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Uzun ME, Koşan Y, Şirin H. Abuse and Neglect of Children With Specific Learning Disorders in Türkiye: A Case-Control Study. Clin Psychol Psychother 2024; 31:e2986. [PMID: 38679965 DOI: 10.1002/cpp.2986] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2024] [Revised: 03/27/2024] [Accepted: 04/04/2024] [Indexed: 05/01/2024]
Abstract
BACKGROUND Although it is often stated that children with special needs are at risk of being abused and neglected, research conducted on the abuse of children with specific learning disorders (SLDs) is limited. METHODS This case-control study aims to compare exposure to neglect and abuse among children diagnosed with SLDs (case group) and children with typical development (control group). The study included children aged 6 to 12 years who were referred to the Child and Adolescent Psychiatry Outpatient Clinic and Pediatric Clinic of a hospital in Türkiye. The data collection process included 196 participants and lasted for 7 months in 2020. RESULTS Based on the analysis of the data collected with the Schedule for Affective Disorders and Schizophrenia for School Age Children-Present and Lifetime Turkish Version (K-SADS-PL-T) and the Abuse Assessment Questionnaire, we determined that children with SLDs were physically and emotionally abused more than the children of the control group. In addition, they witnessed violence between their parents more than the control group. Physical abuse, emotional abuse and witnessing family violence were identified as significant predictors for SLD. CONCLUSIONS The presence of SLDs is a significant risk factor for children to be exposed to abuse even in the absence of ADHD as a comorbidity.
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Affiliation(s)
- Mehmet Erdem Uzun
- Department of Child Psychiatry, University of Health Sciences, Bursa Yüksek İhtisas Training and Research Hospital, Bursa, Türkiye
| | - Yekta Koşan
- Department of Early Childhood Education, Ataturk University, Erzurum, Türkiye
| | - Hande Şirin
- Department of Child Psychiatry, University of Health Sciences, Bursa Yüksek İhtisas Training and Research Hospital, Bursa, Türkiye
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Dubé C, Morin AJS, Tóth-Király I, Olivier E, Tracey D, McCune VS, Craven RG, Maïano C. Social Interaction Profiles Among Youth with Intellectual Disabilities: Associations with Indicators of Psychosocial Adjustment. J Autism Dev Disord 2024; 54:458-476. [PMID: 36342629 DOI: 10.1007/s10803-022-05783-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/28/2022] [Indexed: 11/09/2022]
Abstract
This study investigates the nature of the social interaction profiles observed among youth with intellectual disabilities (ID), defined while considering their relationships with their parents, peers, and teachers, as well as the implication of these profiles for self-esteem, aggressive behaviors, and prosocial behaviors. A sample of 393 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged between 11 and 22 (M = 15.70), was recruited in Canada (n = 141) and Australia (n = 253). Our results revealed four profiles, corresponding to Socially Isolated (23.24%), Socially Integrated (39.83%), Socially Rejected (28.37%) and Socially Connected (8.57%) youth with ID. The socially integrated and connected profiles both presented higher self-esteem, more prosocial behaviors, and less aggressive behaviors than the socially isolated and rejected profiles.
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Affiliation(s)
- Céleste Dubé
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, H4B 1R6, Montreal, QC, Canada
| | - Alexandre J S Morin
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, H4B 1R6, Montreal, QC, Canada.
| | - István Tóth-Király
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, H4B 1R6, Montreal, QC, Canada
| | - Elizabeth Olivier
- Département de psychopédagogie et d'andragogie, Université de Montréal, Montréal, Canada
| | - Danielle Tracey
- School of Education, Translational Health Research Institute, Western Sydney University, Sydney, Australia
| | - Victoria Smodis McCune
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, H4B 1R6, Montreal, QC, Canada
| | - Rhonda G Craven
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia
| | - Christophe Maïano
- Cyberpsychology Laboratory, Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO|Campus de Saint-Jérôme), Saint-Jérome, Canada
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Abregú-Crespo R, Garriz-Luis A, Ayora M, Martín-Martínez N, Cavone V, Carrasco MÁ, Fraguas D, Martín-Babarro J, Arango C, Díaz-Caneja CM. School bullying in children and adolescents with neurodevelopmental and psychiatric conditions: a systematic review and meta-analysis. THE LANCET. CHILD & ADOLESCENT HEALTH 2024; 8:122-134. [PMID: 38109913 DOI: 10.1016/s2352-4642(23)00289-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Revised: 10/10/2023] [Accepted: 10/18/2023] [Indexed: 12/20/2023]
Abstract
BACKGROUND Bullying is a common form of violence among children and adolescents. Young people with neurodevelopmental or psychiatric conditions might have an increased risk of bullying victimisation and perpetration. We aimed to assess the odds of bullying involvement and its association with mental health measures in these populations. METHODS In this systematic review and meta-analysis, we searched PubMed, ERIC, Psychology and Behavioural Sciences Collection, Web of Science Core Collection, PsycArticles, and PsycInfo databases from inception up to Aug 8, 2023, and included articles reporting data on bullying outcomes of current bullying (within the past year) among children and adolescents (aged 4-17 years) with a diagnosis of a neurodevelopmental or psychiatric condtion provided by a health professional. Bullying type was classified as traditional (physical, verbal, or relational) or as cyberbullying (intentional and repeated harm inflicted through electronic devices and social media), and bullying involvement was classified as victimisation, perpetration, and perpetration-victimisation. Mental health measures were collected and the associations with bullying involvement assessed. We used random-effects meta-analyses to estimate prevalence and odds ratios (ORs) for bullying involvement. Heterogeneity was assessed using the I2 statistic, and publication bias was tested with Egger's regression. This study is registered with PROSPERO, CRD42021235043. FINDINGS We included 212 studies in the meta-analysis. The total sample comprised 126 717 cases (mean age 12·34 years [SD 1·82], 37·6% girls) and 504 806 controls (12·5 years [SD 1·86], 47·6% girls). For traditional bullying, the pooled prevalence was 42·2% (95% CI 39·6-44·9) for victimisation, 24·4% (22·6-26·3) for perpetration, and 14·0% (11·4-17·1) for perpetration-victimisation. For cyberbullying, the prevalence was 21·8% (16·0-28·9) for victimisation, 19·6% (13·4-27·7) for perpetration, and 20·7% (8·4-42·6) for perpetration-victimisation. Compared with controls, young people with neurodevelopmental or psychiatric conditions were more likely to be involved in traditional and cyberbullying as a victim (OR 2·85 [95% CI 2·62-3·09] and 2·07 [1·63-2·61]), perpetrator (2·42 [2·20-2·66] and 1·91 [1·60-2·28]), and perpetrator-victim (3·66 [2·83-4·74] and 1·85 [1·05-3·28]). Bullying involvement was associated with higher scores in mental health measures in young people with neurodevelopmental or psychiatric conditions, particularly internalising symptoms and externalising symptoms. INTERPRETATION Our study underscores bullying involvement as a prevalent risk factor in young people with neurodevelopmental or psychiatric conditions that might add to their disease burden through its negative effects on mental health. Interventions targeting these vulnerable populations are warranted to improve their mental health and their future social integration. FUNDING Instituto de Salud Carlos III, Spanish Ministry of Science and Innovation, and Consorcio Centro de Investigación Biomédica en Red.
