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Bullying and Victimization among Students with Exceptionalities
Abstract
Children and youth with exceptionalities are at increased risk to be marginalized in their peer group because of their exceptionalities; they are hence more vulnerable to victimization by peers who have higher status and more social power. Research also suggests that children and youth with exceptionalities may be more likely to bully others. Without supportive relationships with peers and with adults, children and youth who have physical, learning, intellectual or emotional disabilities may be less able to achieve important developmental tasks and full quality of life. Using a developmental and systemic-ecological perspective we outline bullying prevention and intervention strategies to scaffold individual students' healthy relationship skills and to create a positive and inclusive social climate at school.
... Interaksi antarelemen dijelaskan oleh Cummings et al. (2006) sebagai pandangan individu dalam hubungannya dengan keluarga dan teman sebaya. Keluarga dan teman sebaya ini menjadi bagian suatu lingkungan, sekolah dan lembaga lain yang berinteraksi di dalam masyarakat dan pemerintahan. ...
An influential figure in the field of education in understanding the diversity of children is Bronfenbrenner who suggested ecological theory. This theory offers a multidimensional model to understand the influence of the family, the environment to a larger circle, for example the state economy and politics, as well as a way of understanding the journey of human life from childhood to adulthood. In this theory, the ecological framework allows us to analyze information about individuals and understand systemic relationships over time. In the dynamics of inclusive schools, this theory can provide a basic understanding of student diversity which is increasing day by day in inclusive schools. If we understand this theory, we can find out the various factors that influence the success of inclusive education. In addition, this theory can also be a reference in setting up an environment that is open to differences, considers diversity as something natural, and supports each other on the uniqueness of each individual in the school context.
... Specifically, it is imperative that schools implement universal interventions integrated into formal and informal school curricula, such as creating anti-bullying rules, offering general support available to students, and establishing clear procedures for reporting bullying incidents (Cummings et al., 2006). Next, considering that comprehensive empirical evidence has revealed the absence of peer interactions and solitary behaviors as risk factors for loneliness and bullying, relevant interventions must focus on peer support schemes to address loneliness and Internet addiction among victimized adolescents (Catterson & Hunter, 2010). ...
Although the detrimental effects of peer victimization on adolescents’ developmental outcomes have been identified, the effecting mechanisms are still unclear. Thus, the current study aims to investigate how peer victimization hinders or helps adolescents’ mental well-being and disruptive behaviors when loneliness and internet addiction are concerns. A sample of 1278 middle and senior high school students in Jiangsu Province was surveyed using a self-report questionnaire to examine the proposed chain mediation model. Structural equation modeling (SEM) with maximum likelihood estimation was utilized to test the model fit using AMOS 26.0. The results showed that peer victimization was linked to mental well-being and disruptive behaviors through a greater feeling of loneliness and internet addiction. The findings demonstrated that peer victimization did not only directly affect adolescents’ mental well-being and disruptive behaviors, but also indirectly through loneliness. Besides, a chain mediating effect of loneliness and Internet addiction occurred between peer victimization and disruptive behaviors. Findings of the current study could help to offer insights for developing effective interventions for addressing peer victimization, disruptive behaviors, loneliness and internet addiction amongst adolescents.
... Students who bully others also experience depression and suicidal ideation, and they are also at risk for antisocial behavioral tendencies, such as abusing drugs, drinking alcohol, and property theft (Hertz, Donato, & Wright, 2013;Kaltiala-Heino, Rimpela, Marttunen, Rimpela, & Rantanen, 1999;Cummings, Pepler, Mishna, & Craig, 2006). They also engage in academic misconduct, such as cheating and skipping school, and have lower academic achievement (Atik & Guneri, 2013;Berthold & Hoover, 2000;Carlson & Cornell, 2008;Rigby & Cox, 1996). ...
School bullying research began in the 1970s through seminal research conducted on these experiences among Norwegian boys. From this initial research, multiple studies have been conducted over the past 40 years, revealing the nature, extent, causes, and consequences of school bullying. More recent investigations have also focused on cyberbullying, bullying using information and communication technologies (e.g., cell phones). Little attention has been given to school bullying involvement among students with disabilities, particularly those with intellectual disabilities. The handful of studies on this topic suggest that these students experience internalizing (e.g., depression, anxiety, loneliness) and externalizing (e.g., aggression, antisocial behaviors) difficulties associated with their involvement in school bullying. The aim of this chapter is to review multidisciplinary research concerning school bullying among students with intellectual disabilities and to make recommendations for public policy and prevention programs as well as future research.
... While the topic of bullying was not mentioned in the articles of this scoping review, it may be worth exploring as well. Children with disabilities may be at higher risk of bullying [46] as described in a qualitative study with children and youth with cerebral palsy (CP) [47]. Participation in leisure activities, discussed during consultation with stakeholders, contributes to the mental and physical wellbeing of children with physical disabilities [48,49]. ...
