BullyingNCT06656910
The Effect of the Self-compassion Development Program on Bullying and Victimization in Middle School Students
A study testing Self Compassion Group in people with Bullying and Bullying Victimisation, run by Marmara University at 1 site in Turkey (Türkiye).
Trial summary
Violence in schools is an important public health problem affecting the health and safety of schools. Peer bullying, which is a common form of school violence, is defined as the behaviour of a bully person or group that deliberately hurts and upsets a person who is weaker than him/her more than once and causes stress… Read more about this study
- Who is it for?
- Ages 10 to 12 yearsHealthy volunteers can take part
- Conditions the study is for
- Bullying, Bullying Victimisation
- What is being tested?
- Self Compassion Group
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 115 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 28 Feb 2025to 30 Oct 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 10 to 12 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- Being a 5th grade middle school student
- Volunteering to participate in the research
- No vision, hearing, comprehension problems
- Regular attendance to the sessions
Who cannot join
- Lack of parental permission to participate in the study
- Failure to fill in the forms related to the research completely
- Abandoning the research at any time during the research
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Milli Eğitim Vakfı Middle School
Istanbul, Istanbul, 34696
About this study
Violence in schools is an important public health problem affecting the health and safety of schools. Peer bullying, which is a common form of school violence, is defined as the behaviour of a bully person or group that deliberately hurts and upsets a person who is weaker than him/her more than once and causes stress in the person exposed to this situation. In peer bullying, there are roles as victim, bully and audience. Bullying has serious consequences on children in all roles. It affects both health and academic success. There are individual, familial, school-related and environmental reasons for peer bullying. There is a significant increase in the rates of peer bullying both in the world and in our country. It is most common in the middle school period among school periods. Self-compassion, a protective factor for individuals, can be expressed as the understanding they show to themselves in the face of negative situations they have encountered throughout their lives. Individuals with self-compassion can approach themselves with love and compassion when they make mistakes or face difficulties in life, thinking that this situation is unique to human beings. When the common characteristics of bullies and victims are examined, it is seen that they experience depression and anxiety, are angry and cannot communicate effectively. Not criticising oneself if it is destructive and cruel, having a compassionate attitude towards oneself protects the individual from negative feelings and thoughts, improves self-esteem and leads to a decrease in depression and anxiety. It is seen that people with high levels of self-compassion exhibit less aggressive behaviour. In this study, a 7-week self-compassion development programme will be implemented for secondary school students.
Read the detailed description
Peer bullying is a significant school and public health problem that affects school safety and the health of individuals in the school. Peer bullying is a type of aggression in which one or more students intentionally and continuously harass weaker students, and the victim is unable to protect himself. In order for the disturbing situation to be considered peer bullying, there must be an unequal power relationship between individuals, and this situation must be intentional and continuous (Uz, 2018; Olweus, 1999). When the results of recent research and the news in the media are examined, it is seen that violence and bullying incidents in schools, which affect children's academic success and psychological development, are increasing among children and adolescents. According to the 2022 report of the OECD's Programme for International Student Assessment (PISA), on average 20% of students across OECD countries report that they are bullied at least a few times a month. This rate, which was 19% in our country in PISA 2015 data, is reported as 27% according to 2022 data. According to studies, the incidence of peer bullying increases during secondary school (Gökkaya and Sütçü, 2020; Grant et al., 2019; https://pisa.meb.gov.tr/ , Access date: 22/10/2024).
