The increasing prevalence of communication tools also increases the negative use of the individual, which will disrupt communication with others. One consequence of this negative use is defined as cyber bullying and it can negatively affect the mental health of individuals. This study adopts a descriptive bibliometric approach to map global research on cyber bullying using metadata from the Web of Science database. Analysis of publication trends at the country level shows that cyber bullying and cross-cultural research is a growing research area in recent years. In addition, researchers conduct studies on cyberbullying and intercultural cooperation in different parts of the world. Co-authoring network analyzes revealed that we conducted the most effective research on cyber bullying in the USA, and collaborations on cyber bullying research were heterogeneous, except for some regions. The visual network map shows that there is cooperation between authors and institutions in studies on cyber bullying. All the top 5 universities that make the most publications on cyber bullying are within the member states of the European Union

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It is known that the group leader has an important role and power in the therapeutically effective execution of the process in group counseling. The common sharing of this power with another leader is explained in the literature by the concept of co-leadership. Considering the nature of the counseling process, it is seen that working with the co-leader in the group brings various advantages and risks.That is why it is important for professionals who want to be involved in a similar process to describe the co-leaders' place in the consultation process, role sharing with the group leader, and the relationship of leaders with each other. In this direction, the aim of the article is to examine the place of the coleadership in group counseling process in the literature and conceptualize it for practitioners.

This study aimed to examine the mediator role of anger between high school students' level of reactive and proactive aggression and cognitive flexibility. The study sample is composed of high school students studying in Erzincan in the 2018-2019 academic year and determined via the convenient sampling method. There were 505 participants (F= 227, M= 278) between the ages of 15 and 19. The study data were collected using the Reactive-Proactive Aggressiveness Scale, Trait Anger-Anger Expression Scale, Cognitive Flexibility Scale, and a personal information form developed by the researchers. A correlational survey model was adopted in the study. The data were analyzed using correlation, t-test, and the procedure of bootstrapping to test the mediating effect. It was concluded that there were relations between reactive-proactive aggression, anger, and cognitive flexibility at a statistically significant level. Independent samples t-test analysis showed that boys got higher scores on both reactive and proactive aggression. Lastly, it was found out that anger has a mediating effect on the relationship between cognitive flexibility and reactive and proactive aggression. The study findings are expected to contribute to identifying the factors that cause aggression in adolescents and effective intervention methods regarding these factors. All the findings obtained from the research were discussed within the framework of the relevant literature.

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