[1. Astor, R. A., Meyer, H. A., Benbenishty, R., Marachi, R., & Rosemond, M. (2005). School safety interventions: Best practices and programs. Children & Schools, 27 (1), 17- 32. doi:10.1093/cs/27.1.17]Search in Google Scholar
[2. Bar-On, R. (2006). The Bar-On model of Emotional-Social Intelligence (ESI). Psicothema, 18 (sup), 13-25.]Search in Google Scholar
[3. Bjorkqvist, K., Lagerspetz, M.J., Kaukianinen, A. (1992). Do girls manipulate and boys fight? Developmental trends in regard to direct and indirect aggression. Aggressive Behavior. vol 18, p.117-127. doi:10.1002/1098-2337(1992)18:2<117::aid-ab2480180205>3.0.co;2-3]Search in Google Scholar
[4. Boal, A. (1979). Theatre of the Oppressed. Pluto Publishers, London]Search in Google Scholar
[5. Brendgen, M., Vitaro, F., Turgeon, L., Poulin, F., & Wanner, B. (2004). Is there a dark side of positive illusions? Overestimation of social competence and subsequent adjustment in aggressive and nonaggressive children. Journal of Abnormal Child Psychology, 32, 305– 320. doi: 10.1023/B:JACP.0000026144.08470.cd.]Search in Google Scholar
[6. Bouchard, K. L., & Smith, J.D. 2016). Teacher–Student Relationship Quality and Children’s Bullying Experiences With Peers: Reflecting on the Mesosystem. The Educational Forum, 81(1), 108–125. doi:10.1080/00131725.2016.1243182]Search in Google Scholar
[7. Comisia Europeană/EACEA/Eurydice, (2018). Carierele cadrelor didactice în Europa: acces, progres şi sprijin. Raport Eurydice. Luxemburg: Oficiul pentru Publicaţii al Uniunii Europene. Retrieved October 20, 2022 from https://publications.europa.eu/resource/cellar/435e941e-1c3b-11e8-ac73-01aa75ed71a1.0012.01/DOC_1]Search in Google Scholar
[8. Crothers, L. M., Kolbert, J. B., & Barker, W. F. (2006). Middle school students’ preferences for anti-bullying interventions. School Psychology International, 27(4), 475-487. doi:10.1177/0143034306070435]Search in Google Scholar
[9. Dolev, N., & Leshem, S. (2016). Teachers’ emotional intelligence: The impact of training]Search in Google Scholar
[10. Duşe, C. S., & Duse, D. M. (2021). Brief consideration on the use of the theatre of oppressed in anti-bullying activities in schools. In MATEC Web of Conferences (Vol. 343). EDP Sciences.]Search in Google Scholar
[11. Goleman, D. (1995). Emotional intelligence. Why it can matter more than IQ new-york, bantam]Search in Google Scholar
[12. Heinig, R., B. (1993). Creative drama for the classroom teacher. Englewood Cliffs, NJ: Prentice Hall.]Search in Google Scholar
[13. Hinduja, S. & Patchin, J.W. (2015). Bullying beyond the Schoolyard: Preventing and Responding to Cyberbullying, 2nd ed.; Sage Publications: Thousand Oaks, CA, USA]Search in Google Scholar
[14. Holt, M. K. & Keyes, M. A. (2004). Teachers’ attitudes toward bullying. In D. L. Espelage & S. M. Swearer (Eds.), Bullying in American schools: A social-ecological perspective on prevention and intervention (pp. 121–139). Mahwah, NJ: Lawrence Erlbaum]Search in Google Scholar
[15. Houston, S., Magill, T., McCollum, M., & Spratt, T. (2001). Developing creative solutions to the problems of children and their families: communicative reason and the use of forum theatre. Child Family Social Work, 6(4), 285–293. doi:10.1046/j.1365- 2206.2001.00219.x]Search in Google Scholar
[16. James, D. J., Lawlor, M., Courtney, P., Flynn, A., Henry, B., & Murphy, N. (2008). Bullying behaviour in secondary schools: what roles do teachers play? Child Abuse Review, 17(3), 160–173. doi:10.1002/car.1025]Search in Google Scholar