Compassion is to approach failure or error by thinking that it can be a common experience for all people instead of hurting people. Compassion involves being sensitive to other people's sadness, sharing the pain of other individuals, and understanding the people in front of us without judging them. Self-compassion, a protective factor for individuals, can be expressed as the understanding they show themselves in the face of negative situations they encounter throughout their lives. Individuals who show compassion to themselves do not make harsh judgments and self-criticism towards themselves. Self-compassion can also be defined as an individual trying to understand themselves without prejudice, and behaving kindly and compassionately towards themselves instead of judging or criticizing themselves harshly. Self-compassion has three basic components: self-kindness, perception of common human experience, and awareness (Kurtoğlu and Başgül, 2021). Not criticizing oneself if one is destructive and cruel, and being able to have a compassionate attitude towards oneself protects the individual from negative feelings and thoughts, improves self-esteem, and causes a decrease in depression and anxiety (Germer and Neff, 2019). In a study evaluating psychological well-being in the adolescent population, it was observed that there was a significant negative relationship between stress, anxiety, depression levels and self-compassion levels in adolescents (Marsh et al., 2018). There are other studies supporting the fact that individuals with high self-compassion levels exhibit less aggressive attitudes towards other people (Fresnics and Borders, 2017; Sommerfeld and Bitton, 2020). Individuals who cannot show self-compassion have difficulty developing appropriate understanding in the painful experiences of others (Saricaoğlu and Arslan, 2019). When the information obtained from the literature is evaluated, it is thought that the self-compassion development program will have an effect on middle school students' bullying and victimization.
The research was planned as a randomly assigned intervention and control group, pre-test, post-test after the intervention and follow-up test three months after the intervention. The data will be collected with Personal Information Form, Identifying Victims of Peer Bullying Scale, Identifying Peer Bullies Scale and Self-Compassion Scale Short Form.
It was aimed to reach a total of 102 students, 51 in the experimental group and 51 in the control group, out of the students enrolled in the 5th grade (N=185) in the Milli Eğitim Vakfı Middle School in Usküdar district of Istanbul province. The participants were assigned to groups by lot.
This study aims to evaluate the effects of a self-compassion development program on bullying and victimization among secondary school students.
- Conditions
- Bullying, Bullying Victimisation
- Being tested
- Self Compassion Group
- Keywords
- bullying, victim, self compassion
- Medical subject headings
- Bullying
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Self Compassion GroupBehavioural
A 7-week self-compassion Programme:
Course 1:
Detective Warm-Up Game, Explaining the application of compassion/self-compassion.
Course 2:
Draw and Tell Warm-up Game, Breath Awareness Exercise, Mindful Eating Activity.
Course 3:
Walking Warm-Up, Body Scan Meditation, How Do You Treat Your Friend Activity.
Course 4:
Random Cards warm-up game, Compassion Meditation, Just Like Me Exercise.
Course 5:
Break, Self-compassionate letter writing.
Course 6:
Tree Drawing Warm-Up Game, Mountain Meditation, Recognize Your Inner Bully, Three Calming Breathing Exercises.
Course 7:
Considering the process with participants, Implementation of final tests, Tender farewell.
| Study group | Role | What they receive |
|---|---|---|
| Control Group | No intervention | No intervation will be taken. |
| Experimental Group | Experimental | In this study, a 7-week self-compassion development program will be implemented on middle school students by a researcher who has a certificate of participation in an 8-week self-compassion development training, a pedagogical formation training certificate, and has experience working as a nurse in a child and adolescent mental health clinic. The content of the program was created by participating in the self-compassion development training and literature review, and expert opinion was obtained. Receives: Behavioral: Self Compassion Group |
What is being measured
The primary outcome is the main question the study is designed to answer.
Mean of Peer Bullying and Victimization Score
Mean of victimization score will be determined by Identifying Victims of Peer Bullying Scale. The scale, developed by Mynard and Joseph (2000) and adapted to Turkish by Gültekin and Sayıl (2005) for students aged 11-16, consists of 5 sub-dimensions and 27 items. The lowest score that can be obtained from the scale is 0, and the highest score is 54. A high score obtained from the scale indicates that the person is frequently the target of peer attack, while a low score indicates that the person is rarely or never a target.
Mean of peer bullying score will be determined by Identifying Peer Bullies Scale. This scale developed by Mynard and Joseph (2000) and adapted into Turkish by Gültekin and Sayıl by adding the question "So, how much do you do this behavior?" developed by Pekel and Uçanok (2005). The lowest score that can be obtained from the scale is 0, and the highest score is 54. As the scores obtained from the scale increase, the rate of bully behaviour increases.
