Abstract
The purpose of this study is to analyze the contents of the bullying prevention program in each country and to extract and review an effective bullying prevention element, thereby aiming to develop a comprehensive evidence-based bullying prevention program. When overviewing each country’s bullying prevention program, “social-emotional learning” is often emphasized as a key prevention element. Implementation procedures of their programs are “systematized” with the “EBP” of the program being evaluated. In recent years, bullying prevention measures have been shifting from the past approach of focusing only the subject parties to the whole-school initiative approach (the ecological approach) involving the school, home and community. This approach also has a tendency to integrate various sciences and methods which suggests the necessity of a “comprehensive approach” towards the subject parties and the characteristics of the impact.
