


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 8, No. 1, 2025 

www.scholink.org/ojs/index.php/grhe 

69 

 

Original Paper 

Exploring the Emotional Impact of Bullying: Insights from the 

Empty Chair Technique 

Prof. Dr. Hakan Usakli
1
 

1
 Sinop University, Sinop, Turkiye 

 

Received: February 5, 2025    Accepted: February 14, 2025   Online Published: February 19, 2025 

doi:10.22158/grhe.v8n1p69            URL:http://dx.doi.org/10.22158/grhe.v8n1p69 

 

Abstract 

Bullying in schools is repeated, intentional behavior where a student uses aggression, intimidation, or 

exclusion to harm, dominate, or humiliate another student. The empty chair technique is a therapeutic 

exercise used in Gestalt therapy, developed by Fritz Perls. It involves the client imagining a person, 

aspect of themselves, or situation represented by an empty chair and engaging in a conversation as if 

the entity were present. This technique is important because it helps clients explore unresolved 

emotions, gain insights, and develop self-awareness by externalizing internal conflicts. To practice it, 

the therapist guides the client to speak to the empty chair, then switch roles by moving to the chair and 

responding from the perspective of the imagined entity. This study investigates the emotional 

experiences of twelve students who endured bullying during their primary school years, using the 

empty chair technique as a therapeutic intervention. The research explores participants’ feelings, 

coping mechanisms, and retrospective reflections on their bullying experiences. The findings illuminate 

the psychological effects of bullying and offer insights into the potential of the empty chair technique as 

a means of fostering emotional expression and healing. Implications for educators, therapists, and 

policymakers are discussed. 

Keywords 

Bullying, Empty Chair Technique, Psychological Effects 

 

1. Introduction 

Bullying in primary schools is a pervasive issue with long-lasting effects on victims. It affects the 

mental, emotional, and social well-being of children, often extending into adulthood (Olweus, 1993). 

Despite extensive research on bullying, understanding the victims’ lived experiences remains a critical 

gap. This study employs the empty chair technique, a therapeutic method rooted in Gestalt therapy, to 

explore the emotional narratives of students who were bullied during their formative years. By 



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providing a safe space for participants to express their feelings, this research aims to contribute to the 

growing body of literature on therapeutic interventions for bullying survivors. 

Bullying in primary schools is associated with severe psychological consequences, including anxiety, 

depression, low self-esteem, and difficulties in forming relationships (Hymel & Swearer, 2015). 

Victims often lack avenues to articulate their pain and process their experiences. Traditional therapeutic 

approaches may not fully capture the depth of their emotions or facilitate healing. The empty chair 

technique, which encourages direct emotional engagement, offers a promising alternative. However, its 

application in addressing bullying-related trauma remains underexplored. 

This study is significant for several reasons: 

Filling Research Gaps: It contributes to the scant literature on using the empty chair technique for 

bullying survivors. 

Practical Implications: Findings can inform therapeutic practices and interventions for victims of 

bullying. 

Educational Relevance: Insights can help educators and school administrators create more supportive 

environments for students. 

Bullying in Primary Schools 

Bullying is defined as repeated aggressive behavior intended to harm or intimidate, characterized by a 

power imbalance (Smith et al., 2004). Research highlights its prevalence and detrimental effects on 

children’s mental health (Espelage & Swearer, 2003; Vreeman & Carroll, 2007). 

Psychological Impact of Bullying 

Victims of bullying often experience long-term psychological challenges, including post-traumatic 

stress and difficulties in self-identity formation (Craig, 1998). Peer victimization during childhood is 

linked to adult mental health issues (Lereya et al., 2015). 

Therapeutic Interventions 

Therapeutic interventions for bullying victims range from cognitive-behavioral therapy to group 

counseling. However, these methods may not fully address the emotional depth of victims’ experiences 

(Swearer et al., 2014). 

The Empty Chair Technique 

The empty chair technique, a cornerstone of Gestalt therapy, facilitates emotional expression by 

allowing individuals to “dialogue” with an imagined person or aspect of themselves (Perls, 1969). It 

has been used effectively in grief counseling and trauma recovery but remains underutilized in 

addressing bullying-related trauma. 

 

 

 

 



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2. Method 

In this study, interview thematic analysis technique, one of the qualitative research methods, was used. 