Measured: Baseline (Before the intervention) and from enrollment to the end of intervention 7 weeks and 12 weeks.
Secondary outcomes (1)
Mean of Self Compassion score
Mean of Self Compassion score will be determinated Self-compassion scale short form. The Self-Compassion Scale short form was developed by Neff (2003) and adapted into Turkish by Yıldırım and Sarı (2018) to examine the psychometric properties of the scale on adolescents. The scale is a 5-point Likert type, consisting of 11 items and a single dimension. The reliability Cronbach alpha internal consistency coefficient of the scale is 0.75. The 1st, 4th, 8th, 9th, 10th and 11th items on the scale are reverse coded. The highest score that can be obtained from the scale is 55, and the lowest score is 11. A high score obtained from the scale indicates that the individual has a high level of self-compassion.
Measured: Baseline (Before the intervention) and from enrollment to the end of intervention 7 weeks and 12 weeks.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted24 Oct 2024
- Study start28 Feb 2025
- Primary completion30 Aug 2025
- Study completion30 Oct 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (14)Papers the sponsor has linked to this study.
- Other trials for BullyingStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- The research was planned as a randomly assigned intervention and control group, pre-test, post-test after the intervention and follow-up test three months after the intervention.
- Masking
- None (open label)
- Enrolment
- 115 participants (actual)
Sponsor and investigators
- Lead sponsor
- Marmara University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06656910
- Sponsor's protocol ID
- 19/12/23-133
- Other IDs
- TDK-2024-11388
- Status last verified
- Feb 2026
- First submitted
- 23 Oct 2024
- Last updated
- 5 Feb 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided
Publications
Yıldırım M, Sarı T. Öz-Şefkat Ölçeği Kısa Formu'nun Türkçe Uyarlaması: Geçerlik Ve Güvenirlik Çalışması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 2018; 18(4): 2502-17
Pekel NU, Uçanok Z. Akran zorbalığı gruplarında yalnızlık ve akademik başarı ile sosyometrik statüye göre zorba/ kurban davranış türleri. Türk Psikoloji Dergisi.2005; 56: 77-92
Mynard H, Joseph S. Development of the multidimensional peer-victimization scale. Aggressive Behavior: Official Journal of the International Society for Research on Aggression.2000; 26(2):169-78
Gültekin Z, Sayıl M. Akran Zorbalığını Belirleme Ölçeği geliştirme çalışması. Türk Psikoloji Yazıları. 2005; 15: 47- 61.
Uz R. Okullarda Şiddet. 1. Basım, Sentez Yayıncılık. Bursa; 2018
Sommerfeld E, Shechory Bitton M. Rejection Sensitivity, Self-Compassion, and Aggressive Behavior: The Role of Borderline Features as a Mediator. Front Psychol. 2020 Jan 24;11:44. doi: 10.3389/fpsyg.2020.00044. eCollection 2020.
PubMed 32038443Sarıcaoğlu H, Arslan C. Bilinçli öz-anlayış programının üniversite öğrencilerinin öz-anlayışına etkisi. Manas Sosyal Araştırmalar Dergisi. 2019; 8(3), 2381-99
Olweus D. In P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano & P. Slee (Eds.), The nature of school bullying: A cross national perspective . London and New York: Routledge. 1999 ; 7-27
Marsh IC, Chan SWY, MacBeth A. Self-compassion and Psychological Distress in Adolescents-a Meta-analysis. Mindfulness (N Y). 2018;9(4):1011-1027. doi: 10.1007/s12671-017-0850-7. Epub 2017 Nov 25.
