___

• Albayrak, S., Yıldız, A., & Erol, S. (2012). the effect of peer bullying education on adolescents’ knowledge, attitudes and behaviors towards bullying. Procedia–Social and Behavioral Sciences, 46, 4620–4625.
• Alikaşifoğlu, M. & Ercan, O. (2007). Çocukluk çağında kabadayılık / zorbalık davranışları: hekimler açısından anlamı. Türk Pediatri Arşivi, 42, 19-25.
• Andreou, E., Paparoussi, M., & Gkouni, V. (2013). The Effects of an Anti-Bullying Bibliotherapy İntervention on Children’s Attitudes and Behavior. Global Journal of Arts Humanities and Social Sciences, 1(4), 102-113.
• Austin,S., & Joseph, S. (1996) Assessment of bully/victim problems in 8 to 11 year-olds. British Journal of Educational Psychology, 66:447–456.
• Aydos, E. H., & Akman, B. (2017) A Content Analysis of Bullying in Picture Story Books. International Association of Social Science Research, 117-124. In Ruggiero, C., Arslan, H., & Icbay, M. A. Research on Communication. IASSR. Bialystok, Poland. ISBN: 978-83-948896-2-3
• Cantone, E., Piras, A. P., Vellante, M., Preti, A., Danielsdottir, S., D’Ajola, E., Lesinskiene, S., Angermeyer, M. C., Carta, M. G. & Bhugra, D. (2015). Interventions on bullying and cyberbullying in schools: a systematic review. Clinical Practice & Epidemiology in Mental Health, 11, 58–76.
• Caravita, S. (2016, 12, October) Migrant and refugee children face higher rates of bullying. UNICEF Innocenti e-Newsletter. https://blogs.unicef.org/evidence-for-action/migrant-children-face-higher-rates-of-bullying/
• Craig, W.M., Henderson, L., & Murphy, J.G. (2000). Prospective teachers' attitudes toward bullying and victimization. School Psychology International,21, 5-21.
• Dağlıoğlu, H. E. & Çamlıbel Çakmak, Ö. (2009). Okul öncesi çocuklarına yönelik yayınlanan hikâye kitaplarının şiddet ve korku öğeleri açısından incelenmesi. Türk Kütüphaneciliği, 23(3), 510-534.
• Daniel, K. (2014). Content analysis of picture books about bullying. Yayımlanmamış yüksek lisans tezi. Bowling Green State University, Bowling Green, Ohio, USA. Danielson, K. E., & LaBonty, J. (2009). Reading and responding to children’s books about bullying. Ohio Journal of English Language Arts, 49(1), 31-36.
• Dölek, N. (2002). İlk ve ortaöğretim okullarındaki öğrenciler arasında zorbaca davranışların incelenmesi ve zorbalığı önleme tutumu geliştirilmesi programının etkisinin araştırılması. Yayınlanmamış Doktora Tezi, İstanbul: Marmara Üniversitesi.
• Doll, B., & Doll, C. (1997). Bibliotherapy with young people: Librarians and mental health professionals working together. Englewood, CO: Libraries Unlimited.
• Egan, S. K. & Perry, D. G. (1998). Does low self regard ınvite victimization? Developmental Psychology, 34(2), 299-309.
• Elley, S. (2014). Examining the Use of Bibliotherapy in a Third Grade Classroom. Texas Journal of Literacy Education, 2,2, 91-97. www.texasreaders.org
• Espelage, D.L., Bosworth, K., & Simon, T.R. (2001). Short-term stability and prospective correlates of bullying in middle-school students: an examination of potential demographic, psychosocial, and environmental influences. Violence and Victims, 16, 411-426. 10.1300/J135v02n02_08
• Evans, C. B. R., Fraser, M. W. & Cotter, K. L. (2014). The effectiveness of school-based bullying prevention programs: A systemic review. Aggression and Violent Behavior, 19, 532–544.
• Flanagan, K. S., Vanden Hoek, K. K., Shelton, A., Kelley, S. L., Morrison, C. M., & Young, A. M. (2013). Coping with bullying: What answers does children’s literature provide? School Psychology International, 34(6), 691- 706. Doi: 10.1177/0143034313479691
• Forgan, J. W. (2002). Using bibliotherapy to teach problem solving. Intervention in School and Clinic, 38, 75 –82.