[17. Jennings, P.A. Greenberg, M.T. (2009). The pro-social classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525]Search in Google Scholar
[18. Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 94(8), 62–65. doi:10.1177/003172171309400815]Search in Google Scholar
[19. Kokko, T. H. J., & Pörhölä, M. (2009). Tackling bullying: Victimized by peers as a pupil, an effective intervener as a teacher? Teaching and Teacher Education, 25(8), 1000–1008. doi:10.1016/j.tate.2009.04.005]Search in Google Scholar
[20. Kuyumcu, F. N. (2018). Opinions of High School Students and PCG Teachers Participating in the Study about the Forum Theatre Training Process. Universal Journal of Educational Research, 6(7), 1613-1618. DOI: 10.13189/ujer.2018.060721]Search in Google Scholar
[21. Lindberg, L., & Jakobsen, B. (2008). Forum Theatre—an approach to working with teacher students’ practical experiences. ETEN18, 129.]Search in Google Scholar
[22. McQuade, J. D., Achufusi, A. K., Shoulberg, E. K., & Murray-Close, D. (2014). Biased self-perceptions of social competence and engagement in physical and relational aggression: The moderating role of peer status and sex. Aggressive Behavior, 40(6), 512–525. doi:10.1002/ab.21552]Search in Google Scholar
[23. Ministerul Educaţiei, Cercetării, Tineretului şi Sportului, Ordin nr. 5561 din 7 octombrie 2011 pentru aprobarea Metodologiei privind formarea continuă a personalului din învăţământul preuniversitar. Publicat în Monitorul Oficial nr. 767 din 31 octombrie 2011. Retrieved October 20, 2022 from https://www.edu.ro/sites/default/files/fisiere/Invatamant-Preuniversitar/2016]Search in Google Scholar
[24. Ministerul Educaţiei şi Cercetării, Ordinul nr. 4.343/2020 din 27 mai 2020 privind aprobarea Normelor metodologice de aplicare a prevederilor art. 7 alin. (1^1), art. 56^1 şi ale pct. 6^1 din anexa la Legea educaţiei naţionale nr. 1/2011, privind violenţa psihologică – bullying]Search in Google Scholar
[25. Retrieved October 20, 2022 from https://www.edu.ro/sites/default/files/fisiere/Legislatie/2020/OMEC_4343_2020_norme%20antibullying.pdf]Search in Google Scholar
[26. Mishna, F., Scarcello, I., Pepler, D., & Wiener, J. (2005). Teachers’ understanding of bullying. Canadian Journal of Education/Revue canadienne de l’ducation, 28(4):718-738. DOI:10.2307/4126452]Search in Google Scholar
[27. Palomera, R., Fernandez-Berrocal, P. and Brackett, M.A. (2008). Emotional intelligence as a basic competency in pre-service teacher training: Some evidence. Electronic Journal of Research in Educational Psychology, 6(2), 437-454]Search in Google Scholar
[28. Parlamentul României, Legea educaţiei naţionale nr. 1 din 5 ianuarie 2011. Publicată în Monitorul Oficial nr. 18 din 10 ianuarie 2011. Retrieved October 22, 2022 from https://edu.ro/sites/default/files/_fi%C8%99iere/Legislatie/2022/LEN_2011_actualizata_2022.pdf]Search in Google Scholar
[29. Penkova, R. (2017). Forum Theatre in the Training of Future Teachers. Knowledge- International Journal, 20(2), 903-907]Search in Google Scholar
[30. Perry, C., Ball, I. (2007). Dealing constructively with negatively evaluated emotional situations: The key to understanding the different reactions of teachers with high and low levels of emotional intelligence. Social Psychology of Education, 10(4), 443-454. DOI 10.1007/s11218-007-9025-z]Search in Google Scholar
[31. Pianta, R.C., Hamre, B.K., & Stuhlman, M. (2003). Relationships between teachers and children. In W. Reynolds & G. Miller (Eds.), Handbook of psychology (Vol. 7) Educational psychology (pp. 199–234). Hoboken, NJ: John Wiley & Sons]Search in Google Scholar
