University of Mohaghegh Ardabili Journal of School Psychology 22520821 7 4 2019 02 20 Comparing emotional problems, identity styles, and safe behaviors of normal and bullying students Comparing emotional problems, identity styles, and safe behaviors of normal and bullying students 106 120 750 10.22098/jsp.2019.750 FA S Ghaffarzadeh MSc of psychology, Azad University of Ardabil Science Research Branch ش Abolghasemi Professor, Department of Psychology, University of Guilan Journal Article 2019 03 16 This causal-comparative study aimed at comparing emotional problems, identity styles, and safe behaviors of normal and bullying students. The population included all the first grade high school students in the city of Ardabil enrolled in the academic year of 2015. The sample was 120 students with high scores on bullying selected through random sampling. To investigate the variables, Brozonsky Identity Style Inventory, Olweus Revised Inventory of Bullying/Victim, Pinto and Gurya Safe Behavior Scale, and Lavybond and Lavybond Depression, Anxiety and Stress Scale were used. After data analysis, the results of MANOVA and multivariate analysis showed that stress, anxiety, depression, and confused identity avoidance behavior of bullying students were significantly higher than the normal students, while the normative identity style scores of bullying students were lower than the normal students. The results suggest that due to emotional vulnerability, the bullying students have more identity problems. These results have important implications in the field of coping skills training and cognitive-behavioral interventions for students. This causal-comparative study aimed at comparing emotional problems, identity styles, and safe behaviors of normal and bullying students. The population included all the first grade high school students in the city of Ardabil enrolled in the academic year of 2015. The sample was 120 students with high scores on bullying selected through random sampling. To investigate the variables, Brozonsky Identity Style Inventory, Olweus Revised Inventory of Bullying/Victim, Pinto and Gurya Safe Behavior Scale, and Lavybond and Lavybond Depression, Anxiety and Stress Scale were used. After data analysis, the results of MANOVA and multivariate analysis showed that stress, anxiety, depression, and confused identity avoidance behavior of bullying students were significantly higher than the normal students, while the normative identity style scores of bullying students were lower than the normal students. The results suggest that due to emotional vulnerability, the bullying students have more identity problems. These results have important implications in the field of coping skills training and cognitive-behavioral interventions for students. https://jsp.uma.ac.ir/article_750_f02a386e757f37af86bb53724ee368e5.pdf