• Gaffney, H., Farrington, D.P. & Ttofi, M.M. (2019). Examining the effectiveness of school-bullying ıntervention programs globally: a meta-analysis. International Journal of Bullying Preventio, 1, 14–31. https://doi.org/10.1007/s42380-019-0007-4
• Garandeau, C. F., Vermande, M. M., Reijntjes, A. H. A., & Aarts, E. (2019). Classroom bullying norms and peer status: Effects on victim-oriented and bully-oriented defending. International Journal of Behavioral Development. Advance online publication. https://doi.org/10.1177/ 0165025419894722.
• Garrity, C., Jens, K., Porter, W., Sager, N., & Short-Camilli, C. (2000). Bully-proofing your school: A Comprehensive Approach for Elementary School. Chapter Three: Colorado School Climate Survey, Elementary School Student Report p.55-61. Second Edition. Longmont, CO: Sopris West.
• Giroux, H.A. (2004). Critical pedagogy and the postmodern/modern divide: towards a pedagogy of democratization. Teacher Education Quarterly, 31(1), 31-47.
• Gladding, S. T. (2005). Counseling as an art: The creative arts in counseling, 3rd, Alexandria, VA: American Counseling Association.
• Gregory, K. E. & Vessey, J. A. (2004). Bibliotherapy: A strategy to help students with bullying. The Journal Of School Nursing, 20, 3, s.127-133.
• Gregory, K. E., & Vessey, J. A. (2004). Bibliotherapy: A strategy to help students with bullying. The Journal of School Nursing, 20(3), 127–133.
• Heath, M. A., & Cole, B. V. (2012). Strengthening classroom emotional support for children following a family member’s death. School Psychology International, 33, 243–262. doi: 10.1177/0143034311415800.
• Heath, M. A., Sheen, D., Leavy, D., Young, E. L., & Money, K. (2005). Bibliotherapy: A resource to facilitate emotional healing and growth. School Psychology International, 26, 563-580.
• Heath, M: A., Smith, K., &Young, E. L. (2017). Using Children's Literature to Strengthen Social and Emotional Learning. School Psychology International, 38, 5, 541-561.
• Henkin, R. (2005). Confronting Bullying: Literacy as a Tool for Character Education. Portsmouth, NH: Heinemann.
• Jack, S. J., & Ronan, K. R. (2008). Bibliotherapy: practice and research. School Psychology International, 29(2), 161–82.
• Janaviciene, D. (2010). Bibliotherapy process and type analysis: review of possibilities to use in the library. Tiltai, 32, 4, 119-132.
• Jiménez-Barbero, J. A., Ruiz-Hernández, J. A., Llor-Zaragoza, L., Pérez-Garćia, M. & Llor-Esteban, B. (2016). Effectiveness of anti-bullying school programs: A meta-analysis. Children and Youth Services Review, 61,165–175.
• Juvonen, J., Nishina, A., & Graham, S. (2000). Peer harassment, psychological adjustment, and school functioning in early adolescence. Journal of Educational Psychology, 92, 349-359, 10.1037//0022-0663.92.2.349.
• Kärnä, A., Voeten, M., Little, T., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011). A large-scale evaluation of the KiVa antibullying program. Child Development, 82(1), 311–330. https://doi.org/10.1111/j.1467-8624.2010.01557.x
• Kartal, H., & Bilgin, A. (2007). An anti-bullying program for primary school students: Freeing the school from bullying. Theories and Applications in Education, 3 (2), 207-227. ISSN: 1304–9496.
• Khusumadewi, A & Sholehaa, E. & Ifdilb, I. (2017). The effectiveness of bibliotherapy to decrease negative thoughts towards children with special need. Advances in Social Science, Education and Humanities Research, 173, 30-33.
• Kokkinos, C. M. & Kipritsi, E. (2012) The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents..Social Psychology of Education, 15(1), 41-58. DOI:10.1007/s11218-011-9168-9
• La Greca, A. M., Dandes, S. K., Wick, P., Shaw, K., & Stone, W. L. (1988). Development of the Social Anxiety Scale for Children: Reliability and concurrent validity. Journal of Clinical Child Psychology, 17, 84-91.