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Affiliation(s)
- Renzo Abregú-Crespo
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry and Mental Health, Hospital General Universitario Gregorio Marañón, IiSGM, CIBERSAM, ISCIII, School of Medicine, Universidad Complutense, Madrid, Spain; Department of Personality, Assessment and Psychological Treatments, School of Psychology, Universidad Nacional de Educación a Distancia, Madrid, Spain.
| | - Alexandra Garriz-Luis
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry and Mental Health, Hospital General Universitario Gregorio Marañón, IiSGM, CIBERSAM, ISCIII, School of Medicine, Universidad Complutense, Madrid, Spain
| | - Miriam Ayora
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry and Mental Health, Hospital General Universitario Gregorio Marañón, IiSGM, CIBERSAM, ISCIII, School of Medicine, Universidad Complutense, Madrid, Spain
| | - Nuria Martín-Martínez
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry and Mental Health, Hospital General Universitario Gregorio Marañón, IiSGM, CIBERSAM, ISCIII, School of Medicine, Universidad Complutense, Madrid, Spain
| | - Vito Cavone
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry and Mental Health, Hospital General Universitario Gregorio Marañón, IiSGM, CIBERSAM, ISCIII, School of Medicine, Universidad Complutense, Madrid, Spain
| | - Miguel Ángel Carrasco
- Department of Personality, Assessment and Psychological Treatments, School of Psychology, Universidad Nacional de Educación a Distancia, Madrid, Spain
| | - David Fraguas
- Institute of Psychiatry and Mental Health, Hospital Clínico San Carlos, Instituto de Investigación Sanitaria del Hospital Clínico San Carlos, CIBERSAM, ISCIII, School of Medicine, Universidad Complutense, Madrid, Spain
| | - Javier Martín-Babarro
- Department of Research and Psychology in Education, School of Psychology, Universidad Complutense, Madrid, Spain
| | - Celso Arango
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry and Mental Health, Hospital General Universitario Gregorio Marañón, IiSGM, CIBERSAM, ISCIII, School of Medicine, Universidad Complutense, Madrid, Spain
| | - Covadonga M Díaz-Caneja
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry and Mental Health, Hospital General Universitario Gregorio Marañón, IiSGM, CIBERSAM, ISCIII, School of Medicine, Universidad Complutense, Madrid, Spain
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Haegele JA, Zhu X. Prevalence of Bullying Victimization and Perpetration Among Youth with Chronic Health Conditions in the United States. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2023; 16:881-888. [PMID: 38045843 PMCID: PMC10689641 DOI: 10.1007/s40653-023-00569-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/17/2023] [Indexed: 12/05/2023]
Abstract
Background Bullying perpetration and victimization have gained widespread recognition as major public health issues. However, few studies focused on exploring prevalence rates across impairments or chronic health conditions exist in the literature. The primary purpose of this analysis was to provide current estimates of bullying victimization and perpetration among US youth with 24 chronic health conditions. A secondary purpose was to examine associations between the number of chronic health conditions and bullying victimization and perpetration. Methods Data from the 2019-2020 National Survey of Children's Health, nationally representative cross-sectional probability sample of noninstitutionalized youth, were used. This study focused on 29,285 adolescents (aged 12-17 years), including 14,203 with a chronic condition. Pearson's χ2 tests were used to examine proportional equivalence on bullying perpetration and victimization, and logistic regression analyses were used to explore associations between the number of chronic conditions and bullying behaviors. Results A significantly higher proportion of adolescents with chronic health conditions engaged in bullying perpetration and victimization compared to those without a chronic health condition. Those with autism spectrum disorder, developmental delay, and depression were noted as having elevated proportions of bullying victimization, whereas those with behavioral or conduct problems, blood disorders, and depression had higher rates of perpetration. Conclusions This analysis helps to identify several groups of adolescents in need of targeted interventions to help reduce bullying rates. Those experiencing more than one chronic health condition were 3.56 and 2.97 times as likely to engage in bullying victimization and perpetration, respectively, compared to those with no condition.
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Affiliation(s)
- Justin A. Haegele
- Old Dominion University, Norfolk, USA
- Center for Movement, Health & Disability, Department of Human Movement Sciences, Old Dominion University, Norfolk, USA
- Department of Human Movement Sciences, Old Dominion University, Norfolk, USA
| | - Xihe Zhu
- Old Dominion University, Norfolk, USA
- Center for Movement, Health & Disability, Department of Human Movement Sciences, Old Dominion University, Norfolk, USA
- Department of Human Movement Sciences, Old Dominion University, Norfolk, USA
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Dubé C, Morin AJS, Olivier E, Gilbert W, Tracey D, Craven RG, Maïano C. School Experiences and Anxiety Trajectories Among Youth with Intellectual Disabilities. J Autism Dev Disord 2023:10.1007/s10803-023-06127-y. [PMID: 37898583 DOI: 10.1007/s10803-023-06127-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/28/2023] [Indexed: 10/30/2023]
Abstract
This study investigated how the school experiences and personal characteristics of youth with Intellectual Disabilities (ID) contribute to their longitudinal trajectories of anxiety. To this end, we relied on a sample of 390 youth with mild (48.2%) to moderate (51.8%) levels of ID, aged from 11 to 22 (M = 15.70), and recruited in Canada (n = 140) and Australia (n = 250). Across three yearly time points, all participants completed self-report measures of anxiety, school climate, and victimization. Our results revealed a slight normative decrease in anxiety over time and showed that experiences of school victimization were associated with higher levels of anxiety (initially and momentarily) and increases in victimization were accompanied by increases in anxiety over time. Perceptions of attending a school that fosters security and promotes learning also tended to be accompanied by lower levels of anxiety (initially and momentarily). Momentary increases in perceptions of attending a school that fosters positive peer interactions were associated with momentary decreases in anxiety, whereas momentary increases in perceptions of attending a school characterized by positive teacher-student relationships and an equitable treatment of all students both led to small momentary increases in anxiety once all other components of student school experiences were considered. The theoretical and practical implications of these results are discussed.
