It has been reported that poor psychological health of students is linked to the experience of being bullied by peers. In Hong Kong, there is a paucity of research on this form of social aggression and it is difficult to tackle the problem effectively. This study uses stratified random sampling techniques and a variety of research strategies (e.g. self-report, psychological assessment, questionnaire, interview) to collect data from students, teachers, school heads, and parents. The results will help throw light upon the antecedents, contextual factors, short- and long-term consequences of the problem so that appropriate intervention can be initiated.

In schools in Hong Kong, a, team of teachers are assigned the specific responsibilities of enforcing school rules and regulations and handling individual students' serious conduct problems. They are called discipline teachers. Government statistics show that there is an increasing rate of students' unruly and delinquent behaviour in the recent years. This study aimed at examining the management style of a group of discipline teachers as a means of exploring effective intervention strategies for schools to cope with problem situations. The subjects (27 males and 15 females) were administered the Pupil Control Ideology Form. They were also asked about their perceived roles as discipline teachers and to evaluate the usefulness of some commonly used discipline measures. Findings indicated that majority of the subjects were custodial in their management style and they evaluated those discipline measures which had immediate effects to deter students' disruptive behaviour as most useful. Implications for effective intervention strategies were discussed.
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