• Ladd, G. W., Kochenderfer, B. J. & Coleman C.C. (1997). Classroom peer acceptance, friendship, and victimization: distinct relational systems that contribute uniquely to children’s school adjustment? Child Development, 68(6), .1181-1197.
• Lomas, J., Stough, C., Hansen, K. & Downey, L. A. (2012). Brief report: Emotional intelligence, victimization and bullying in adolescents. Journal of Adolescence, 35(1), 207-211. DOI: 10.1016/j.adolescence.2011.03.002
• McIntyre, T. (1999). Bibliotherapy. Retrieved July 8, 2019, from http://maxweber.hunter.cuny.edu/eres/docs/eres/EDSPC715_MCINTYRE/Biblio.html
• MEB. (2020). Hayat Boyu Öğrenme. https://hbogm.meb.gov.tr/meb_iys_dosyalar/2020_01/27110237_OCAK_2020internet_BulteniSunu.pdf
• Morris, V.G., Taylor, S.I. & Wilson, J.T. (2000). Using Children's Stories to Promote Peace in Classrooms. Early Childhood Education Journal, 28(1), 41-50. https://doi.org/10.1023/A:1009547604092
• Moulton, E., Heath, M. A., Prater, M. A., & Dyches, T. T. (2011). Portrayals of bullying in children's picture books and implications for bibliotherapy. Reading Horizons, 51 (2), 119-148.
• Mynard, H., & Joseph, S. (1997). Bully victim problems and their association with Eysenck's personality dimensions in 8 to 13 year-olds. British Journal of Educational Psychology, 67: 51–54.
• Nansel, T. R., Craig, W., Overpeck, M.D., Saluja, G. & Ruan, W. J. (2004). Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. Archives of Pediatrics and Adolescent Medicine, 158(8), 730-736. http://dx.doi.org/10.1001/archpedi.158.8.730.
• Nickerson, A. B., Aloe, A. M., Werth, J. M., & Rose, C. A. (2015). The relation of empathy and defending in bullying: A meta-analytic investigation. School Psychology Review, 44 (4), 372–390. https://doi.org/10.17105/spr-15-0035.1
• Nishina, A., & Juvonen, J. (2005). Daily reports of witnessing and experiencing peer harrasment ın middle school. Child Development, 76(2), 435-450.
• OECD (2017). “Bullying”, in PISA 2015 Results (Volume III): Students' Well-Being, OECD Publishing, Paris. DOI: https://doi.org/10.1787/9789264273856-12-en
• Olweus, D. (1987). Bully/victims problems among schoolchildren in Scandinavia. J.P. Myklebust, R. Ommundsen (Eds.), Psykologprofesjonen mot ar 2000, Universitetsforlaget, Oslo, Norway, pp. 395-413.
• Oppliger, P.A., & Davis, A. (2016). Portrayals of bullying: A content analysis of picture books for preschoolers. Early Childhood Educational Journal, 44, 5, 515-526. https://doi.org/10.1007/s10643-015-0734-1.
• Yazar1 ve arkadaşları (2019). Etik nedenlerden dolayı kaynak daha sonra eklenecektir.
• Paparoussi, M., Andreou, E. & Gkouni, V. (2011). Approaching children’s fears through bibliotherapy: A classroom based intervention. In J. Hagen & A. T. Kisubi (eds.). Best practices in human services: A global perspective (pp. 284- 300). Oshkosh: Council for Standards in Human Service Education.
• Pardeck, J. T. (1995). Bibliotherapy: An innovative approach for helping children. Early Child Development and Care, 110, 83-88. Pellegrini, A.D. (2002). Bullying, victimization, and sexual harassment during the transition to middle school. Educational Psychologist, 37(3), 151-163.
• PISA. (2019). 2018 Türkiye Ön Raporu. 2020http://www.meb.gov.tr/meb_iys_dosyalar/2019_12/03105347_PISA_2018_Turkiye_On_Raporu.pdf.
