Cite as (APA style): Evci, E., Eryılmaz, A., Yavuzay, M. & Cin Akbalı, T. (2026). The effect of a Positive Psychotherapy-based peer politeness psychoeducation program on bullying tendencies and conflict resolution skills: A pilot study. The Global Psychotherapist, 6(2), 40-49 http://doi.org/10.52982/lkj312
Abstract: The main purpose of this pilot study is to examine the effects of a Positive Psychotherapy-Based Peer Politeness Psychoeducation Program on the bullying tendencies and conflict-resolution skills of fourth-grade elementary school students. The psychoeducation program, conducted as part of the research, was designed as a six-week program with nine fourth-grade students exhibiting bullying tendencies, as observed by their teachers. The program content included topics such as empathy, open communication, conflict resolution strategies, and solution generation, organized around the themes of trust, politeness, honesty, success, and loyalty – derived from the Positive Psychotherapy (PPT) framework developed by Peseschkian. Data were collected using the Bullying Tendency Scale and the Conflict Resolution Skills Scale for Children via pre- and post-tests. Nonparametric analyses (Wilcoxon Signed-Rank Test) were performed due to the small sample size. The results showed statistically significant improvements in students’ conflict resolution skills, while a positive but statistically non-significant decrease was observed in bullying tendency scores. These preliminary findings suggest that a PPT-based peer politeness psychoeducation program may be a promising preventive tool for improving conflict resolution skills and reducing bullying tendencies; however, due to the small sample size (N = 9) and lack of a control group, the results should be cautiously evaluated and tested in larger, controlled studies.
Keywords: Positive Psychotherapy, peer politeness, psychoeducation, bullying, conflict resolution skills