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Affiliation(s)
- Céleste Dubé
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada
| | - Alexandre J S Morin
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada.
| | - Elizabeth Olivier
- Département de psychopédagogie et d'andragogie, Université de Montréal, Montréal, Canada
| | - William Gilbert
- Department of Health Sciences, Université du Québec à Rimouski, Rimouski, Canada
| | - Danielle Tracey
- School of Education, Translational Health Research Institute, Western Sydney University, Sydney, Australia
| | - Rhonda G Craven
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia
| | - Christophe Maïano
- Cyberpsychology Laboratory, Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO|Campus de Saint-Jérôme), Saint-Jérome, Canada
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Lawrence SE, McMorris BJ, Simon KA, Gower AL, Eisenberg ME. Bullying Involvement at the Intersection of Gender Identity/Modality, Sexual Identity, Race, Ethnicity, and Disability: Prevalence Disparities and the Role of School-Related Developmental Assets. LGBT Health 2023; 10:S10-S19. [PMID: 37754921 PMCID: PMC10623467 DOI: 10.1089/lgbt.2023.0076] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/28/2023] Open
Abstract
Purpose: This study examines adolescents' self-reported school-based developmental assets and four intersecting social positions as they relate to prevalence of bullying involvement. Methods: Participants were 80,456 ninth and 11th grade students who participated in the 2019 Minnesota Student Survey (30.2% youth of color; 11% lesbian/gay/bisexual/pansexual/queer/questioning; 2.9% transgender/gender diverse [TGD] or gender questioning). Exhaustive Chi-square Automatic Interaction Detection analysis was used to identify school-based developmental assets (i.e., school safety, school adult support) and intersecting social positions (i.e., sexual identity; gender identity/modality; racial/ethnic identity; physical disabilities/chronic illness; and/or mental health/behavioral/emotional problems) associated with the highest prevalence of involvement as physical and relational bullies, victims, and bully-victims. Results: Adolescents with 2+ marginalized social positions who often lacked school-based developmental assets were part of nearly all the highest prevalence bullying involvement groups. TGD and gender questioning adolescents, Native American youth, and youth living with both physical disabilities/chronic illness and mental health/emotional/behavioral problems-most of whom had additional marginalized social positions and lacked school-based assets-were particularly overrepresented in high prevalence groups. For example, 31.1% of TGD or gender questioning youth of color living with both types of disabilities/health problems who did not feel strongly that school was safe reported involvement as physical bully-victims-nearly six times the sample average rate. Conclusion: Adolescents with multiple marginalized social positions and those lacking certain school-based assets-often overlapping categories-were involved in bullying at higher-than-average rates. Findings underscore the need for schools to address intersecting experiences of stigma and structural oppression that may perpetuate bullying involvement disparities.
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Affiliation(s)
- Samantha E. Lawrence
- Division of General Pediatrics and Adolescent Health, Department of Pediatrics, University of Minnesota, Minneapolis, Minnesota, USA
| | | | - Kay A. Simon
- Department of Family Social Science, University of Minnesota, Minneapolis, Minnesota, USA
| | - Amy L. Gower
- Division of General Pediatrics and Adolescent Health, Department of Pediatrics, University of Minnesota, Minneapolis, Minnesota, USA
| | - Marla E. Eisenberg
- Division of General Pediatrics and Adolescent Health, Department of Pediatrics, University of Minnesota, Minneapolis, Minnesota, USA
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Reisert H, Pham D, Rapoport E, Adesman A. Associations Between Bullying and Condition Severity Among Youth With Chronic Health Conditions. J Adolesc Health 2023:S1054-139X(23)00169-6. [PMID: 37269284 DOI: 10.1016/j.jadohealth.2023.03.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/02/2022] [Revised: 03/01/2023] [Accepted: 03/08/2023] [Indexed: 06/05/2023]
Abstract
PURPOSE Children with chronic conditions are at increased risk of bullying involvement. In addition to examining associations between chronic health conditions and both victimization and perpetration, this study investigated whether condition severity is associated with bullying involvement. METHODS A secondary analysis of the 2018-2019 National Survey of Children's Health was performed. Children ages six-17 (n = 42,716) were classified as perpetrators (if bullied others ≥one-two times/month), victims-only (if victimized ≥one-two times/month and not a perpetrator) or uninvolved in bullying (neither perpetrator nor victim-only). Survey-weighted multinomial logistic regressions were used to investigate associations between bullying involvement and 13 chronic medical and developmental/mental health conditions. For children with conditions associated with being a victim and/or perpetrator, multinomial logistic regressions were used to further investigate associations between condition severity and victimization or perpetration. RESULTS All 13 conditions were associated with higher odds of victimization. Seven developmental/mental health conditions were associated with higher odds of perpetration. Condition severity was associated with at least one domain of bullying involvement for one chronic medical and six developmental/mental health conditions. Notably, among children with attention-deficit/hyperactivity disorder, learning disability, or anxiety, condition severity was associated with higher odds of being a victim or bully/bully-victim. DISCUSSION Condition severity may be a risk-factor for bullying involvement for many developmental/mental health conditions. Future condition-specific analyses are needed that directly examine bullying involvement among children with varying severity of individual conditions like attention-deficit/hyperactivity disorder, learning disability, and anxiety, using a clear operational definition for bullying, objective measures of condition severity, and multiple informants of bullying involvement.