PubMed 30100930Kurtoğlu M, Başgül ŞS. Koruyucu faktör olarak öz-şefkat üzerine bir derleme çalışması. Journal of CognitiveBehavioral Psychotherapy and Research. 2013;10(1): 56-65
Grant NJ, Merrin GJ, King MT, Espelage DL. Ortaokul öğrencileri arasında zorbalığa ilişkin aile içi şiddet ve akran sapkınlığının kişi içi ve kişiler arası ilişkilerinin incelenmesi. Şiddet Psikolojisi.2019; 9 (1): 18-27
Gökkaya F, Sütçü ST. Akran zorbalığının ortaokul öğrencileri arasında yaygınlığının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2020; 35(1); 40-54
Germer CK, Neff K. Öz Şefkatli Farkındalık Uygulama Rehberi. Çeviren: Tarımtay Altun F. 1. Basım, Diyojen Yayıncılık Ltd. Şti., İstanbul; 2020
Fresnics A, Borders A. Angry rumination mediates the unique associations between self-compassion and anger and aggression. Mindfulness.2017; 8(3): 554-64
Study at a glance
From the registry record, last updated by the sponsor on 5 Feb 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of the Self-compassion Development Program on Bullying and Victimization in Middle School Students
- ClinicalTrials.gov ID
- NCT06656910
- Acronym / sponsor ID
- 19/12/23-133
- Conditions
- Bullying, Bullying Victimisation
- Keywords
- bullying, victim, self compassion
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 115 participants (actual)
- Lead sponsor
- Marmara UniversityUniversity, hospital or other
- Study start
- 28 Feb 2025 (actual)
- Primary completion
- 30 Aug 2025 (actual)
- Study completion
- 30 Oct 2025 (actual)
- First posted
- 24 Oct 2024 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Violence in schools is an important public health problem affecting the health and safety of schools. Peer bullying, which is a common form of school violence, is defined as the behaviour of a bully person or group that deliberately hurts and upsets a person who is weaker than him/her more than once and causes stress in the person exposed to this situation. In peer bullying, there are roles as victim, bully and audience. Bullying has serious consequences on children in all roles. It affects both health and academic success. There are individual, familial, school-related and environmental reasons for peer bullying. There is a significant increase in the rates of peer bullying both in the world and in our country. It is most common in the middle school period among school periods. Self-compassion, a protective factor for individuals, can be expressed as the understanding they show to themselves in the face of negative situations they have encountered throughout their lives. Individuals with self-compassion can approach themselves with love and compassion when they make mistakes or face difficulties in life, thinking that this situation is unique to human beings. When the common characteristics of bullies and victims are examined, it is seen that they experience depression and anxiety, are angry and cannot communicate effectively. Not criticising oneself if it is destructive and cruel, having a compassionate attitude towards oneself protects the individual from negative feelings and thoughts, improves self-esteem and leads to a decrease in depression and anxiety. It is seen that people with high levels of self-compassion exhibit less aggressive behaviour. In this study, a 7-week self-compassion development programme will be implemented for secondary school students.
Detailed description
Peer bullying is a significant school and public health problem that affects school safety and the health of individuals in the school. Peer bullying is a type of aggression in which one or more students intentionally and continuously harass weaker students, and the victim is unable to protect himself. In order for the disturbing situation to be considered peer bullying, there must be an unequal power relationship between individuals, and this situation must be intentional and continuous (Uz, 2018; Olweus, 1999). When the results of recent research and the news in the media are examined, it is seen that violence and bullying incidents in schools, which affect children's academic success and psychological development, are increasing among children and adolescents. According to the 2022 report of the OECD's Programme for International Student Assessment (PISA), on average 20% of students across OECD countries report that they are bullied at least a few times a month. This rate, which was 19% in our country in PISA 2015 data, is reported as 27% according to 2022 data. According to studies, the incidence of peer bullying increases during secondary school (Gökkaya and Sütçü, 2020; Grant et al., 2019; https://pisa.meb.gov.tr/ , Access date: 22/10/2024).