Background
Arthrogryposis multiplex congenita (AMC) is a group of congenital conditions characterized by joint contractures in two or more body areas. Management of AMC starts early in life and focuses on improving mobility and function through intensive rehabilitation and surgical interventions. Psychosocial wellbeing is an important determinant of health and the psychosocial experience of individuals with AMC should be considered in the management of this condition. The aim of this scoping review was to explore what is known about the psychosocial wellbeing of children and adults with AMC, to identify the outcome measures used and to explore the factors associated with psychosocial outcomes in this population.
Methods
A comprehensive search in four databases was conducted. Articles discussing psychosocial outcomes and outcome measures used with children or adults with AMC were included. Data on the measures used, psychosocial outcomes, and factors associated with psychosocial outcomes, were extracted and analyzed descriptively and synthesized narratively.
Results
Seventeen articles were included in this scoping review, ten including the pediatric population, six including adults and one article including both children and adults with AMC. The most commonly used outcome measures were the PODCI in the pediatric studies, and the SF-36 in studies on adults. In the pediatric studies, psychosocial outcomes were often secondary, compared to the studies on adults. Results showed that in both children and adults, psychosocial outcomes are comparable with the levels of the general population. Qualitative studies reflected the affective needs of this population and issues with emotional wellbeing. Factors such as fatigue and pain were associated with poorer psychosocial outcomes in adults with an impact on social relationships, intimacy and family planning.
Conclusion
Validated outcome measures, qualitative approaches and longitudinal studies are needed to better understand the psychosocial outcomes in AMC over time. Psychosocial support should be part of the multidisciplinary management of AMC throughout the lifespan.
... Eldar, Talmor and Wolf-Zukerman (2010) also suggested that increasing peer awareness not onlyhelps the development of the child with ASD but it also helps the peers as they gain empathy and compassion by being exposed to children with a diversity of temperaments. Such social understanding may be developed through integration, active discussions along with active modelling of inclusive attitudes and actions by teachers (Cummings Pepler, Mishna, & Craig, 2006). ...
... Students who bully others also experience depression and suicidal ideation, and they are also at risk for antisocial behavioral tendencies, such as abusing drugs, drinking alcohol, and property theft (Hertz, Donato, & Wright, 2013;Kaltiala-Heino, Rimpela, Marttunen, Rimpela, & Rantanen, 1999;Cummings, Pepler, Mishna, & Craig, 2006). They also engage in academic misconduct, such as cheating and skipping school, and have lower academic achievement (Atik & Guneri, 2013;Berthold & Hoover, 2000;Carlson & Cornell, 2008;Rigby & Cox, 1996). ...
School bullying research began in the 1970s through seminal research conducted on these experiences among Norwegian boys. From this initial research, multiple studies have been conducted over the past forty years, revealing the nature, extent, causes, and consequences of school bullying. More recent investigations have also focused on cyberbullying, bullying using information and communication technologies (e.g., cell phones). Little attention has been given to school bullying involvement among students with disabilities, particularly those with intellectual disabilities. These studies suggest that these students experience internalizing (e.g., depression, anxiety, loneliness) and externalizing (e.g., aggression, antisocial behaviors) difficulties associated with their involvement in school bullying. The aim of this chapter is to review multidisciplinary research concerning school bullying among students with intellectual disabilities and to make recommendations for public policy and prevention programs as well as future research.
... Students who bully others also experience depression and suicidal ideation, and they are also at risk for antisocial behavioral tendencies, such as abusing drugs, drinking alcohol, and property theft (Hertz, Donato, & Wright, 2013;Kaltiala-Heino, Rimpela, Marttunen, Rimpela, & Rantanen, 1999;Cummings, Pepler, Mishna, & Craig, 2006). They also engage in academic misconduct, such as cheating and skipping school, and have lower academic achievement (Atik & Guneri, 2013;Berthold & Hoover, 2000;Carlson & Cornell, 2008;Rigby & Cox, 1996). ...
School bullying research began in the 1970s through seminal research conducted on these experiences among Norwegian boys. From this initial research, multiple studies have been conducted over the past 40 years, revealing the nature, extent, causes, and consequences of school bullying. More recent investigations have also focused on cyberbullying, bullying using information and communication technologies (e.g., cell phones). Little attention has been given to school bullying involvement among students with disabilities, particularly those with intellectual disabilities. The handful of studies on this topic suggest that these students experience internalizing (e.g., depression, anxiety, loneliness) and externalizing (e.g., aggression, antisocial behaviors) difficulties associated with their involvement in school bullying. The aim of this chapter is to review multidisciplinary research concerning school bullying among students with intellectual disabilities and to make recommendations for public policy and prevention programs as well as future research.
