Background and Aim: Bullying is one of the most common problems among teenagers in many schools around the world, which is recently considered by researchers in the fields of psychology and even criminology as a traditional and cyber bullying. The purpose of this study is to investigate the rate of traditional and cyber bullying among male and female teenagers in the secondary schools of Herat-Afghanistan three levels; first, second and third ones. Materials and Methods: This paper was analyzed by quantative method and random sampling which used questionnaire such as bullying, Punchin, Hindouja, llinios and Aleous questionnaire in Traditional and Cyber by using Spss software. The research sample included 360 students from the first, second and third grades of high schools in the city of Herat. Results: The results of follow-up tests (Kruskal Wallis and Mann Whitney) with a significant level of less than 0. 5 and 0. 01 showed that the prevalence of traditional and cyber bullying among female students was higher than male students. On the other hand, there is a significant difference between traditional bullying and social dimension grades of the tenth-eleventh and eleventh-twelfth. The prevalence traditional of bullying in the eleventh grade is less than tenth and twelfth grades. Conclusion: The results of the research indicate that students whose fathers are farmers are more bullied than other jobs. The results also showed that the prevalence of bullying in students whose mothers are housewives are lower than those students whose mothers are employed. Father's education does not affect student bullying, in addition the results of the study showed that cyber bullying rates are higher among students whose mothers are educated than illiterate mothers.

Introduction: As an integral part of society, sport faces problems similar to that of society. One problem is the bullying of football coaches. Aim: This study identifies the factors affecting bullying among Iranian professional football coaches. Method: The research method is descriptive survey based on structural equations modeling. The statistical population included all professional football coaches in Iran in 2021. 205 coaches are selected as a sample based on the simple random sampling method. A researcher-made questionnaire with 33 questions was used based on qualitative interviews and coding to collect the data. Once expert’, s validation is obtained (n=8), the reliability of the questionnaire is evaluated and confirmed by Cronbach's alpha method and mixed reliability. SPSS-23 and PLS Smart-2 are used to analyze the data in the descriptive and inferential sections. Results: The confirmatory factor analysis results show 8 factors of anti-social behaviors in sports, athletes, interactions, bullying and harassment experience, occupational factor, behavioral factor, contextual and managerial factors, and individual and psychological factors as factors affecting bullying among Iranian professional football coaches. The results of confirmatory factor analysis indicate an acceptable fit. Content, divergent and convergent validity indicated good scale validity. Conclusion: The results showed that different factors affect the bullying of coaches. Therefore, it is necessary to study the identified factors and focus on football coaches. It is suggested that sports managers and officials be better informed about the factors identified in this study.

Introduction: Academic bullying is a global phenomenon in academic settings. Yet, it is complex and frequently overlooked, with insufficient action to address it. Consequently, the existing comprehension of this issue is inadequate for recognizing and preventing bullying behaviors. However, investigations into the determinants of bullying within academia are scarce, demanding further exploration. Thus, this study seeks to investigate the factors contributing to the academic bullying phenomenon amonguniversity faculty members.Methods: This qualitative study employed a grounded theory approach. The sample consisted of 20 faculty members affiliated with Shiraz University of Medical Sciences, Shiraz, Iran. Purposeful sampling and semi-structured interviews were used to collect data. Data were analyzed using Strauss and Corbin.Results: From the grounded theory approach, conditional consequential matrix included a core variable (Academy scientific stagnation), two categories (Job burnout and Erosion of competitive edge), and four subcategories (Personality traits, Discrimination, Autocratic leadership, and unhealthy organizational climate).Conclusions: This study highlights “Academy scientific stagnation” due to academic bullying among faculty members. Addressing this issue requires comprehensive strategies targeting both personal behaviors and systemic structures. Interventionsshould focus on fostering a supportive and inclusive organizational culture, promoting fair leadership practices, and mitigating discriminatory behaviors to break the cycle of academic bullying and scientific stagnation.

Background: Bullying is considered a serious health problem in primary schools, high schools, and universities. It can have negative effects on both the bully and who is bullied. The negative consequences of it include depression, anxiety, drug abuse, etc. These consequences can be devastating in many areas of the person’s future life like his/her relations with other people. The current study aims at investigating the factors that students and teachers believe can affect bullying.Methods: A qualitative design based on content analysis approach was used to collect the data and analyze the perspective of 72 Iranian students, 12 teachers, and 9 parents chosen by a purposeful sampling strategy in Gonabad. Semi-structured interviews were held in order to collect the data. Sampling was continued until the data saturation. The data were analyzed using a qualitative content analysis approach by MAXQUDA 2010 software.Results: In this study, five factors associated with bullying were identified. The factors include ‘psychological factors’, ‘family factors’, ‘school factors’, ‘socioeconomic factors’, and ‘the influence of the media’. The first factor includes four sub-factors of psychiatric disorder, pride and arrogance, jealousy, and imposing will and opinions on others. The second factor includes four sub-factors of family violence, wrong parenting, siblings’ bullying behavior, and parental employment. The third factor includes four sub-factors of not paying attention to the students’ inappropriate behaviors, discrimination against the students, teachers’ behaviors, and peer influence. The fourth factor includes three sub-factors of the lack of patience, neighbors’ influence on our behaviors, and poverty.And the fifth factor includes two sub-factors of the influence of social media and the Internet, and violent video games.Conclusions: Bullying has different aspects and, therefore, we should pay attention to its psychological causes, family problems, school problems, and social and economic factors, etc. we should pay more attention to the lack of patience as a religious-mental variable which seems to be closely linked with a behavioral issue.