Students With Disabilities and Involvement in Peer Victimization

Farmer, Thomas W.; Wike, Traci L.; Alexander, Quentin; Rodkin, Philip C.; Mehtaji, Meera

doi:10.1177/0741932515572911

Cited by 28 publications

(26 citation statements)

References 91 publications

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“…Children with disabilities are at a higher risk to be victims of bullying than students without disabilities [38,39,40,41,42,43,44,45,46,47,48,49,50]. Rose et al [51] reported that two of the most important predictors of being bullied for students with disabilities were a lack of social skills and a lack of communication skills.…”

Section: Introductionmentioning

confidence: 99%

Victims Seeking Help from Speech-Language Pathologists: Bullying, Preparedness, and Perceptions

Blood

2016

Folia Phoniatr Logop

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Objective: Antibullying initiatives indicate that all school-based personnel should accept responsibility for changing the school climate and eliminating bullying. This study examined if victims seeking assistance for bullying contacted speech-language pathologists (SLPs), SLPs' preparation to address bullying and their current perceptions of responsibilities and interventions. Methods: A mailed survey consisting of a questionnaire and scale on bullying intervention strategies was completed by 418 school-based SLPs. Results: Sixty-one (14.6%) SLPs reported that victims on their caseloads told them directly about being bullied during the last month. The majority of SLPs (84.9%) reported that bullying was a problem in schools, and 65.1% reported that they had observed students being bullied in the past month. Less than half of the SLPs (46.7%) reported feeling prepared to deal with bullying episodes. Thirty-six SLPs (7.9%) reported that they did not address bullying issues because it was outside the scope of practice or job responsibilities. Conclusions: This is the first large study to report that victims seek help from SLPs directly for assistance with bullying incidents. SLPs stated that they received some training in addressing bullying issues but did not feel prepared. SLPs thought bullying was a problem but were undecided about the best strategies for assisting the students.

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Section: Introductionmentioning

confidence: 99%

Victims Seeking Help from Speech-Language Pathologists: Bullying, Preparedness, and Perceptions

Blood

2016

Folia Phoniatr Logop

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“…Previously, researchers (T. Farmer et al, 2015;Rose, Monda-Amaya, & Espelage, 2011) have suggested that there is a paucity of literature focused on bullying and SWD. Previously, researchers (T. Farmer et al, 2015;Rose, Monda-Amaya, & Espelage, 2011) have suggested that there is a paucity of literature focused on bullying and SWD.…”

Section: Resultsmentioning

confidence: 99%

“…Several authors (e.g., T. Farmer, Wike, Alexander, Rodkin, & Mehtaji, 2015;O'Brennan, Waasdorp, Pas, & Bradshaw, 2015) have suggested that students with more externalizing behaviors are at increased risk for being bully-victims while students with more obvious intellectual or physical disabilities are more prone to victimization. Several authors (e.g., T. Farmer, Wike, Alexander, Rodkin, & Mehtaji, 2015;O'Brennan, Waasdorp, Pas, & Bradshaw, 2015) have suggested that students with more externalizing behaviors are at increased risk for being bully-victims while students with more obvious intellectual or physical disabilities are more prone to victimization.…”

Section: Bullying and Swdmentioning

confidence: 99%

Bullying and Students With Disabilities

Houchins

Oakes

Johnson

2016

Remedial and Special Education

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ArticleThere are several purposes for this article. First, we introduce a special issue on bullying and students with disabilities (SWD). The articles in the special issue are described. Next, a summary of previous bullying research is provided. This summary lays the foundation for the last section that reports the findings from a systematic literature review of bullying prevention and intervention studies involving SWD. Although there is an expanding body of bullying intervention literature in general education settings, there appears to be a dearth of data on the quality of bully prevention and intervention studies specifically for SWD. The systematic literature review examines methodologically rigorous bully prevention and intervention studies for SWD. Finally, a conclusion connecting the findings of the review to the special issue articles is provided. Articles in This Special IssueYell, Katsiyannis, Rose, and Houchins (2016) provided an insightful examination of the legal ramifications of bullying of SWD in school environments. Bullying behaviors in school systems are discussed in relationship to both federal and state legislation and various Dear Colleague Letters released by the Office of Civil Rights and the Office of Special Education and Rehabilitation Services. The authors provide suggestions for how school systems can identify, investigate, and respond to situations of bullying SWD.Simpson, Rose, and Ellis (2016) offered a pointed correlational examination of gender discrepancies and the influences of disabilities as related to bullying behaviors using survey findings from more than 14,000 sixth-to 12th-grade students. The authors focus on rates of bullying, fighting, relational aggression, victimization, online victimization, and relational victimization. Findings provide information on the relationship between disability status, gender, and grade level. The authors make suggestions for anti-bullying school initiatives.Rose, Simpson, and Preast (2016) examined important psychosocial predictors of bullying involvement across 1,183 adolescent SWD. The authors found that victimization and lower levels of depression with higher levels of hostility predicted bullying and fighting. Other findings suggest that higher levels of depression, hostility, and lower levels of self-esteem predict bully-victim and reactive-victim status. The authors make a compelling case for schools to provide instruction that targets social-emotional skill development. AbstractBullying is a serious issue affecting the psychological, social, and physical well-being of students. Although a substantial amount of bullying research has been conducted with general education students, there is a paucity of experimental prevention or intervention studies specifically focused on students with disabilities. The aim of this article is twofold. First, we introduce a special issue on bullying and students with disabilities. Summaries of recent studies conducted on the bullying and students with disabilities are described. Next, we report the f...

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“…This does not concern all students with disabilities, but more often those with physical disorders or disorders of autistic spectrum (Lindsay, & McPherson, 2012). They are limited in contacts with classmates after classes and are not integrated into peer activities in class (Farmer, Wike, Alexander, Rodkin, & Mehtaji, 2015).…”

Section: Problem Statementmentioning

confidence: 99%

Features Of Interpersonal Relationships Between Teenagers Inclined To Victim Behavior

Tvardovskaya¹

2018

The European Proceedings of Social and Behavioural Sciences

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The paper investigates issues of teenagers' victim behavior and provides results of empirical study of interpersonal relationships in teenagers inclined to victim behavior. 77 teenagers participated in the study; 40 of them displayed victim behavior. Obtained results testify that teenagers with an internal locus of control build up interpersonal relationships positively, feel confident, do not display aggression, keep their actions and words under control but do not always demonstrate openness and sincerity to partners in all fields of activity. The person exposed to negative experience of communication faces the need to be very cautious in dealing with people. Victim teenagers with an external level of subjective control show inability to cope with themselves in situations of interaction; negative attitude to the partner testifies to the complexity of establishment of harmonious relationships with friends, tendency to draw unjustified negative conclusions about others. Understanding and consideration of these features allows determining the strategy of support to prevent risks of behavior violation.

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Students With Disabilities and Involvement in Peer Victimization

Abstract: Bullying can have destructive consequences for our young people. And it's not something we have to accept. As parents and students; teachers and communities, we can take steps that will help prevent bullying and create a climate in our schools in which all of our children can feel safe.

Cited by 28 publications

References 91 publications

Victims Seeking Help from Speech-Language Pathologists: Bullying, Preparedness, and Perceptions

Victims Seeking Help from Speech-Language Pathologists: Bullying, Preparedness, and Perceptions

Bullying and Students With Disabilities

Features Of Interpersonal Relationships Between Teenagers Inclined To Victim Behavior

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