Research Design 

The interview thematic analysis technique in qualitative research is a method used to systematically 

analyze data collected through interviews. It involves a detailed and often iterative process of 

examining, organizing, and interpreting interview transcripts to extract meaningful patterns, themes, 

and insights (Creswell, 2013). The technique focuses on understanding participants’ experiences, 

perceptions, and meanings through their own words, often leading to the development of deeper 

insights into a specific topic or phenomenon. This approach allows researchers to analyze qualitative 

interview data in a way that preserves the depth and complexity of participants’ experiences, providing 

rich insights into the research topic. 

Key steps involved in interview analysis include: 

Transcription: The first step is transcribing the audio or video recordings of interviews into written text. 

This provides a foundation for further analysis (Saldana, 2016). 

Initial Reading: Researchers often begin by reading through the transcript multiple times to become 

familiar with the data (Creswell, 2013). This helps to get an overall sense of the content and context of 

the interviews. 

Coding: After familiarization, researchers break the transcript down into smaller units, often called 

“codes”, which represent key concepts or themes in the data. These codes are typically short phrases 

that summarize the essence of each passage (Saldaña, 2016). 

Theme Development: The research groups related codes together to form broader themes. Themes are 

essentially patterns that capture significant aspects of the participants’ experiences or perspectives 

(Braun & Clarke, 2006). 

Interpretation: Once themes are developed, researchers interpret these findings in the context of the 

research question and the theoretical framework. This is a crucial step for linking the data to broader 

theories or concepts. 

Verification: Throughout the analysis, it is important to ensure that the findings are credible. 

Techniques such as member checking (where participants review and validate the analysis), 

triangulation (using multiple data sources), and peer debriefing (consulting colleagues for feedback) 

can help strengthen the reliability of the analysis (Creswell & Poth, 2018). 

This qualitative study employs a phenomenological approach to explore the lived experiences of 

bullying survivors. Data was collected through semi-structured interviews and sessions involving the 

empty chair technique. 

 

 

 



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3. Participants 

Twelve participants (aged 18-25) who experienced bullying during primary school were purposively 

selected. Inclusion criteria required participants to recall specific bullying incidents and express 

willingness to engage in the empty chair technique. 

Procedure 

There are three phases of one session. First one initial interview that includes participants shared their 

bullying experiences in detail. In empty chair phase, participants addressed an “imagined” bully, 

teacher, or younger self. The final phase is follow-up interviews which participants reflected on their 

emotional responses to the technique. 

 

4. Data Analysis 

Thematic analysis was used to identify patterns and themes in the participants’ narratives. 

Transcriptions were coded and analyzed iteratively to ensure accuracy and depth. 

 

5. Results 

Emotional Themes 

Anger and Resentment: Participants expressed anger toward their bullies and the adults who failed to 

intervene. 

Sadness and Loss: Many described feelings of loneliness and a sense of lost childhood. 

Empowerment and Closure: Several participants reported a sense of relief and empowerment after 

engaging in the empty chair technique. 

Coping Mechanisms 

Participants highlighted various coping mechanisms, including seeking support from peers and family, 

engaging in creative outlets, and pursuing personal development. 

 

6. Findings 

The empty chair technique provided a safe and structured environment for participants to confront 

unresolved emotions. 

Participants gained new insights into their experiences and developed a greater sense of 

self-compassion. 

The technique revealed the importance of addressing bullying from multiple perspectives, including the 

role of bystanders and educators. 

 

 

 

 



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Table 1. Themes, Categories, Codes and Examples of Results  

Themes Categories Codes Examples 

Emotional 

Impact of 

Bullying 

 

Negative Emotions 

Fear, Anxiety, Anger, Sadness, 

Loneliness 

“I was scared to go to school every 

day”.   

“It made me feel like I was 

worthless”. 

Long-term Emotional 

Effects 

Low self-esteem, Trust issues, 

Emotional numbness 

“Even now, I find it hard to trust 

people”. 

Social Impact 

of Bullying 

Peer Relationships Isolation, Exclusion, Lack of 

friends 

“They never let me sit with them 

during lunch”.   

“I always felt left out”. 

Impact on Family 

Dynamics 

Reluctance to share with family, 

Family tension 

“I never told my parents because I 

didn’t want them to worry”. 

