2. Skybo T, Polivka B. Health promotion model for childhood violence prevention and exposure. Journal of Clinical Nursing. 2007; 16(1):38–45. DOI:
10.1111/j.1365-2702.2006.01621.x.
3. Stephenson CW. The effectiveness of a violence prevention program used as a nursing intervention tool on agression among children in pre-kindergarten [dissertation]. Boca Raton (FL): Florida Atlantic University;2009. 1–102.
4. Seçer Z, Gülay Ogelman H, Şimşek H, Önder A, Bademci D. Analysis of 5–6 year of preschool children school adjustment differences according to peer victimisation. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi. 2014; 23:351–372.
5. Ttofi MM, Farrington DP, Lösel F, Crago RV, Theodorakis N. School bullying and drug use later in life: A meta-analytic investigation. School Psychology Quarterly. 2016; 31(1):8–27. DOI:
10.1037/spq0000120.
6. Entenman J, Murnen TJ, Hendricks C. Victims, bullies, and bystanders in K-3 literature. The Reading Teacher. 2005; 59(4):352–364. DOI:
10.1598/RT.59.4.5.
7. Ilola AM, Lempinen L, Huttunen J, Ristkari T, Sourander A. Bullying and victimisation are common in four-year-old children and are associated with somatic symptoms and conduct and peer problems. Acta Paediatrica. 2016; 105(5):522–528. DOI:
10.1111/apa.13327.
8. Klomek AB, Sourander A, Elonheimo H. Bullying by peers in childhood and effects on psychopathology, suicidality, and criminality in adulthood. The Lancet Psychiatry. 2015; 2(10):930–941. DOI:
10.1016/S2215-0366(15)00223-0.
9. Quinn ST, Stewart MC. Examining the long-term consequences of bullying on adult substance use. American Journal of Criminal Justice. 2018; 43(1):85–101. DOI:
10.1007/s12103-017-9407-5.
10. Meltzer H, Vostanis P, Ford T, Bebbington P, Dennis MS. Victims of bullying in childhood and suicide attempts in adulthood. European Psychiatry. 2011; 26(8):498–503. DOI:
10.1016/j.eurpsy.2010.11.006.
11. Sigurdson JF, Wallander J, Sund AM. Is involvement in school bullying associated with general health and psychosocial adjustment outcomes in adulthood? Child Abuse & Neglect. 2014; 38(10):1607–1617. DOI:
10.1016/j.chiabu.2014.06.001.
12. Moore SE, Norman RE, Suetani S, Thomas HJ, Sly PD, Scott JG. Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis. World Journal of Psychiatry. 2017; 7(1):60–76.
13. Andersen LP, Labriola M, Andersen JH, Lund T, Hansen CD. Bullied at school, bullied at work: A prospective study. BMC Psychology. 2015; 3:35. DOI:
10.1186/s40359-015-0092-1.
14. Gültekin Akduman G, Günindi Y, Türkoğlu D. The investigation of the relations between social skills level and behavioral problems in preschool children. The Journal of International Social Research. 2015; 8(37):673–683.
15. Koçyiğit S, Sezer T, Yılmaz E. The investigating of the relationship among social competence, emotion regulation skills and play skills of 60–72 months old children. HAYEF Journal of Education. 2015; 12(1):209–218.
16. Dökmen Ü. [Sanatta ve günlük yaşamda iletişim çatışmaları ve empati]. 48th ed. İstanbul: Remzi Kitabevi;2012. p. 58–75. Turkish.
17. Zych I, Ttofi MM, Farrington DP. Empathy and callous-unemotional traits in different bullying roles: A systematic review and meta-analysis. Trauma, Violence, & Abuse. 2019; 20(1):3–21. DOI:
10.1177/1524838016683456.
18. Saracho ON. Bullying prevention strategies in early childhood education. Early Childhood Education Journal. 2017; 45(4):453–460. DOI:
10.1007/s10643-016-0793-y.
19. Farmer TW, Petrin RA, Robertson DL, Fraser MW, Hall CM, Day SH, et al. Peer relations of bullies, bully-victims, and victims: The two social worlds of bullying in second-grade classrooms. The Elementary School Journal. 2010; 110(3):364–392. DOI:
10.1086/648983.
20. Cabezas H. Behaviours related to increased risk of bullying among schoolmates. In : Marván ML, López-Vázquez E, editors. Preventing Health and Environmental Risks in Latin America. Cham: Springer;2018. p. 209–221.
21. Yang F, Nelson-Gardell D, Guo Y. The role of strains in negative emotions and bullying behaviors of school-aged children. Children and Youth Services Review. 2018; 94:290–297. DOI:
10.1016/j.childyouth.2018.10.016.
22. Demaray MK, Malecki CK. Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review. 2003; 32(3):471–489.
23. Hanish LD, Ryan P, Martin CL, Fabes RA. The social context of young children's peer victimization. Social Development. 2005; 14(1):2–19. DOI:
10.1111/j.1467-9507.2005.00288.x.
24. Cook CR, Williams KR, Guerra NG, Kim TE, Sadek S. Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly. 2010; 25(2):65–83. DOI:
10.1037/a0020149.
