Abstract
This article is based on the experience of the author's commitment to schools, and makes arguments concerning (1) how bullying research influenced the author's support of prevention practices in schools, and (2) how commitment to prevention practices shaped his own concerns about bullying problems and the direction of research. Because bullying is defined differently among children, teachers, researchers, and parents, this discussion must begin with a description of the nature of the problem, defined as “repetitive aggression in a relationship.” This definition seems to apply not only to bullying in different countries but also is relevant to child abuse and domestic violence. In addition, a process model of bullying and assessments of the severity of bullying influenced the author's commitment to prevention practices such as peer support in schools. However, involvement with such prevention practices revealed various limitations in his previous research. These experiences led the author to deepen his commitment to the practice and to facilitate his own research.