Coping 

Mechanisms 

Internal Coping Suppressing emotions, Imagining 

revenge, Self-blame 

 

“I thought maybe it was my fault 

that they bullied me”. 

Seeking Support Talking to teachers or counselors, 

Finding comfort in hobbies 

 

“Art became my safe space”. 

“Perhaps self-sports are my best 

friends”. 

Reflections on 

the Empty 

Chair 

Technique 

Experience of 

Expressing Feelings 

 

Relief, Vulnerability, Catharsis 

 

“It felt good to finally say everything 

I wanted to”.   

“It was hard to speak, but it helped 

me let go”. 

Perceived 

Effectiveness 

Emotional release, Better 

understanding of feelings 

“Talking to the chair helped me 

understand what I was really 

feeling”. 

 

Perception of 

Bullies 

Understanding the 

Bully 

Anger toward the bully, Curiosity 

about their behavior, Empathy 

“Maybe they were going through 

something too”. 

Unresolved Feelings Desire for closure, Ongoing fear or 

resentment 

“I still don’t know why they did it, 

and it haunts me”. 

Impact on 

Academic Life 

School Avoidance Skipping classes, Faking illness to 

avoid school 

“I’d pretend to be sick just so I 

didn’t have to face them”. 

Academic 

Performance 

Decreased focus, Poor grades “I couldn’t concentrate because I 

was always on edge”. 

  



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This thematic structure can guide further analysis and help in drawing meaningful conclusions about 

the students’ experiences and the utility of the empty chair technique in facilitating emotional 

expression.     

 

7. Discussion 

The results align with existing literature on the therapeutic benefits of expressive techniques. The study 

discusses how schools can implement similar interventions and the role of emotional literacy in 

fostering resilience among students (Olweus, 1993). 

Implications for Therapy 

The study underscores the efficacy of the empty chair technique in facilitating emotional expression 

and closure. Therapists working with bullying survivors should consider integrating this method into 

their practice (Swearer et al., 2014). 

Educational Interventions 

As Vreeman and Carroll (2007), stated schools must adopt proactive measures to address bullying, 

including training for teachers and implementing peer support programs. Early intervention is crucial to 

prevent long-term psychological harm. 

Limitations 

The study’s small sample size and reliance on retrospective accounts may limit the generalizability of 

findings. Future research should explore the technique’s applicability across diverse populations and 

contexts. 

 

8. Recommendations 

After the study, recommendations were made for three different groups of experts. Therapists can 

incorporate the empty chair technique into their interventions for victims of bullying. Educators can 

create a supportive school culture that prioritizes emotional well-being. Finally, researchers are 

encouraged to conduct longitudinal studies to evaluate the long-term impact of therapeutic 

interventions for bullying survivors. 

 

References 

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in 

Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa 

Craig, W. M. (1998). The Relationship among Bullying, Victimization, Depression, Anxiety and 

Aggression in Elementary School Children. Personality and Individual Differences, 24, 123-130. 

https://doi.org/10.1016/S0191-8869(97)00145-1 

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd 

ed.). Sage. 

https://doi.org/10.1191/1478088706qp063oa
https://doi.org/10.1016/S0191-8869(97)00145-1


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Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five 

approaches (4th ed.). Sage. 

Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have 

we learned and where do we go from here? School Psychology Review, 32(3), 365-383. 

https://doi.org/10.1080/02796015.2003.12086206 

Hymel, S., & Swearer, S. M. (2015). Four decades of research on school bullying: An introduction. 

American Psychologist, 70(4), 293-299. https://doi.org/10.1037/a0038928 

Lereya, S. T., Copeland, W. E., Costello, E. J., & Wolke, D. (2015). Adult mental health consequences 

of peer bullying and maltreatment in childhood: Two cohorts in two countries. The Lancet 

Psychiatry, 2(6), 524-531. https://doi.org/10.1016/S2215-0366(15)00165-0 

Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell. 

Perls, F. S. (1969). Gestalt therapy verbatim. Real People Press. 

Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Sage. 

Smith, P. K., Pepler, D., & Rigby, K. (2004). Bullying in schools: How successful can interventions be? 

