This study presents the results of a systematic review on the prevalence of sexual abuse experienced in adulthood by individuals with intellectual disability. An electronic and manual search of academic journals was performed on four databases via EBSCO Host: Academic Search Complete, PsycINFO, Medline, CINAHL Full-Text. In addition, PubMed, ProQuest, and Web of Science (core collection) were searched. After an initial selection of 1037 documents, 25 articles remained for quantitative synthesis. The combined prevalence of sexual abuse in adults with intellectual disability was 32.9% (95% CI: 22.7–43.0) and sensitivity analysis revealed that the prevalence was not outweighed by a single study. Overall, the United Kingdom had the highest prevalence (r = 34.1%), and the USA had the lowest (r = 15.2%). The overall prevalence in females was lower (r = 31.8%) than that in males (r = 39.9%). Subgroup analyses revealed that prevalence of sexual abuse was higher in institutionalized individuals. The most prevalent profile of abuser is of a peer with intellectual disability. Prevalence increases from mild to severe levels of intellectual disability and decreases in profound levels. It is also more prevalent when the informant is the individual with intellectual disability than when someone else reports abuse. In sum, one in three adults with intellectual disability suffers sexual abuse in adulthood. Special attention should be paid for early detection and intervention in high risk situations.

Introduction Social networking sites such as Instagram have provided young people with unprecedented opportunities for social comparison, and such behaviour can have implications for identity development. Although initial evidence suggests that there may be developmental differences in terms of how such behaviour informs identity development during adolescence and emerging adulthood, all previous research has been conducted in highly individualistic cultural contexts (i.e., the UK and the US). Method To shed further light on these possible developmental differences and to determine whether results replicate amongst young people from more collectivist cultural contexts, cross‐sectional survey data were collected from 1,085 (M age = 18.87, SD = 2.57; Female = 77.8%) adolescents and emerging adults in Romania and Serbia between December 2019 and March 2020. The relationships between social comparisons of ability and opinion on Instagram and three key identity processes (i.e., commitment, in‐depth exploration, and reconsideration of commitment) were then examined. Result Hierarchical multiple regression analyses identified significant age differences in terms of how social comparisons of ability and opinion on Instagram associated with identity commitment and in‐depth exploration. Furthermore, possible cultural differences were identified in terms of how social comparisons of opinion on Instagram associated with the identity processes. Conclusion Overall, results suggest that whilst social comparisons on Instagram can elicit self‐focus and prompt further exploration, developmental and cultural factors may influence how such behaviour informs identity development during adolescence and emerging adulthood.

Across schools, bullying under all of its forms (e.g., physical, verbal, relational, cyber) is a concerning phenomenon. Prevalence studies suggest that children with ASD are a particularly vulnerable population. Specifically, children with ASD are at a considerably higher risk of being bullied than their peers with other or no special educational needs. This chapter aims to examine in what way bullying occurs in ASD populations and what particular challenges individuals with ASD have to deal with. More specifically, the chapter describes and discusses key points in the existing literature on bullying and autism spectrum disorder, such as (1) types of bullying, (2) causes and determining factors, (3) risk and protective factors, (4) consequences of bullying, (5) prevention strategies and interventions where the transition to recommendations is made through thorough research specifically applied to this topic in order to provide theory and evidence-based practices for educators, teachers, school counselors, parents, and any other interested party.