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Affiliation(s)
- Hailey Reisert
- Division of Developmental and Behavioral Pediatrics, Steven and Alexandra Cohen Children's Medical Center of New York, Lake Success, New York
| | - Duy Pham
- Division of Developmental and Behavioral Pediatrics, Steven and Alexandra Cohen Children's Medical Center of New York, Lake Success, New York
| | - Eli Rapoport
- New York University Grossman School of Medicine, New York, New York
| | - Andrew Adesman
- Division of Developmental and Behavioral Pediatrics, Steven and Alexandra Cohen Children's Medical Center of New York, Lake Success, New York; Donald & Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York.
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Tone EB, Henrich CC. Peer victimization and social confidence in youth with disabilities. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1016/j.appdev.2023.101519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/03/2023]
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Marini M, Di Filippo G, Bonuomo M, Torregiani G, Livi S. Perceiving Oneself to Be Integrated into the Peer Group: A Protective Factor against Victimization in Children with Learning Disabilities. Brain Sci 2023; 13:brainsci13020263. [PMID: 36831805 PMCID: PMC9954448 DOI: 10.3390/brainsci13020263] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2022] [Revised: 01/27/2023] [Accepted: 01/31/2023] [Indexed: 02/09/2023] Open
Abstract
Bullying is still a widespread social problem that needs serious attention. To date, research on this topic has shown that understanding the phenomenon requires a psychosocial perspective. The primary goal of the study is to identify the factors that contribute to the victimization of students with learning disabilities. The hypothesis is that the victimization experiences of this group of students can be explained by some socio-relational dynamics. Using a mediation model, this study demonstrates that perceived social integration completely mediates the association between the presence of learning disabilities and victimization experiences. This implies that students with learning disabilities are primarily victimized when they are not socially integrated into their class group. The implications for diagnosis and treatment are discussed.
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Affiliation(s)
- Mara Marini
- Department of Social and Developmental Psychology, Sapienza University of Rome, 00185 Rome, Italy
| | | | - Marika Bonuomo
- Faculty of Psychology, Niccolò Cusano University, 00166 Rome, Italy
| | | | - Stefano Livi
- Department of Social and Developmental Psychology, Sapienza University of Rome, 00185 Rome, Italy
- Correspondence:
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Maïano C, Morin AJS, Tracey D, Gagnon C, Smodis McCune V, Craven RG. A psychometric validation of the motives for physical activity measure for youth with intellectual disabilities (MPAM-ID). Disabil Rehabil 2022; 44:6841-6850. [PMID: 34528859 DOI: 10.1080/09638288.2021.1970828] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
PURPOSE To validate a version of the Motives for Physical Activity Measure (MPAM) adapted for youth with intellectual disabilities (ID). MATERIALS AND METHODS A sample of 359 youth with mild to moderate ID from Australia and Canada respectively completed English and French versions of the MPAM-ID. RESULTS Exploratory structural equation models supported the validity and reliability of the five-factor structure of the MPAM-ID, as well as the weak, latent variance-covariance, and latent mean invariance across linguistic versions. Additional results supported the partial strong and strict invariance of most MPAM-ID items across linguistic versions. The results also supported the complete measurement invariance of the MPAM-ID over time and revealed a lack of differential item functioning (DIF) as a function of youth's age, body-mass index (BMI), ID level, and frequency of sport involvement (FSI). However, partial DIF was found as a function of youth's sex. Additionally, latent mean differences in MPAM-ID's factors were found as a function of youth's ID level, sex, and FSI. Finally, results supported the convergent validity of the MPAM-ID factors with a measure of perceived physical abilities. CONCLUSION The MPAM-ID can be used among English- and French-speaking youth with ID irrespective of their age, BMI, ID level, sex, and FSI.IMPLICATIONS FOR REHABILITATIONWe propose English and French adaptations of the Motives for Physical Activity Measure for Youth with Intellectual Disabilities (MPAM-ID).The MPAM-ID was able to identify the same motives as the original measure.The MPAM-ID will facilitate the assessment of motives for physical Activity in cross-sectional and longitudinal studies.The MPAM-ID will facilitate the assessment of motives for physical Activity among English- and French-speaking youth with ID.The MPAM-ID could be used to compare youth motives for physical Activity as a function of their age, body-mass index, ID level, and frequency of sport involvement.
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Affiliation(s)
- Christophe Maïano
- Cyberpsychology Laboratory and Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO
- Campus de Saint-Jerôme), Saint-Jérôme, Canada.,Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada
| | - Alexandre J S Morin
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada
| | - Danielle Tracey
- School of Education, Translational Health Research Institute, Western Sydney University, Sydney, Australia
| | - Cynthia Gagnon
- Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO
- Campus de Saint-Jérôme), Saint-Jérôme, Canada
| | - Victoria Smodis McCune
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada
| | - Rhonda G Craven
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia
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Augustine L, Bjereld Y, Turner R. The Role of Disability in the Relationship Between Mental Health and Bullying: A Focused, Systematic Review of Longitudinal Studies. Child Psychiatry Hum Dev 2022:10.1007/s10578-022-01457-x. [PMID: 36273388 DOI: 10.1007/s10578-022-01457-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/05/2022] [Indexed: 11/03/2022]
Abstract
Having both a disability and being bullied increases the risk of later mental health issues. Children with disabilities are at greater risk of being bullied and therefore at greater risk of adverse mental health outcomes. We conducted a limited systematic review of longitudinal studies focusing on the role of disability in relation to bullying and mental health problems. Twelve studies with an initial measure of mental health or disorder, measured no later than 10 years of age, were found. Ten of these twelve studies suggested that having a disability before victimisation increased the impact of mental health problems measured after bullying experiences. The conclusion is that children with a disability, such as behavioural problems, have an increased risk of later mental health problems through bullying victimization. Children with two risk factors had significantly worse mental health outcomes. These additional mental health problems may be alleviated through reduced bullying victimisation.