Cambridge University Press. https://doi.org/10.1017/CBO9780511584466 

Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2014). What can be done about school 

bullying? Linking research to educational practice. Educational Researcher, 43(1), 38-47. 

https://doi.org/10.3102/0013189X09357622 

Vreeman, R. C., & Carroll, A. E. (2007). A Systematic Review of School-Based Interventions to 

Prevent Bullying. Arch Pediatr Adolesc Med., 161(1), 78-88. 

https://doi.org/10.1001/archpedi.161.1.78 

 

Appendix 

Annex 1 A sample session 

Session Overview: 

The goal of this Empty Chair session is to help the young man process and express his feelings related 

to the bullying he experienced in primary school. He will use the empty chair to either address the bully, 

his younger self, or anyone involved in the situation. 

Setting:   

A quiet, private space with two chairs. One chair will be empty, representing the person or part of the 

situation the individual wants to confront or express feelings toward. 

Introduction: 

Therapist: “Today, we’re going to use the Empty Chair technique. The purpose is to help you express 

what you were feeling and still may feel about your experience with bullying in primary school. It 

might feel uncomfortable, and that’s okay. This is a space for you to say things you may not have been 

able to say back then, and maybe even to say things you haven’t been able to express until now”. 

https://doi.org/10.1080/02796015.2003.12086206
https://doi.org/10.1037/a0038928
https://doi.org/10.1016/S2215-0366(15)00165-0
https://doi.org/10.1017/CBO9780511584466
https://doi.org/10.3102/0013189X09357622
https://doi.org/10.1001/archpedi.161.1.78


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Step 1: Establish the Chair Focus 

The therapist will ask the young man to decide who or what the empty chair will represent. This could 

be: 

1) The Bully: If the young man wants to confront the person who bullied him. 

2) His Younger Self: If he feels the need to address how he was feeling back then. 

3) A Bystander or Friend: If someone was around but didn't intervene. 

4) A Parent or Teacher: If he feels like an adult figure, he failed to support him. 

Therapist: “Who would you like this chair to represent? Is it the bully? Your younger self? Or maybe 

someone else from that time? Whoever or whatever you feel is important to address right now.” 

Step 2: Role Play and Expression 

Once the young man has chosen who or what the chair represents, the therapist guides him through the 

process of speaking to the empty chair. The idea is to fully embody the role of either the person or 

himself at that time. 

If speaking to the bully: 

Therapist: “Imagine the bully is sitting in that chair. Take a moment to really see them there. What 

would you want to say to them? What did you feel at the time but didn’t get to express? Speak directly 

to them now. Let yourself say what you need to say.” 

The young man then speaks to the empty chair as though the bully is present, expressing his thoughts, 

feelings, anger, confusion, or hurt. 

If speaking to his younger self: 

Therapist: “Now, imagine yourself as you were back then—what did you need to hear? What do you 

wish you could have said to yourself when you were being bullied? Talk to yourself as the younger you 

now, comforting, understanding, or expressing whatever emotions come up.” 

The young man speaks to his younger self, offering compassion, advice, or even expressing regret or 

anger over the circumstances. 

Step 3: Switch Seats (Role Reversal) 

After the young man has expressed himself, the therapist will invite him to switch chairs and adopt the 

role of the person he just addressed. This helps him step into their perspective and understand the 

situation from another angle. 

If speaking to the bully, the young man will now sit in the chair and “be” the bully. 

Therapist: “Now, switch places and imagine you’re the bully. From this chair, speak back to what the 

young you just said. What might the bully say? Try to respond as they would—this can help us see 

things in a different light.” 

If speaking to his younger self, the young man will sit in the other chair and try to step into the mindset 

of his younger self. 

 



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Therapist: “Now, go back to that time. Imagine you are your younger self again. How do you feel? 

What are you struggling with, and what would you have wanted others to know or do for you?” 

Step 4: Reflection 

Once the young man has had the chance to express both sides of the conversation, the therapist guides 

him through some reflection. 

Therapist: “Now that you’ve spoken from both perspectives, how are you feeling? What new 

understanding or feelings have come up for you about the situation or about yourself? Do you feel 

more empathy for that younger version of you? Or do you feel more closure or anger toward the 

bully?” 

Step 5: Closing 

The therapist will end the session by bringing the young man’s focus back to the present moment and 

guiding him to process any emotions that arose. 

Therapist: “This was a difficult conversation to have, and I want you to know that it’s okay to still feel 

strong emotions about this experience. You’ve done a lot of work today. Take some time to reflect on 

the feelings that came up and know that this process is part of your healing journey.” 

  

 

 

 