Compassion is to approach failure or error by thinking that it can be a common experience for all people instead of hurting people. Compassion involves being sensitive to other people's sadness, sharing the pain of other individuals, and understanding the people in front of us without judging them. Self-compassion, a protective factor for individuals, can be expressed as the understanding they show themselves in the face of negative situations they encounter throughout their lives. Individuals who show compassion to themselves do not make harsh judgments and self-criticism towards themselves. Self-compassion can also be defined as an individual trying to understand themselves without prejudice, and behaving kindly and compassionately towards themselves instead of judging or criticizing themselves harshly. Self-compassion has three basic components: self-kindness, perception of common human experience, and awareness (Kurtoğlu and Başgül, 2021). Not criticizing oneself if one is destructive and cruel, and being able to have a compassionate attitude towards oneself protects the individual from negative feelings and thoughts, improves self-esteem, and causes a decrease in depression and anxiety (Germer and Neff, 2019). In a study evaluating psychological well-being in the adolescent population, it was observed that there was a significant negative relationship between stress, anxiety, depression levels and self-compassion levels in adolescents (Marsh et al., 2018). There are other studies supporting the fact that individuals with high self-compassion levels exhibit less aggressive attitudes towards other people (Fresnics and Borders, 2017; Sommerfeld and Bitton, 2020). Individuals who cannot show self-compassion have difficulty developing appropriate understanding in the painful experiences of others (Saricaoğlu and Arslan, 2019). When the information obtained from the literature is evaluated, it is thought that the self-compassion development program will have an effect on middle school students' bullying and victimization.
The research was planned as a randomly assigned intervention and control group, pre-test, post-test after the intervention and follow-up test three months after the intervention. The data will be collected with Personal Information Form, Identifying Victims of Peer Bullying Scale, Identifying Peer Bullies Scale and Self-Compassion Scale Short Form.
It was aimed to reach a total of 102 students, 51 in the experimental group and 51 in the control group, out of the students enrolled in the 5th grade (N=185) in the Milli Eğitim Vakfı Middle School in Usküdar district of Istanbul province. The participants were assigned to groups by lot.
This study aims to evaluate the effects of a self-compassion development program on bullying and victimization among secondary school students.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- The research was planned as a randomly assigned intervention and control group, pre-test, post-test after the intervention and follow-up test three months after the intervention.
| Arm | Type | Receives |
|---|---|---|
| Control Group | No intervention | –No intervation will be taken. |
| Experimental Group | Experimental | Behavioral: Self Compassion GroupIn this study, a 7-week self-compassion development program will be implemented on middle school students by a researcher who has a certificate of participation in an 8-week self-compassion development training, a pedagogical formation training certificate, and has experience working as a nurse in a child and adolescent mental health clinic. The content of the program was created by participating in the self-compassion development training and literature review, and expert opinion was obtained. |
Who may qualify
- Ages
- 10 to 12 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (4 listed)
- Being a 5th grade middle school student
- Volunteering to participate in the research
- No vision, hearing, comprehension problems
- Regular attendance to the sessions
Key exclusion criteria (3 listed)
- Lack of parental permission to participate in the study
- Failure to fill in the forms related to the research completely
- Abandoning the research at any time during the research
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Self Compassion GroupA 7-week self-compassion Programme: Course 1: Detective Warm-Up Game, Explaining the application of compassion/self-compassion. Course 2: Draw and Tell Warm-up Game, Breath Awareness Exercise, Mindful Eating Activity. Course 3: Walking Warm-Up, Body Scan Meditation, How Do You Treat Your Friend Activity. Course 4: Random Cards warm-up game, Compassion Meditation, Just Like Me Exercise. Course 5: Break, Self-compassionate letter writing. Course 6: Tree Drawing Warm-Up Game, Mountain Meditation, Recognize Your Inner Bully, Three Calming Breathing Exercises. Course 7: Considering the process with participants, Implementation of final tests, Tender farewell. | Behavioural | Experimental Group |
Primary outcome
Mean of Peer Bullying and Victimization Score
Time frame: Baseline (Before the intervention) and from enrollment to the end of intervention 7 weeks and 12 weeks.