• Pişkin, M. ve Ayas, T (2011). Akran Zorbalığı Ölçeği: Çocuk Formu. Akademik Bakış: Uluslararası Hakemli Sosyal Bilimler E-Dergisi, 23, 1-12.
• Prater, M. A., Johnstun, M. L., Dyches, T. T., & Johnstun, M. R. (2006). Using children’s books as bibliotherapy for at-risk students: A guide for teachers. Preventing School Failure 50(4), 5–1.3.
• Qin, D.B., Way, N. & Rana, M. (2008). The ‘model minority’ and their discontent: Examining peer discrimination and harassment of Chinese American immigrant youth. New Directions for Child and Adolescent Development, 121, 27-42.
• Rawlings, J. R. (2019). A critical review of anti-bullying programs in North American elementary schools. Journal of School Health, 89(9), 759-780.
• Rock, E. A., Hammond, M., & Rasmussen, S. (2002).School based program to teach children empathy and bully prevention. (ERIC Document Service Reproduction No. ED471437)
• Roland, E. (2002), Aggression, depression, and bullying others. Aggresive. Behaviour, 28, 198-206.https://doi.org/10.1002/ab.90022
• Salmivalli, C., Kaukiainen, A., Kaistaniemi, L., Lagerspetz, K.M.J. (1999). Self-evaluated self-esteem, peer-evaluated self-esteem, and defensive egotism as predictors of adolescents' participation in bullying situations. Personality and Social Psychology Bulletin, 25, 1268–1278.
• Salmivalli, C., Lappalainen, M., & Lagerspetz, K.M.J. (1998). Stability and change of behavior in connection with bullying in schools: a two year follow-up. Aggressive Behavior, 24, 205-218.
• Salmivalli, C., Poskiparta, E., Ahtola, A., & Haataja, A. (2013). The ımplementation and effectiveness of the KiVa anti-bullying program in England. European Psychologist, 18(2), 79-88.
• Salmon, G., James, A., & Smith, D. M. (1998). Bullying in schools: Self-reported anxiety, Peer Victimization Review 34 depression, and self-esteem in secondary school children. British Medical Journal, 317, 924- 925.
• Schonert-Reichl, K. A., Smith, V., Zaidman-Zait, A., & Hertzman, C. (2012). Promoting children’s prosocial behaviours in school: Impact of the “roots of empathy” program on the social and emotional competence of school-aged children. School Mental Health, 4(1), 1–12. https://doi.org/ 10.1007/s12310-011-9064-7
• Smith, C. A. (1993). The peaceful classroom. Mt. Rainier, MD: Gryphon House.
• Solow, K. (2018). Using Children's Books to Build Empathy in Children. Theses Graduate School of Arts and Social Sciences. Lesley University. Expressive Therapies Capstone Theses.
• Spielberger, C. (1973). STAIC preliminary manual. Palo Alto, CA: Consulting Psychologists Press.
• Sridhar, D. & Vaughn, S. (2000). Bibliotherapy for all: Enhancing reading comprehension, selfconcept and behavior. Teaching Exceptional Children, 33(2), 74-82.
• Strohmeier, D., Kärnä, A., & Salmivalli, C. (2011). Intrapersonal and interpersonal risk factors for peer victimization in immigrant youth in Finland. Developmental Psychology, 47, 248-258
• Strohmeier, D., Wagner, P., Spiel, C., & von Eye, A. (2010). Stability and constancy of bully-victim behaviour: looking at variables and individuals. Zeitschrift fur Psychologie/Journal of Psychology. 218, 185-193.10.1027/0044-3409/a000028
• TALIS (2019). 2018 Öğretmen ve okul yöneticileri yanıtları analizi. https://oygm.meb.gov.tr/meb_iys_dosyalar/2020_09/10142823_TALIS_RAPORU-.pdf
• Taneri, P. O. (2021). Kapsayıcı değerlendirme. P. O. Taneri (Ed.), Kuramdan uygulamaya kapsayıcı eğitim (s. 93-118) içinde. Ankara: Pegem Akademi.
• Taneri, P. O., Özbek, Ö. Y. ve Şahin, A. (2019a). A critical look at bullying prevention school programs. I. International Symposium on Science, Education, Art and Technology, 02-04 May 2019, İzmir, Turkey.