As individuals are increasingly provided with the opportunity to make decisions related to employment, independent living, and community access, they also may face increased risks of victimization. To allow for independence but to ensure safety, individuals with intellectual and developmental disabilities (IDD) should be taught how to recognize and make appropriate decisions in potentially dangerous, high-risk situations. In this chapter, we first briefly describe why it is critically important for individuals with IDD to have the ability to make informed decisions, specifically addressing the importance of effective decision making when there is an increased risk of victimization or abuse. Next, we discuss how behavioral intervention approaches have been effectively designed to develop and support decision-making behaviors in response to high-risk decision-making situations for individuals with IDD. Specifically, we describe behavior skills training (BST) and then provide examples of how BST has been used to teach individuals with IDD to make appropriate decisions in response to situations involving potential abduction, sexual assault, bullying, or other forms of social victimization. We end with a call for future research to evaluate additional behavioral interventions and suggestions for practice to increase the decision-making capacity of individuals with IDD in response to high-risk decision-making situations.
Background
Safeguarding social inclusion for children with disabilities remains an elusive and difficult goal. Children with disabilities are lonelier than their peers, less involved in their communities, and less likely to experience overall well-being.
Objective
The primary purpose of this research is to conduct a critical review of literature on approaches aimed at promoting social inclusion for children with a range of disabilities. By systematically analyzing the literature, key themes and theoretical orientations are identified and critically examined. In keeping with a critical review, our goal is to expose assumptions, trends and gaps in our understanding of what it means to promote social inclusion for children with disabilities.
Method
Review methods included rigorous criteria for selection followed by established protocols for evaluating studies. Quality of Study Rating Forms (Gibbs, 1989, 2003) were used to examine peer-reviewed research published from 2005–2017. A final selection of 147 studies are included in this review.
Results
A critical assessment of the literature revealed that the majority of interventions are aimed at ‘fixing’ the child in order to make them more socially competent in their environments. In particular, social skills training was the predominant approach used to address social exclusion.
Conclusions
Existing literature appears to reinforce traditional views of disability. Future research would benefit from greater inclusion of children’s and youth's own perspectives on social inclusion in the context of childhood disability.
Seventy-two children (35 4½-year-olds and 37 5½-year-olds), nearly evenly divided by gender, from European American (71%), Asian American (17%), and African American (12%) middle-class backgrounds, were individually interviewed about straightforward exclusion and inclusion for two gender-stereotypic peer-group contexts: activities (doll and truck play) and role-play (teacher and firefighter). All children evaluated straightforward exclusion based on gender (e.g., girls excluding a boy from doll play) as wrong and used moral reasons. Preliminary inclusion decisions in the activity contexts (choosing a boy or a girl to join the group) were based on stereotypic expectations, particularly for younger children. Given the opportunity to weigh alternative considerations, however, all children gave priority to fairness over stereotypic expectations in both multifaceted inclusion peer-group contexts.
Since the introduction of the term learning disabilities more than 35 years ago (Kirk, 1963), the use of this category to describe children with learning problems has increased to the point that this designation currently accounts for the largest group of children in special education in the United States. Despite the popularity of this label, lively disputes about the phenomenon of learning disabilities remain, even for such basic issues as how to define learning disabilities and how children with such disabilities should be identified (Kavale and Forness, 1985). As a result, the children identified as learning disabled are a heterogeneous group, with varied problems and strengths.
Bullying in Schools is the first comparative account of the major intervention projects against school bullying that have been carried out by educationalists and researchers since the 1980s, across Europe, North America and Australasia. Working on the principle that we can learn from success as well as failure, this book examines the processes as well as the outcomes, and critically assesses the likely reasons for success or failure. With contributions from leading researchers in the field, it is an important addition to the current debate on tackling this distressing problem.
Action against bullying in schools has been quite extensive over the last decade. The article reports a survey of 2308 pupils aged 10-14 years, from 19 schools across England. Frequencies of being bullied and of bullying others suggest some decline from earlier findings, which may reflect positive results achieved by schools concerned about the issue. Victims report a variety of coping strategies, varying with age. Bullies report often feeling that the victim deserved it, a response especially marked in older boys. A `culture of silence' still persists in that 30 percent of victims had told no one of the bullying. However, for those who had told, the outcome was usually seen as positive, although there was a small risk of things getting worse especially when teachers were told. Findings are discussed in terms of the opportunities and challenges facing schools as they work to develop effective anti-bullying policies and strategies.
The prevalence and nature of bullying was assessed on the basis of observations of children's interactions in the classroom. This study was based on a systemic-developmental model of bullying and victimization. Participants were drawn from 1 public school in metropolitan Toronto. Twenty-seven children (19 boys, 8 girls) identified by teachers as aggressive and nonaggressive were targeted for filming. The 27 children were identified from the total number of students (N = 190) in the 8 classrooms. There were 60 bullying episodes observed from 28 hr of video and remote audio recordings of classroom observations. Bullying occurred twice every hour in the classroom and was short in duration. The boys and girls bullied at the same rate. Peers were involved in some capacity (from actively participating to passively onlooking) in 85% of the bullying episodes. Results suggest that bullying unfolds in a peer context in the classroom and is related to the type of classroom activity and individual characteristics of children involved in bullying conflicts.