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2.1 Definitions and characteristics of bullying

Scientific research on bullying is developing very dynamically, thanks to that

we constantly develop the knowledge about the prevalence, conditions and
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consequences of this phenomenon (Zych, Ortega-Ruiz, Del Rey 2015).

Particularly the subject of school-bullying – or that which involves children and

teenagers regardless of location – has been recognized as a worldwide social issue of

great complexity and intricate ramifications, not only for the parties directly involved,

but also for parents, teachers, administrators and fellow students.

The problem of bullying has been recognized as a phenomenon with enormous
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consequences not only for those directly affected, but also for parents, teachers, school

administration and students as outside observers.

Bullying is not a new idea; indeed, it is a very old phenomenon which has

affected many of the past generations. However, it is only since the early ‘70s that

researchers have really begun to delve into the matter systematically. The early studies

of Swedish professor Dan Olweus, of Bergen University in Norway, a pioneer in the
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field, along with the suicide of three victims of bullying in 1978 drew attention to the

subject and helped open the way to further studies.

Since then, bullying has been recognized as an international phenomenon

documented not only in Scandinavian countries, but also in England, in Wales, in

Scotland, in Ireland, in Italy, in Portugal, in Greece, in Australia, in the USA, in Canada

and in Japan (Piskin, 2002). The numbers are staggering; a recent study performed in
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the framework of the EU funded program “European Campaign against Bullying”

shows that 51% of students have experienced bullying in Lithuania, 50% of students

in Estonia, 43% in Bulgaria, 31% in Greece, 25% in Latvia and 15% in Italy (E.A.N.).

Definitions of bullying

Over the years, there have been many different definitions of bullying, which

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