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Affiliation(s)
- Lilly Augustine
- CHILD, School for Learning and Communication, Jönköping University, Jönköping, Sweden.
| | - Ylva Bjereld
- Department of Behavioural Sciences and Learning (IBL), Linköping University, Linköping, Sweden
| | - Russell Turner
- Department of Social Work, University of Gothenburg, Gothenburg, Sweden
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Wiemann AK, Lohaus A. Verfügbare Ressourcen und Bullyingerfahrungen von Schülern und Schülerinnen mit und ohne sonderpädagogischen Förderbedarf. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2021. [DOI: 10.1024/1010-0652/a000325] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Internationale Studien fanden, dass Schüler und Schülerinnen mit sonderpädagogischem Förderbedarf (SPF) ein höheres Risiko haben, Bullying zu erleben, als Schüler und Schülerinnen ohne SPF. In Deutschland wurde Bullying bisher jedoch kaum vor dem Hintergrund der inklusiven Beschulung untersucht. Bei Betrachtung unterschiedlicher personaler und umgebungsbezogener Ressourcen wurden in vorangegangen Studien sowohl bei Schülern und Schülerinnen, die von Bullyingerfahrungen betroffen waren, als auch bei Schülern und Schülerinnen mit SPF häufig weniger zur Verfügung stehende Ressourcen gefunden als bei ihren Mitschülern und Mitschülerinnen. Im Rahmen einer Pilotstudie sollte daher untersucht werden, ob sich die Bullyingerfahrungen und die verfügbaren personalen und umgebungsbezogenen Ressourcen von Schülern und Schülerinnen mit und ohne SPF unterscheiden. Dazu wurden Fragebogendaten von N = 420 Schülern und Schülerinnen der 3. bis 10. Klasse ausgewertet, die angegeben haben, entweder Bullying erlebt zu haben oder nicht in Bullying involviert zu sein. Um zu prüfen, ob sich die verfügbaren Ressourcen in Abhängigkeit von den Bullyingerfahrungen und dem SPF unterscheiden, wurden aus der Gesamtstichprobe mittels Propensity Score Matching n = 45 Schüler und Schülerinnen ohne SPF ausgewählt und mit den Schülern und Schülerinnen mit SPF ( n = 45) verglichen. Die Ergebnisse zeigten, dass Schüler und Schülerinnen, die von Bullying betroffen waren, insbesondere über weniger umgebungsbezogene Ressourcen verfügten als ihre Mitschüler und Mitschülerinnen. Beim Vorliegen von Bullyingerfahrungen unterschieden sich Schüler und Schülerinnen mit SPF in der Verfügbarkeit von Ressourcen jedoch nicht von Schülern und Schülerinnen ohne SPF.
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Nocentini A, Fiorentini G, Maffei F, Martin R, Losi S, Teodori C, Pisano T, Gori S, De Luca L, Menesini E. Victimization among children and adolescents accessing the Meyer pediatric hospital: A retrospective study. JOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING 2021; 34:313-319. [PMID: 34114305 PMCID: PMC9292854 DOI: 10.1111/jcap.12337] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2021] [Revised: 05/03/2021] [Accepted: 05/31/2021] [Indexed: 11/28/2022]
Abstract
Problem The consistent prevalence and occasionally severe consequences of bullying and victimization suggest the need to include a more accurate assessment of these episodes within the Emergency Departments (ED). However, the literature on mental health related symptoms of bullying/victimization treated in the ED is still scarce. The aim of this study is to assess the prevalence of peer victimization amongst children and adolescents referred to an Italian Pediatric Emergency Department. Differences between Hospital Departments, type of victimization and ages are tested. Methods A retrospective observational study was conducted with 705 subjects. The age range was from 6 to 18 years old (M = 13.09; SD = 3.048). Findings 15.3% of the sample reported to be victimized (8.2% occasionally; 7.1% systematically). For the Child and Adolescent Psychiatry Unit, we found a significant association between peer victimization and being adolescent (Fisher's p = 0.003). In addition, a significant association was found between verbal victimization and Child and Adolescent Psychiatry Unit (Fisher's p = 0.02) and physical victimization and Child Abuse Department (Fisher's p < 0.001). Conclusion Findings suggest the importance of an accurate assessment of victimization experiences of children and adolescents with access to ED, to prevent future re‐victimization and crystallization of symptoms across time.
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Affiliation(s)
- Annalaura Nocentini
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy
| | - Giada Fiorentini
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy
| | - Francesca Maffei
- Child Psychology Unit, A. Meyer Children's Hospital, Florence, Italy
| | - Rosanna Martin
- Child Psychology Unit, A. Meyer Children's Hospital, Florence, Italy
| | - Stefania Losi
- Pediatric Gynecology Unit, Group for Prevention and Treatment of Abuse of Children and Adolescents (GAIA), A. Meyer Children's Hospital, Florence, Italy
| | - Caterina Teodori
- Child Psychology Unit, Group for Prevention and Treatment of Abuse of Children and Adolescents (GAIA), A. Meyer Children's Hospital, Florence, Italy
| | - Tiziana Pisano
- Child and Adolescent Psychiatry Unit, A. Meyer Children's Hospital, Florence, Italy
| | - Sara Gori
- Child and Adolescent Psychiatry Unit, A. Meyer Children's Hospital, Florence, Italy
| | - Lisa De Luca
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy
| | - Ersilia Menesini
- Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy
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Hong JS, Choi MJ, Kim I, Algood CL, Espelage DL, Rose CA. Caregiver's difficulty paying child's healthcare bills and bullying victimization of adolescents with physical disabilities. Res Nurs Health 2021; 44:653-663. [PMID: 33993512 DOI: 10.1002/nur.22142] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2020] [Revised: 04/07/2021] [Accepted: 05/05/2021] [Indexed: 11/06/2022]
Abstract
Guided by the ecological systems perspective, the objective of the study was to examine whether caregivers' difficulty paying their child's health-care bills is associated with bullying victimization directly and indirectly through the mediating mechanisms of caregivers' frustration, adolescents' internalizing problems, and social difficulty focusing on adolescents with physical disabilities. The 2019 National Survey of Children's Health dataset, which collected data on adolescents' and caregivers' demographic characteristics and health and well-being, was used. The study sample consisted of 368 caregivers of adolescents, 12-17 years of age with physical disabilities. No direct association between caregivers' difficulty paying their child's health-care bills and bullying victimization was found. However, caregivers' frustration and adolescents' internalizing problems were shown to have an indirect association with bullying victimization, which was mediated by difficulty making friends. In addition, adolescents' difficulty making friends was positively associated with bullying victimization. Practitioners working with adolescents with physical disabilities are encouraged to foster collaborative processes across various ecological systems of the adolescent and family to address caregivers' frustration and promote positive social and emotional development of the adolescent with physical disabilities, which can decrease their risk of bullying victimization.
