Abstract: School bullying is a common problem in primary and secondary schools home and abroad, so it is significant to explore the formation mechanism and interventions from the perspective of psychology. According to the study on the direct participants of bullying incidents, some bullies involve in anti-social behaviors or cognitive characteristics to some extent, and bullying is one of the means adopted by adolescent individuals to acquire and maintain social dominance. Children and adolescents with some physical characteristics, emotional or social problems are in higher risk of being bullied. Both the bullying and bullied behaviors may lead to emotional and behavioral adaptation disorders for children and adolescents, and the negative effects may even last for a long time. The one with both bully and victim characteristics have the disadvantages of both roles, so they are in the worst situation of stability and adaptation. The peer ecological environment in class, bystanders' behaviors and friend relations can affect the occurrence rate and consequences of bullying. Some family and parental characteristics are also factors of risk or protection. In addition, positive teacher-student relationship helps to reduce the occurrence of bullying and alleviate the possible negative consequences. However, parents and teachers who lack training often fail to identify and respond effectively to bullying in a timely and accurate manner. In educational practice, the measures to prevent and control school bullying can be divided into two categories: single-level intervention for some specific related groups, and multi-level intervention involving students, parents and school staff.

Key words: bullying, psychological perspective, formation mechanism, intervention measures