[32. Pianta, R. C., & Stuhlman, M. W. (2004). Teacher–child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444–458]Search in Google Scholar
[33. Pianta, R.C. (2006). Classroom management and relationships between children and teachers: Implications for research and practice. In C.M Everston and C.S. Weinstein (Eds.), Handbook of Classroom Management: Research, Practice and Contemporary Issues (pp. 685-710). Mahwah, NJ: Lawrence Erlbaum Associates]Search in Google Scholar
[34. Reijntjes, A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. (2010). Peer victimization and internalizing problems in children: A metaanalysis of longitudinal studies. Child Abuse and Neglect, 34,244–252. https://doi.org/10.1016/j.chiabu.2009.07.009]Search in Google Scholar
[35. Roberts, W.B. Jr. & Morotti, A.A. (2000). The bully as victim: Undestanding bully behaviors to increase the effectiveness of interventin in the bully-vicitm dyad. Professional School Counseling, 4(2), 148-155]Search in Google Scholar
[36. Salem, N. (2011). Emotions and emotional intelligence (EQ) in curriculum theory: On incorporating EQ skills in teacher education. In Society for Information Technology & Teacher Education International Conference (pp. 1040-1045). Association for the Advancement of Computing in Education (AACE).]Search in Google Scholar
[37. Salovey, P., & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG]Search in Google Scholar
[38. Sappa, V., & Barabasch, A. (2020). Empowering in-service teachers: A resilience-building intervention based on the forum theatre technique. In Arts-based research, resilience and well-being across the lifespan (pp. 147-167). Palgrave Macmillan, Cham. DOI:10.1007/978-3-030-26053-8_9]Search in Google Scholar
[39. Smith, B. H., & Low, S. (2013). The role of social-emotional learning in bullying prevention a efforts. Theory into Practice, 52(4), 280–287. doi:10.1080/00405841.2013.829731]Search in Google Scholar
[40. Stein S.J. & Book, H.E. (2000). The EQ Edge – Emotional Intelligence and Your Success. Toronto: MHS]Search in Google Scholar
[41. The Council of the European Union, Recommendation of 22 May, 2018 on key competences for lifelong learning (2018/C 189/01). Published in Official Journal of the European Union. Retrieved October 22, 2022 from https://eurlex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&rid=7]Search in Google Scholar
[42. Ttofi, M. M., Farrington, D. P., & Lösel, F. (2012). School bullying as a predictor of violence later in life: A systematic review and metaanalysis of prospective longitudinal studies. Aggression and Violent Behavior, 17, 405–418. DOI:10.1016/j.avb.2012.05.002]Search in Google Scholar
[43. Ttofi, M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56. doi: 10.1007/s11292-010-9109-1]Search in Google Scholar
[44. Yang, C., Chan, M.-K., Ma, T.L. (2020). School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high schools. J. Sch. Psychol. 2020, 82, 49–69. DOI: 10.1016/j.jsp.2020.08.002]Search in Google Scholar
[45. Wang, Y., Yang, Z., Zhang, Y., Wang, F., Liu, T., & Xin, T. (2019). The Effect of Social-Emotional Competency on Child Development in Western China. Frontiers in Psychology, 10. doi:10.3389/fpsyg.2019.01282]Search in Google Scholar
[46. Usakli, H. (2018). Drama Based Social Emotional Learning. Global Research in Higher Education, Vol. 1, No. 1, 2018. doi:10.22158/grhe.v1n1p1]Search in Google Scholar