Ağri / Patnos district special 12. examination of the relationship between separation capacity and peer difficulty system in class adolescents

In our country and around the wold, there are plenty of researches being conducted on the problem of peer bullying and the ways to solve it. For peer bullying not only has negative effects on the educational life, but also has traumatic effect on the character. The status of adolescents in the bullying system is affected by the process of separation and ındividualization, and has a negative impact on the dimension that appears during the adolescence period. The aim of this study is to designate the Separation and Individualization level of 18 years old adolescents who are in the 12th grade, also to determine the relation of this level and bullying and victim dimensions; which is a common problem of schools' peer bullying system. This study takes place in the province of Patnos, Agri in five different types of high schools. 157 (60,4%) female students, 103 (39,9%) male students. 260 students in total. The survey takers were asked to fill personal ınformation, Adolescent Separation/Individualization scale and peer bullying identification scale adolescence form. EABO and AZBO is analyzed by SPSS16.0. In the EABO form the minimum mark is 31 and the maximum is 155, respectively. The students who have attended this survey got the average of 81,02 as the result of separation ındividualization findings. These results are significantly above the average minimum mark that can be scored. As for the the form, AZBO, the separation ındividualization level is going low when the mark is high. Further, according to the AZBO form, 62,3% of the survey takers have bully status by acting in bully behavior, 89,2% of them are victimized by being exposed to bullying. 60,4% have both bully and victim status. Also, according to EABO and AZBO correlation analysis; there is a strong relation separation individuation and being a victim. This relation is between rejection expectancy, which is a sub dimension of separation individualization, and all the sub dimensions of bullying. Furthermore, the separation individualization average of the students which have the bully and victim status comparing to the ones who do not have this status is differentiating to the opposite stand of separation individualization. The results of this study determine the relation between the common problem of schools' peer bullying system and separation individualization processes. This relation shows that there should be more extensive researches about separation individualization. Key words: separation individualization, bullying, adolescence.