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Affiliation(s)
- Jun Sung Hong
- School of Social Work, Wayne State University, Detroit, Michigan, USA
| | - Mi-Jin Choi
- School of Social Work, Texas State University, San Marcos, Texas, USA
| | - Isak Kim
- College of Education, Health, and Human Sciences, University of Nebraska Omaha, Omaha, Nebraska, USA
| | - Carl L Algood
- School of Social Work, University of Maryland, Baltimore, Maryland, USA
| | - Dorothy L Espelage
- School of Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Chad A Rose
- College of Education, Department of Special Education, University of Missouri, Columbia, Missouri, USA
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Vancampfort D, Van Damme T, Firth J, Stubbs B, Schuch F, Suetani S, Arkesteyn A, Van Biesen D. Physical activity correlates in children and adolescents, adults, and older adults with an intellectual disability: a systematic review. Disabil Rehabil 2021; 44:4189-4200. [PMID: 33861676 DOI: 10.1080/09638288.2021.1909665] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Abstract
PURPOSE Understanding enablers of and barriers for physical activity (PA) participation in people with intellectual disability (ID) is an essential first step to develop effective interventions. This systematic review examined correlates of PA across the socio-ecological model (i.e., intra-personal, inter-personal, environmental and policy level) in people with ID across the lifespan. MATERIAL AND METHODS Major electronic databases were searched from inception until 15 February 2021. Keywords included "physical activity" or "exercise" and "intellectual disability" or "mental retardation." A summary coding was used to analyze the data for adolescents (<18 years), adults (18 < 50 years), and older adults (50≤ years). RESULTS Out of 83 PA correlates, retrieved from 39 studies (n = 26,456), only three consistent (i.e., reported in four or more studies) correlates were identified. In adults, older age (7/11, 64%), more severe ID (9/9, 100%) and the presence of physical mobility problems (3/4, 75%) were associated with decreased PA. From 38 correlates identified, no consistent correlates were identified for children and adolescents and older people. CONCLUSIONS Despite the abundance of evidence of the PA benefits for people with ID, we only found consistent evidence for three correlates reliably being related to PA in adults with ID. More research, particularly among young and older people is urgently needed.IMPLICATIONS FOR REHABILITATIONMore severe intellectual disability is an important barrier for being active in adults with intellectual disability.Presence of physical health problems is an important barrier for being active in adults with intellectual disability.
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Affiliation(s)
- Davy Vancampfort
- Department of Rehabilitation Sciences, KU Leuven, Leuven, Belgium.,University Psychiatric Center, KU Leuven, Leuven-Kortenberg, Belgium
| | - Tine Van Damme
- Department of Rehabilitation Sciences, KU Leuven, Leuven, Belgium.,University Psychiatric Center, KU Leuven, Leuven-Kortenberg, Belgium
| | - Joseph Firth
- Division of Psychology and Mental Health, University of Manchester, Manchester, UK.,NICM Health Research Institute, Western Sydney University, Westmead, Australia
| | - Brendon Stubbs
- Physiotherapy Department, South London and Maudsley NHS Foundation Trust, London, UK.,Department of Psychological Medicine, Institute of Psychiatry, Psychology and Neuroscience (IoPPN), King's College London, London, UK
| | - Felipe Schuch
- Department of Sports Methods and Techniques, Federal University of Santa Maria, Santa Maria, Brazil
| | - Shuichi Suetani
- Queensland Centre for Mental Health Research, Wacol, Australia.,Queensland Brain Institute, The University of Queensland, St Lucia, Australia.,School of Medicine, Griffith University, Nathan, Australia
| | - Anke Arkesteyn
- Department of Rehabilitation Sciences, KU Leuven, Leuven, Belgium
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16
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What Do We Know about Bullying in Schoolchildren with Disabilities? A Systematic Review of Recent Work. SUSTAINABILITY 2021. [DOI: 10.3390/su13010416] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Bullying is a serious problem that particularly affects schoolchildren with disabilities. However, studies in this group have been carried out on smaller cohorts and the results obtained are, therefore, less representative and sometimes inconclusive. The purpose of this paper is to perform a systematic review of the work carried out in recent years, including the analysis of several variables related to the sample, the methodology applied and the type of bullying. The guidelines set down by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement were followed in three phases. The total sample consisted of 55 children who fulfilled the inclusion criteria. The results reveal that half the studies were conducted in cohorts of less than 250 schoolchildren and drew no distinctions between the different types of disabilities. Furthermore, there is no consensus regarding the methodology used, and no specialized instruments were used. Hardly any specific interventions have been performed into the type of bullying investigated, in which victimization is the predominant mode. We concluded that there is an urgent need to increase the number of studies, including a larger number of individuals and using specialized instruments, in order to obtain more solid results. Such studies will allow us to create specific prevention and intervention programs to address the bullying of schoolchildren with disabilities.
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Kabasakal E, Özcebe H, Arslan U. Are the health needs of children with disabilities being met at primary schools? JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2020; 24:448-458. [PMID: 30621499 DOI: 10.1177/1744629518818657] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
The aim of this study was to provide current information about the health profile and needs of mainstreamed primary school children with disabilities and special educational needs during their school hours. The Study population is composed of students with special educational needs and disabilities attending mainstream primary schools located in three selected Turkish districts with low, moderate, and high socioeconomic status and literacy rates separately. Parents of 404 students from 72 primary schools constituted the research sample. The study showed that 13.4% of the students with disabilities had chronic illnesses and 8.9% had health problems requiring access to emergency medical care when the condition recurs (such as epileptic seizures, fainting, or falling). Of the students with disabilities, 39.9% usually or sometimes needed medical care during school hours in the previous week. Health needs of nearly half of the students with disabilities were met at school. Special health needs and risks of children with disabilities also continue at school along with other possible health concerns.
