Bullying behavior in children with intellectual disability

Glumbić, Nenad; Žunić-Pavlović, Vesna

doi:10.1016/j.sbspro.2010.03.415

Cited by 22 publications

(5 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Aggression is a common challenge for carers who work with PwIDs [7]. The aggressive behaviour of PwIDs result from, among other factors, the lack of attention they receive from people they love, and communication difficulties [2,16]. Thus, by drawing PwIDs closer and showing signs of acceptance and care, carers in Ghana are not only showing resilience but also demonstrating aspects of good practice in working with PwIDs.…”

Section: Discussionmentioning

confidence: 99%

Caring for People with Intellectual Disability: Experiences

Forkuor¹,

Douglas²,

Dekie³

2020

View full text Add to dashboard Cite

This paper reports findings on the challenges and sources of resilience of carers of Persons with Intellectually Disabilities (PwIDs) in Ghana. Semi-structured interviews were used to gather data from ten (10) institutional carers (House Mothers), and five (5) teachers at three different institutions for PwIDs in the Kumasi metropolis of Ghana. The challenges carers face is because of socio-cultural perceptions regarding PwIDs as well as work related constraints. Even though this research confirmed the fear, apprehension and negative comments by family, friends and the public to care work, it also revealed that this could be due to ignorance, lack of understanding and unfamiliarity of the public with PwIDs. Despite the challenges involved with care work such as aggressive behaviour from PwIDs for instance, carers indicated that PwIDs were 'interesting' and 'funny', making the work enjoyable. The study revealed that religion and the expectation of a future blessing from God were a major source of resilience for carers. Since increased social integration has been suggested to reduce stigma against PwIDs, this study recommends that Ghanaian social workers actively engage in discussions regarding the integration of PwIDs in day-today social processes. Furthermore, while it is important to build the resilience of carers, it is equally relevant for Ghanaian social workers to address the source of challenge (in this case stigma and discrimination) that necessitates this resilience in the first place.

show abstract

Section: Discussionmentioning

confidence: 99%

Caring for People with Intellectual Disability: Experiences

Forkuor¹,

Douglas²,

Dekie³

2020

View full text Add to dashboard Cite

show abstract

“…Nevertheless, a few studies have examined rates of bullying among children with ID, citing prevalence rates between 50 to 80% for any incident of bullying (Emerson, 2010;Glumbic & Zunic-Pavlovic, 2010) and 8 to 15% for frequent bullying (Mishna, 2003;Whitney, Smith, Thompson, 1994). Although these rates appear similar to those cited for typically developing children, studies of children with ID rarely have included comparison groups of typically developing (TD) children.…”

mentioning

confidence: 99%

Bullying Adolescents With Intellectual Disability

Christensen

Fraynt

Neece

et al. 2012

Journal of Mental Health Research in Intellectual Disabilities

103

View full text Add to dashboard Cite

“…These barriers include the lack of a strong social network, rejection by peers and difficulties in relating with others ( Méndez et al, 2017 ), having poor communication skills or personal characteristics that differentiate them from the others ( CERMI, 2017 ), restrictions in school participation ( Sentenac et al, 2011 ) and the limitations in adaptive behaviors, social skills and daily practices that intellectual disability entails ( APA, 2013 ; Olivier et al, 2020 ). There is less research studying students’ vulnerability to violence in special education settings ( Glumbić and Žunić-Pavlović, 2010 ), so this topic of study is still under-explored.…”

Section: Introductionmentioning

confidence: 99%

Creating Learning Environments Free of Violence in Special Education Through the Dialogic Model of Prevention and Resolution of Conflicts

et al. 2021

View full text Add to dashboard Cite

Violence suffered by children is a violation of human rights and a global health problem. Children with disabilities are especially vulnerable to violence in the school environment, which has a negative impact on their well-being and health. Students with disabilities educated in special schools have, in addition, more reduced experiences of interaction that may reduce both their opportunities for learning and for building protective social networks of support. This study analyses the transference of evidence-based actions to prevent violence in schools – the dialogic model of prevention and resolution of conflicts (DMPRC) – in the context of a special school, and its impact on the reduction of violence, the creation of egalitarian relationships, and the prevention of bullying. A case study with a communicative approach was conducted including in-depth interviews and communicative focus groups with the diverse participants to analyze the process of transformation carried out in the school and the main actions that give students a voice in the management and creation of egalitarian non-violent relationships. The results show that the inclusion of the students’ voices in the resolution and prevention of conflicts reduces violence, empowers special education students, strengthens friendship relationships, caring behavior, and active positioning among the community. The positive impact of the transference of the DMPRC to special schools contributes to students’ well-being and healthy development by offering safe and protective educational spaces and quality emotional education, also contributing to the achievement of the Sustainable Development Goals related to the elimination of all forms of violence in childhood.

show abstract

Bullying behavior in children with intellectual disability

Cited by 22 publications

References 6 publications

Caring for People with Intellectual Disability: Experiences

Caring for People with Intellectual Disability: Experiences

Bullying Adolescents With Intellectual Disability

Creating Learning Environments Free of Violence in Special Education Through the Dialogic Model of Prevention and Resolution of Conflicts

Contact Info

Product

Resources

About