, T.H., Haselager, G.J., Cillessen, A.H., &

Bukowski, W. M. (2015). Empathy and involvement in

bullying in children and adolescents: A systematic

review. Journal of Youth and Adolescence, 44(3), 637-

657. doi:10.1007/s10964-014-0135-6

Nozaki, Y. (2019). Why do bullies matter?: The impacts of

bullying involvement on adolescents' life satisfaction

via an adaptive approach. Children and Youth Services

Review, 107, 1-31. doi:10.1016/j.childyouth.2019.

104486

Rueda, P., Pérez-Romero, N., Cerezo, M. V., & Fernández-

Berrocal, P. (2022). The role of emotional intelligence

in adolescent bullying: A systematic review. Psicología

Educativa, 28(1), 53-59. doi:10.5093/psed2021a29

Sánchez-Álvarez, N., Extremera, N., & Fernández-

Berrocal, P. (2015). Maintaining life satisfaction in

adolescence: Affective mediators of the influence of

perceived emotional intelligence on overall life

satisfaction judgments in a two-year longitudinal study.

Frontiers in Psychology, 6, 1-9. doi:10.

3389/fpsyg.2015.01892

Silva, J.L., Oliveira, W.A., Braga, I.F., Farias, M.S., Lizzi,

E.A., Gonçalves, M.F., . . . Silva, M.A. (2016). The

effects of a skill-based intervention for victims of

bullying in brazil. International Journal of Environ Res

Public Health, 13(11), 1042-1052. doi:10.3390/

ijerph13111042

Silva, J.L., Oliveira, W.A., Carlos, D.M., Lizzi, E.A.,

Rosário, R., & Silva, M.A. (2018). Intervention in

social skills and bullying. Brasilian Nursing Journal

(Revista Brasileira Enfermagen), 71(3), 1085-1091.

doi:10.1590/0034-7167-2017-0151

UNESCO. (2019). Behind the Numbers: Ending School

Violence and Bullying. Paris, France: United Nations

Educational, Scientific and Cultural Organization.

CSEDU 2023 - 15th International Conference on Computer Supported Education

596