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Rodriguez G, Drastal K, Hartley SL. Cross-lagged model of bullying victimization and mental health problems in children with autism in middle to older childhood. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2020; 25:90-101. [PMID: 32921150 DOI: 10.1177/1362361320947513] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
LAY ABSTRACT Youth with autism spectrum disorders are disproportionately at risk for bullying victimization compared to typically developing children and adolescents. While internalizing and externalizing mental health problems have been linked to victimization experiences, few studies have examined the longitudinal effects bullying victimization experiences may have on youth mental health outcomes. The present study investigated longitudinal associations between bullying victimization and mental health problems in a sample of children with autism in middle childhood to early adolescence (aged 5 to 12 years). Findings from our study suggest that youth with autism who experienced bullying victimization (versus no victimization) were older in age, had more severe autism symptoms, and higher levels of internalizing and externalizing mental health problems at study onset. Though externalizing mental health problems at study onset (Time 1) did not relate to change in the likelihood of being bullied one year later (Time 2), experiences of bullying victimization did relate to an increase in parent reports of internalizing mental health problems. This study expanded on previous cross-sectional studies by including two waves of data in a relatively large sample of youth with autism and highlights important information that may be helpful in adapting approaches to intervention at the individual level. Moreover, our findings support the need for bullying programs that may need to focus particular attention to subgroups of youth with autism who may be most at-risk for bullying victimization such as those with more autism symptoms and those with past experiences of victimization (given the chronic nature of bullying).
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Bullying Victimization in Young Females with Fragile-X-Syndrome. Genes (Basel) 2020; 11:genes11091069. [PMID: 32933021 PMCID: PMC7565259 DOI: 10.3390/genes11091069] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2020] [Revised: 08/24/2020] [Accepted: 09/07/2020] [Indexed: 11/17/2022] Open
Abstract
The aim of this study is to investigate the risk associated with girls with fragile X syndrome (FXS) suffering bullying in the role of a victim and its effects on their adaptive behavior, socialization style, and emotional state. A neuropsychological assessment was carried out on a sample of 40 participants (26 FXS positive and 14 control group) using the following instruments: WISC-V, SENA, BAS-2, ABAS-II. The results show that the group of girls with FXS presented higher ratios of lack of social support and isolation from classmates. This finding suggests that problems with social interaction and communication in the group of girls with FXS could lead to difficulties in interpreting social signals and identifying situations of bullying correctly, placing them in a very vulnerable situation.
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20
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Mitchell KJ, Jones LM, Turner HA, Hamby S, Farrell A, Cuevas C, Daly B. Exposure to Multiple Forms of Bias Victimization on Youth and Young Adults: Relationships with Trauma Symptomatology and Social Support. J Youth Adolesc 2020; 49:1961-1975. [PMID: 32829423 DOI: 10.1007/s10964-020-01304-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Accepted: 08/08/2020] [Indexed: 10/23/2022]
Abstract
Research has documented that a significant portion of youth are exposed to bias victimization. However, less is known about whether experiencing certain types of bias victimization (e.g., sexual orientation bias) is more or less likely to be related to a more extensive bias victimization history (i.e., experiencing multiple types of bias victimization) and whether exposure to multiple types of bias victimization explains any relationships between specific types of bias victimization and negative outcomes. To address these gaps, the current study explores relationships between exposure to multiple types of bias-motivated victimization, trauma symptomatology and perceived social support. Participants were 854 youth and young adults (60.9% female) from three higher risk communities who completed a survey on personal experiences with bias-related victimization. The average age of participants was 16.6 years; 28.5% of the sample described themselves as Black or African American; 13.4% as Hispanic or Latino (any race); 45.3% as White, and 12.8% as another race. Sixty-nine percent of the sample described their sexual orientation as heterosexual; 8.9% as gay, lesbian, or homosexual; 12.5% as bisexual; and 9.5% as another sexual orientation. Sixty-three percent of participants reported at least one type of bias victimization in their lifetime, and more than one in three youth (38.7%) experienced two or more types of bias victimization in their lifetimes (18.1% two types, 12.1% three types, and 8.5% four or more types). Experiencing multiple types of bias victimization was related to higher trauma symptomatology and less perceived social support. Experiencing multiple types of bias victimization attenuated or eliminated the association between individual types of bias victimization and well-being. The findings contribute to a growing body of research demonstrating the damaging mental health effects of occupying multiple marginalized statuses, and points to the cumulation of bias victimization experiences as an important factor contributing to significant differences in well-being and support among youth and young adults.
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Affiliation(s)
- Kimberly J Mitchell
- Crimes against Children Research Center, University of New Hampshire, Durham, NH, 03824, USA.
| | - Lisa M Jones
- Crimes against Children Research Center, University of New Hampshire, Durham, NH, 03824, USA
| | - Heather A Turner
- Crimes against Children Research Center, University of New Hampshire, Durham, NH, 03824, USA
| | - Sherry Hamby
- Life Paths Appalachian Research Center & University of the South, Sewanee, TN, USA
| | - Amy Farrell
- School of Criminology and Criminal Justice, Northeastern University, Boston, MA, USA
| | - Carlos Cuevas
- School of Criminology and Criminal Justice, Northeastern University, Boston, MA, USA
| | - Brian Daly
- Department of Psychology, Drexel University, Philadelphia, PA, USA
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21
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Olivier E, Azarnia P, Morin AJS, Houle SA, Dubé C, Tracey D, Maïano C. The moderating role of teacher-student relationships on the association between peer victimization and depression in students with intellectual disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 98:103572. [PMID: 31954946 DOI: 10.1016/j.ridd.2020.103572] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Revised: 11/25/2019] [Accepted: 01/02/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Students with intellectual disabilities (ID) are at increased risk of peer victimization and depressive symptoms. Little is known about the protective and aggravating factors that influence the association between peer victimization and depressive symptoms among students with ID. AIMS This study assesses the moderating role of two facets of teacher-student relationships (TSR)-warmth and conflict-on the association between peer victimization and depressive symptoms. METHODS A sample of 395 students (aged 11-22) with mild and moderate ID was recruited in Canada and Australia. RESULTS Hierarchical multiple regressions indicated that victimization and TSR conflict were both associated with higher levels of depressive symptoms, and that TSR conflict moderated the associations between both TSR warmth and victimization, and depressive symptoms. TSR warmth was related to lower levels of depression only for students who also reported a low level of TSR conflict. Similarly, associations between victimization and depression were weaker among students exposed to more conflictual TSR. CONCLUSIONS Students with ID are at increased risk of developing depressive symptoms when exposed to negative social relationships (i.e., peer victimization or TSR conflict). For these students, the benefits of TSR warmth were far less important than the consequences of conflict.
