The Influence of Psychosocial Factors on Bullying Involvement of Students With Disabilities

Rose, Chad A.; Forber‐Pratt, Anjali J.; Espelage, Dorothy L.; Aragon, Steven R.

doi:10.1080/00405841.2013.829730

Cited by 34 publications

(21 citation statements)

References 49 publications

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“…For students with disabilities, anger predicted both proactive (bullying) and reactive (fighting) aggression, where as anger increased, bully perpetration also increased, especially for students with emotional and behavioral disorders (Rose & Espelage, 2012). These findings support the argument that risk factors for bullying are associated with characteristics of a disability; not the presence of a disability (Rose et al, 2013). Rosenberg (1979) defined self-esteem as an individual's sense of worthiness, adequacy, and self-respect, which can affect how an individual acts.…”

Section: Hostilitysupporting

confidence: 68%

“…Although few studies have examined the intersection between depression and victimization among students with disabilities, scholars have suggested that students with learning disabilities report significantly higher rates of depression than their peers without disabilities (Maag & Reid, 2006;Mishna, 2003). Rose, Forber-Pratt, Espelage, and Aragon (2013) argued that comorbidity between disability identification and depressive symptoms may be associated with higher rates of bullying involvement. 629219R SEXXX10.1177/0741932516629219Remedial and Special EducationRose et al …”

Section: Depressionmentioning

confidence: 99%

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Exploring Psychosocial Predictors of Bullying Involvement for Students With Disabilities

Rose

Simpson

Preast

2016

Remedial and Special Education

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Students with disabilities are disproportionately involved within the bullying dynamic. However, few studies have investigated the interaction between victimization and proactive or reactive aggression, and psychosocial predictors for bullying involvement among school-aged youth with disabilities. This study used structural equation modeling to examine the predictive nature of depression, hostility, and self-esteem on victimization, bullying, fighting, bully-victimization, and reactive-victimization for a diverse sample of 1,183 adolescents with disabilities. Results suggest that victimization predicted bullying and fighting. In addition, lower levels of depression and higher levels of hostility predicted bullying and fighting; higher levels of depression, hostility, and lower levels of self-esteem predicted higher levels of victimization. Finally, higher levels of depression, hostility, and lower levels of self-esteem predicted bully-victim and reactive-victim status. Therefore, schools should begin to incorporate targeted interventions that address skill development, social and emotional learning, and emotion regulation to address escalated rates of bullying involvement for youth with disabilities.

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Section: Hostilitysupporting

confidence: 68%

Section: Depressionmentioning

confidence: 99%

Exploring Psychosocial Predictors of Bullying Involvement for Students With Disabilities

Rose

Simpson

Preast

2016

Remedial and Special Education

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“…Al-Yagon and Margalit (2006) found that students with LD were not different than those without LD on measures of acceptance by teachers. Indeed, Rose et al (2013) have found that students who reported higher levels of teachers' support also reported higher levels of victimization. It may be that as a group, victimized students do not view their teachers as a secure base, perhaps because they feel that their teachers were ineffective in preventing their victimization.…”

Section: Discussionmentioning

confidence: 99%

Victimization by Bullying and Attachment to Parents and Teachers Among Student Who Report Learning Disorders and/or Attention Deficit Hyperactivity Disorder

Klomek

Kopelman-Rubin

Al‐Yagon

et al. 2015

Learning Disability Quarterly

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Victimization by bullying among youth is an international public health issue (Srabstein & Leventhal, 2010). The prevalence of victimization in Israel among youth ages 11 to 15 is 9.7% for boys and 6.7% for girls, which is comparable with the prevalence in other countries (Due et al., 2009). Little available research exists on victimization among children and adolescents with Learning Disorders (LD; for example,

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“…These factors include depression and internalizing behavior problems, social communication and social competence difficulties. The youth also experience increased social isolation or affiliate with peers who do not support or protect them from bullying (Rose et al 2013;Son et al 2014;Turner et al 2011). Youth with disabilities who are pure bullies tend to have higher levels of positive social characteristics and school bonding, and lower levels of school adjustment problems (Farmer et al 2012).…”

Section: Bullyingmentioning

confidence: 99%

Adolescents with Disabilities

Maxey

Beckert

2016

Adolescent Res Rev

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Adolescents with disabilities face many challenges common to their typically developing peers. However, the ways that they resolve them may differ. The focus of this narrative overview was to summarize results from the disabilities in adolescence literature, highlight common research directions, evaluate the overall big picture of this literature, and draw conclusions based on general interpretations. Evidence suggests that the literature in this field of study is lacking. Suggestions for improvement include increasing the number of studies that focus specifically on adolescence across the various types of disabilities, establishing a theoretical base to anchor research, forming cohesion across disabilities among researchers, and taking a comprehensive approach to intervention studies. By addressing these issues in future research, scholarly knowledge will be increased, but more importantly, the lives of young people with disabilities can be greatly enhanced.

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The Influence of Psychosocial Factors on Bullying Involvement of Students With Disabilities

Cited by 34 publications

References 49 publications

Exploring Psychosocial Predictors of Bullying Involvement for Students With Disabilities

Exploring Psychosocial Predictors of Bullying Involvement for Students With Disabilities

Victimization by Bullying and Attachment to Parents and Teachers Among Student Who Report Learning Disorders and/or Attention Deficit Hyperactivity Disorder

Adolescents with Disabilities

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