ABSTRACT
Many studies have been aimed at defining the exact nature of bullying, identifying bullies and their victims in school classes, investigating the personal and developmental characteristics of bullies and victims, and evaluating intervention programs to prevent bullying (see, e.g. Espelage & Swearer, 2003). Children have different roles in bullying (Schwartz, 2000), and some pairs of children lead to more bullying than others (Coie et al., 1999). Relatively little is known about the dyadic properties of bullies and victims (Rodkin & Berger, in press). Recently, a dual perspective theory of bullying was proposed, focusing on the dyadic nature of the bully-victim relationship (Veenstra et al., 2007).
