The aim of this study was to identify and compare the differentiated personality profiles of students involved in bullying situations as victims and aggressors. Bullying is viewed as aggressive behavior characterized by a power imbalance, repetition, and intentional harm, necessitating an analysis beyond a simple aggressor-victim dichotomy.

The empirical study involved 71 students from Secondary School No. 66 in Almaty, with a mean age of 15.3 years. The methodology included a theoretical analysis of the literature and empirical methods utilizing the D. Olweus "Bullying" questionnaire and the 14-PF questionnaire. The Olweus diagnostic revealed that 29 students had encountered bullying, with 19 classified as aggressors and 10 as victims.

A comparison of the personality profiles of the “Victim” and “Bully” groups, conducted using the Mann-Whitney U-test, successfully identified five statistically significant differences.

The Victim profile is characterized by heightened vulnerability in the emotional and regulatory spheres, showing significantly higher sensitivity (I+) and excitability/anxiety (D+), along with low self-control (Q3-) and circumspection (F-).

Conversely, the Bully profile demonstrates a combination of external impulsiveness and internal tension. They are significantly more heedless (F+) and practical/realistic (I-). Additionally, they exhibit a high level of self-control (Q3+) and an elevated score on the Neurasthenia/Hamlet Factor (J+), indicating internal discomfort that is likely compensated for by aggressive behavior.

Conclusion: Although definitive conclusions on statistical significance are limited by the small sample size, the findings clearly differentiate the personality profiles of bullying participants. Aggressors are impulsive individuals with high internal tension who employ regulated aggression. Victims are sensitive, anxious, and weakly self-controlled individuals. The results affirm the need for targeted, stratified interventions that account for the specific psychological mechanisms underlying each role.