摘要：AbstractIn the last decade, school bullying has attracted the attention of academicians, mental health professionals, educators, and policy makers. Although there has been an increase in the number of bullying studies that have been published, the essential point – the accuracy of bullying assessment – is being ignored. Therefore, the aim of this critical review is to describe self-report instruments commonly used in Turkish schools, and to evaluate them with respect to the conceptual elements of bullying (repetition, intentionality, and power imbalance) and their psychometric properties. Implications for researchers and school counselors are also provided.
