This article is based on a review of the literature that is a part of a master intervention project in social work with groups. It proposes a critical reflection on interventions with young victims of bullying in schools. The review leads to find that most of the objectives of various intervention programs are concentrated around social skills training and the reduction of risk factors of being a bullying victim. Despite the relevance of these goals, the programs seem to stick to a limited understanding, and very personal, issues. To overcome these limitations, empowerment, enabling an analysis of macro-social aspects, is proposed as an alternative approach. Possible resistances to its application in schools close the critical reflection.