The aim of this review was to provide an overview of researchinto the relationship between empathy and bullying. Thereforethe review indicated a number of researches that show differenteffects of empathy on bullying, regarding the type of bullying,roles in bullying behavior, as well as gender. From a review ofresearch it may be concluded that empathy significantly contributesto a reduction in various forms of violence. Most researchindicates the importance of the affective component of empathycompared to the cognitive component. The results of researchinto the relationship of empathy and its role in bullying behaviorwere less consistent. For this reason, the review highlightedmethodological difficulties in the study of bullying and empathy.  Conclusion  – In conclusion it could be said that most studiesshow a negative correlation between empathy and various typesof violence. Furthermore, it is evident that different componentsof empathy have differing degrees of influence in direct and indirectforms of violent behavior.

Objective – To examine the relationship between bullying and difficulties in psychological adjustment among elementary school students due to their role in bullying behavior, arousal leveland strategies of coping with bullying behavior. Methods – The study was conducted on a convenience sample of 478 primary school children (232 girls and 246 boys), 11 to 15 years of age. A School Relationship Questionnaire (SRQ) was used to assess direct, verbal and relational forms of bullying. To determine the coping strategies we used the Self – Report Coping Measure(SRCM). The arousal level was assessed by The Arousal Predisposition Scale (APS), while Youth Self-Report (YSR) was used for assessing current psychological adjustment. Results – The present study identified 29% of children involved in bullying; 14% of children were categorized as victims, 7% as bullies and 8% as bully/victims. There was statistically significant combined effect of the role of victims and bully/victims, levels of arousaland coping strategies with bullying (internalizing, externalizing, and distancing) on difficulties in psychological adjustment. Conclusion – Based on the results of this study, we can conclude that bullying as psychosocial stress is an important risk factor for psychological problems in childhood. At the same time, coping strategies are important determinants of successful adaptation.

OBJECTIVE This study investigates the relationship between involvement in bullying in childhood and adolescence and psychological difficulties in young adulthood. MATERIALS AND METHOD A total of 249 college students completed the Retrospective Bullying Questionnaire and Trauma Symptom Checklist. RESULTS The results showed significant differences in psychological adjustment among respondents who were exposed to bullying compared to respondents who were not exposed to bullying. Those exposed to bullying had significantly higher levels of anxiety, depression, sleeping problems, and dissociative and traumatic symptoms compared to those who were not exposed to bullying. Respondents who were exposed to bullying in all three examined periods (the period from the first to fourth grade, the period from the fifth to eighth grade and the high school period) had higher scores on the subscale of dissociative symptoms and sexual trauma symptoms compared to respondents who were exposed through one or two periods. Victims abused in all three periods have more symptoms of anxiety and sleeping problems compared to the subjects exposed to bullying during one examination period. There were no differences in the level of depressive symptoms and sexual problems regarding the duration of bullying. Also, there were no differences in psychological adjustment between respondents who were bullied during one specific period. CONCLUSION Bullying experiences in childhood and adolescence are connected with difficulties in psychological adjustment in young adulthood.