25. Committee for Children. Committee for children: Leaders in bullying prevention and social and emotional learning [Internet]. Seattle (WA): Committee for Children;c2015. cited 2015 Oct 2. Available from:
http://www.cfchildren.org/Portals/.
26. Espelage DL, King MT, Colbert CL. Emotional intelligence and school-based bullying prevention and intervention. In : Keefer KV, Parker JDA, Saklofske DH, editors. Emotional Intelligence in Education. Cham: Springer;2018. p. 217–242.
27. Gaffney H, Ttofi MM, Farrington DP. Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior. 2019; 45:111–133. DOI:
10.1016/j.avb.2018.07.001.
28. Gander MJ, Gandiner HW, Onur B, Dönmez A, Çelen N. [Development of children and adolescents]. 7th ed. Ankara: İmge Kitabevi;2010. p. 59–75. Turkish.
29. Denham SA, Bassett HH. Implications of preschoolers' emotional competence in the classroom. In : Keefer KV, Parker JDA, Saklofske DH, editors. Emotional Intelligence in Education. Cham: Springer;2018. p. 135–171.
31. Yörükoğlu A. [Child mental health]. 29th ed. İstanbul: Özgür Yayınları;2008. p. 25–32. Turkish.
32. Yıldız E, Erci B. [The investigation of relation between parental behavior and adolescence aggressiveness behavior]. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi. 2011; 1(3):6–11. Turkish.
33. Yıldız K, Akgün N, Özdemir T, Gök FN, Bakırcı N, Serin Ö, et al. İlköğretim okullarında öğretmenlerin öğrencilere karşı şiddet ıçerikli davranışları [Internet]. Çanakkale: Kıbrıs Eğitim Araştırmaları Birliği;c2009. cited 2017 Oct 10. Available from:
http://www.eab.org.tr/eab/2009/pdf/178.pdf. Turkish.
34. Karataş H, Öztürk C. Approach to bullying with social cognitive theory. Dokuz Eylül Üniversitesi Hemşirelik Yüksekokulu Elektronik Dergisi. 2009; 2(2):61–74.
35. Çalışandemir F, Bayhan P. Affects of education with experimental method on multiple intelligences areas of preschool children. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi. 2011; 11(21):180–207.
36. Naughton P. The debate on intelligence; multiple intelligences; teaching for understanding; and assessment [Internet]. Ireland: Education Department in University College Cork;c2011. cited 2014 Oct 8. Available from:
https://files.eric.ed.gov/fulltext/ED538017.pdf.
37. Emiroğlu ON. Experimental designs. In : Erefe I, Aksayan S, editors. Research Principles, Processes and Methods of Nursing. İstanbul: Odak Ofset;2002. p. 91–92. Turkish.
38. Demir EK, Şendil G. [Ebeveyn tutum ölçeği (ETÖ)]. Türk Psikoloji Yazıları. 2008; 11(21):15–25. Turkish.
39. Avcıoğlu H. Reliability and validity study of the social skill evaluation scale (age 4–6). Abant Izzet Baysal Universitesi Egitim Fakültesi Dergis. 2007; 7(2):93–103.
40. Amerson R. Energizing the nursing lecture: Application of the theory of multiple intelligence learning. Nursing Education Perspectives. 2006; 27(4):194–196.
41. Adinugroho A. The effect of self monitoring instruction package: Using picture books to increase preschooler's prosocial behavior [dissertation]. West Lafayette (IN): Purdue University;2009. 1–9.
42. Öğülmüş S. [Interpersonal problem-solving skills]. 3rd ed. Ankara: Nobel Yayıncılık;2006. p. 36–56. Turkish.
43. Daunic AP, Smith SW, Garvan CW, Barber BR, Becker MK, Peters CD, et al. Reducing developmental risk for emotional/behavioral problems: A randomized controlled trial examining the tools for getting along curriculum. Journal of School Psychology. 2012; 50(2):149–166. 10.1016/j.jsp.2011.09.003.
44. Kahraman H, Akgun S. [The effects of empathy training on preschoolers' empathic skills and conduct problems]. Cocuk ve Genclik Ruh Sagligi Dergisi. 2008; 15(1):15–24. Turkish.
45. Önder A, Balaban Dağal A, Şallı D. The effect of the “communication skills programme” on the acquisition of communication skills in 60–68 months old children. Journal of Research in Education and Teaching. 2015; 4(3):355–362.
46. Veneziano L, Hooper J. A method for quantifying content validity of health-related questionnaires. American Journal of Health Behavior. 1997; 21(1):67–70.
47. Paktuna Keskin S. [Communication with children]. 8th ed. İstanbul: Boyut Yayınları;2010. p. 52–58. Turkish.
48. Navaro L. [Do you hear me?]. 17th ed. İstanbul: Remzi Kitabevi;2008. p. 42–58. Turkish.
49. Ekinci Vural D, Kocabaş A. Investigation of first class primary school students' social skills in terms of several variables. Trakya Üniversitesi Eğitim Fakültesi Dergisi. 2012; 2(1):29–46.
50. Özkesemen A. In terms of the new curriculum an assessment of the academic success of the first grade students who had preschool education and who had not [master's thesis]. Kars: Kafkas Üniversity;2008. 1–40.