Mean of victimization score will be determined by Identifying Victims of Peer Bullying Scale. The scale, developed by Mynard and Joseph (2000) and adapted to Turkish by Gültekin and Sayıl (2005) for students aged 11-16, consists of 5 sub-dimensions and 27 items. The lowest score that can be obtained from the scale is 0, and the highest score is 54. A high score obtained from the scale indicates that the person is frequently the target of peer attack, while a low score indicates that the person is rarely or never a target. Mean of peer bullying score will be determined by Identifying Peer Bullies Scale. This scale developed by Mynard and Joseph (2000) and adapted into Turkish by Gültekin and Sayıl by adding the question "So, how much do you do this behavior?" developed by Pekel and Uçanok (2005). The lowest score that can be obtained from the scale is 0, and the highest score is 54. As the scores obtained from the scale increase, the rate of bully behaviour increases.
1 secondary outcome
Mean of Self Compassion score
Time frame: Baseline (Before the intervention) and from enrollment to the end of intervention 7 weeks and 12 weeks.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 5 Feb 2026.
- Results publicationYıldırım M, Sarı T. Öz-Şefkat Ölçeği Kısa Formu'nun Türkçe Uyarlaması: Geçerlik Ve Güvenirlik Çalışması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi. 2018; 18(4): 2502-17
- Results publicationPekel NU, Uçanok Z. Akran zorbalığı gruplarında yalnızlık ve akademik başarı ile sosyometrik statüye göre zorba/ kurban davranış türleri. Türk Psikoloji Dergisi.2005; 56: 77-92
- Results publicationMynard H, Joseph S. Development of the multidimensional peer-victimization scale. Aggressive Behavior: Official Journal of the International Society for Research on Aggression.2000; 26(2):169-78
- Results publicationGültekin Z, Sayıl M. Akran Zorbalığını Belirleme Ölçeği geliştirme çalışması. Türk Psikoloji Yazıları. 2005; 15: 47- 61.
- Results publicationUz R. Okullarda Şiddet. 1. Basım, Sentez Yayıncılık. Bursa; 2018
- Results publication: PubMed 32038443Sommerfeld E, Shechory Bitton M. Rejection Sensitivity, Self-Compassion, and Aggressive Behavior: The Role of Borderline Features as a Mediator. Front Psychol. 2020 Jan 24;11:44. doi: 10.3389/fpsyg.2020.00044. eCollection 2020.
- Results publicationSarıcaoğlu H, Arslan C. Bilinçli öz-anlayış programının üniversite öğrencilerinin öz-anlayışına etkisi. Manas Sosyal Araştırmalar Dergisi. 2019; 8(3), 2381-99
- Results publicationOlweus D. In P. K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano & P. Slee (Eds.), The nature of school bullying: A cross national perspective . London and New York: Routledge. 1999 ; 7-27
- Results publication: PubMed 30100930Marsh IC, Chan SWY, MacBeth A. Self-compassion and Psychological Distress in Adolescents-a Meta-analysis. Mindfulness (N Y). 2018;9(4):1011-1027. doi: 10.1007/s12671-017-0850-7. Epub 2017 Nov 25.
- Results publicationKurtoğlu M, Başgül ŞS. Koruyucu faktör olarak öz-şefkat üzerine bir derleme çalışması. Journal of CognitiveBehavioral Psychotherapy and Research. 2013;10(1): 56-65
- Results publicationGrant NJ, Merrin GJ, King MT, Espelage DL. Ortaokul öğrencileri arasında zorbalığa ilişkin aile içi şiddet ve akran sapkınlığının kişi içi ve kişiler arası ilişkilerinin incelenmesi. Şiddet Psikolojisi.2019; 9 (1): 18-27
- Results publicationGökkaya F, Sütçü ST. Akran zorbalığının ortaokul öğrencileri arasında yaygınlığının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2020; 35(1); 40-54
- Individual participant dataSharing planned: Undecided
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Self Compassion Group in people with Bullying and Bullying Victimisation, run by Marmara University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 4 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 5 Feb 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Mean of Peer Bullying and Victimization Score (time frame: Baseline (Before the intervention) and from enrollment to the end of intervention 7 weeks and 12 weeks.). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT06656910, which also lists 14 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 5 Feb 2026.