• Taneri, P. O., Özbek, Ö. Y., Şahin, A. ve Akduman, N. (2019b). Use of bibliyotherapy method to prevent peer bullying. 10th International Conference on Research in Education- ICRE, 20-22 April 2019, Alanya, Turkey
• Taş, U. E., Arıcı, Ö., Özarkan, H. B., & Özgürlük, B. (2016). PISA 2015 ulusal raporu. Ankara: Milli Eğitim Bakanlığı. http://pisa.meb.gov.tr/wpcontent/uploads/2016/12/PISA2015_Ulusal_Rapor1.pdf
• Thompson, F. & Smith., & P. K. (2014). What works best to help stop bullying in schools? The Conversation Trust (UK) Limited. https://theconversation.com/what-works-best-to-help-stop-bullying-in-schools-28865
• TIMSS. (2020). 2019 Türkiye Ön Raporu. http://www.meb.gov.tr/meb_iys_dosyalar/2020_12/08202713_No15_TIMSS_2019_Turk ye_On_Raporu.pdf
• Ttofi, M. M. & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27-56.
• UNICEF Basın Bülteni (2018). https://www.unicef.org/turkey/bas%C4%B1n-b%C3%BCltenleri/unicef-d%C3%BCnyadaki-gen%C3%A7lerin-yar%C4%B1s%C4%B1-okulda-ve-okul-%C3%A7evresinde-akran-%C5%9Fiddetine-maruz
• URL1.https://www.unicef.org/turkey/bas%C4%B1n-b%C3%BCltenleri/unicef-anketi-30-%C3%BClkedeki-gen%C3%A7lerin-%C3%BC%C3%A7te-birinden-fazlas%C4%B1-%C3%A7evrimi%C3%A7i-zorbal%C4%B1k
• URL2. https://multeciler.org.tr/turkiyedeki-suriyeli-sayisi/
• URL3. https://www.kivaprogram.net/what-is-kiva/
• Van Batavia, A. (2012). The effects of bibliotherapy on bullying behaviours of adolescents. Thesis submitted Partial fullfilments Educational Specialist in Human Services. University of Central Missouri.
• Van Noorden, T. H. J., Haselager, G. J., Cillessen, A. H. N., & 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. https:// doi.org/10.1007/s10964-014-0135-6.
• Wang, C, Goldberg, T.S. (2017). Using children's literature to decrease moral disengagement and victimization among elementary school students. Psychol Schs. 54: 918– 931. https://doi.org/10.1002/pits.22042
• Wang, C., Couch, L, Rodriguez, G.R., & Lee C. (2015).The Bullying Literature Project: using children’s literature to promote prosocial behavior and social-emotional outcomes among elementary school students. Contemp Educational Psychology, 19(4):320–9.
• Wiseman, A.M., & Jones, J.S. (2018). Examining Depictions of Bullying in Children’s Picturebooks: A Content Analysis From 1997 to 2017. Journal of Research in Childhood Education, 32: 2, 190-201,DOI: 10.1080/02568543.2017.1419320
• Yeager, D. S., Fong, C. J., Lee, H. Y., & Espelage, D. L. (2015). Declines in efficacy of anti-bullying programs among older adolescents: Theory and a three-level meta-analysis. Journal of Applied Developmental Psychology, 37, 36–51. https://doi.org/10.1016/j.appdev.2014.11.005
• Yıldırım, A., Özgürlük, B., Parlak, B., Gönen, E., & Polat, M. (2016). TIMSS 2015 ulusal matematik ve fen bilimleri ön raporu 4. ve 8. Sınıflar. Ankara: Meb.
• Yilmaz, R., Cikili Uytun, M. (2020). What do we Know about Bullying in Syrian Adolescent Refugees? A Cross Sectional Study from Turkey. Psychiatry Q, 91, 1395–1406 https://multeciler.org.tr/).
• Zych, I., Ttofi, M. M., & Farrington, D. P. (2019). Empathy and callous–unemotional traits in different bullying roles: A systematic review and meta-analysis. Trauma, Violence and Abuse, 136(1), 3–21. https://doi.org/10.1177/ 1524838016683456