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Affiliation(s)
- Elizabeth Olivier
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada.
| | - Parin Azarnia
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada
| | - Alexandre J S Morin
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada
| | - Simon A Houle
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada
| | - Céleste Dubé
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Canada
| | - Danielle Tracey
- School of Education, Western Sydney University, Sydney, Australia
| | - Christophe Maïano
- Département de psychoéducation et de psychologie, Université du Québec en Outaouais, Saint-Jérôme, Canada
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Akanni OO, Olashore AA, Osasona SO, Uwadiae E. Predictors of bullying reported by perpetrators in a sample of senior school students in Benin City, Nigeria. S Afr J Psychiatr 2020; 26:1359. [PMID: 32161679 PMCID: PMC7059440 DOI: 10.4102/sajpsychiatry.v26i0.1359] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/03/2018] [Accepted: 10/17/2019] [Indexed: 11/25/2022] Open
Abstract
Background Bullying behaviour amongst adolescents is becoming a significant public health challenge. Whilst the traditional and electronic bullying as reported by victims has been widely reported, surveys amongst perpetrators, particularly in Africa, are still lacking. Aim This study is aimed at determining the prevalence of bullying by perpetrators and analysing the relationship between bullying perpetration and psycho-socio-demographic characteristics amongst senior school students in Benin City, Nigeria. Setting Senior secondary school in Benin City, Nigeria. Methods A cross-sectional survey of 465 final-year secondary school students aged 16–19 years, who were selected by multistage random sampling, was conducted. The students were made to fill a self-designed questionnaire, in addition to an adapted version of the Wagnild and Young’s resilience scale. Results The lifetime prevalence of bullying was 16.3%. Binary logistic regression revealed bullying to be significantly associated with students who are male (adjusted odds ratio [AOD] = 2.13, confidence interval [CI] = 1.16–3.93), have poor relations with their teachers (AOR = 2.98, CI = 1.68–5.29), have used alcohol (AOR = 3.51, CI = 1.74–7.09) and are involved in cult and gangsterism (AOR = 9.14, CI = 2.55–32.75). Conclusion The rate of bullying perpetration by youth in Benin City, Nigeria, is significant and is comparable to global occurrence. The predictors of bullying in this study suggest that perpetrators are individuals who may benefit from rehabilitative measures.
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Affiliation(s)
- Oluyemi O Akanni
- Clinical Services, Federal Neuro-Psychiatric Hospital, Benin City, Nigeria
| | - Anthony A Olashore
- Department of Psychiatry, Faculty of Medicine, University of Botswana, Gaborone, Botswana
| | - Samuel O Osasona
- Department of Mental Health, University of Benin Teaching Hospital, Benin City, Nigeria
| | - Enobakhare Uwadiae
- Department of Mental Health, University of Benin Teaching Hospital, Benin City, Nigeria
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Haegele JA, Aigner C, Healy S. Extracurricular Activities and Bullying Among Children and Adolescents with Disabilities. Matern Child Health J 2020; 24:310-318. [DOI: 10.1007/s10995-019-02866-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Griffin MM, Fisher MH, Lane LA, Morin L. Responses to bullying among individuals with intellectual and developmental disabilities: Support needs and self-determination. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2019; 32:1514-1522. [PMID: 31273893 DOI: 10.1111/jar.12646] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2018] [Revised: 03/31/2019] [Accepted: 06/19/2019] [Indexed: 11/28/2022]
Abstract
BACKGROUND Compared to the general population, individuals with intellectual and developmental disabilities (IDD) more often experience bullying and its negative social and emotional impacts. Prior studies explored bullying of individuals with IDD primarily through investigations of the perspectives of others and the negative impacts of bullying. The current study examined how individuals with IDD describe their responses to experiences of bullying, with a focus on whether responses included component skills of self-determination. METHOD Eighteen adults with IDD (50% female) aged 18-63 years were interviewed about their experiences with bullying. Interviews were analysed to determine responses to bullying and the degree to which their responses demonstrated self-determination. RESULTS Data analysis revealed two primary themes, outside support and self-determination, with additional subthemes. CONCLUSIONS Findings provide a more nuanced description of the ways in which individuals with IDD respond to bullying, including the demonstration of self-determination skills. Implications for research and practice are discussed.
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Affiliation(s)
- Megan M Griffin
- School of Education, Whitworth University, Spokane, Washington
| | - Marisa H Fisher
- Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, Michigan
| | - Laurel A Lane
- Department of Special Education, University of New Mexico, Albuquerque, New Mexico
| | - Lindsay Morin
- Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, Michigan
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25
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Mayo D, Bolden KA, Simon TJ, Niendam TA. Bullying and psychosis: The impact of chronic traumatic stress on psychosis risk in 22q11.2 deletion syndrome - a uniquely vulnerable population. J Psychiatr Res 2019; 114:99-104. [PMID: 31054456 PMCID: PMC6564673 DOI: 10.1016/j.jpsychires.2019.04.011] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/11/2018] [Revised: 04/04/2019] [Accepted: 04/11/2019] [Indexed: 01/05/2023]
Abstract
Bullying is an adverse childhood experience that is more common among youth with special needs and is associated with increased psychopathology throughout the lifespan. Individuals with chromosome 22q11.2 deletion syndrome (22q) represent one group of special needs youth who are at increased risk for bullying due to co-occurring genetically-mediated developmental, physical, and learning difficulties. Furthermore, individuals with 22q are at increased risk for developing psychotic disorders such as schizophrenia. However, there is a paucity of research exploring the impact of bullying on individuals with 22q and the possible impact this has on risk for psychosis in this population. To explore this relationship using existing research the goals of the review are: (i) to explore the nature of bullying among youth with special needs, and (ii) to discuss its potential role as a specific risk factor in the development of adverse outcomes, including psychosis symptoms. We reviewed the relationship between bullying and its short and long-term effects on the cognitive, social, and developmental functioning of typically developing individuals and those with special needs. We propose an interactive relationship between trauma, stress, and increased psychosis risk among youth with 22q with a history of bullying. The early childhood experience of trauma in the form of bullying promotes an altered developmental trajectory that may elevate the risk for maladaptive functioning and subsequent psychotic disorders, particularly in youth with genetic vulnerabilities. Therefore, we conclude the experience of bullying among individuals with 22q should be more closely examined.
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Affiliation(s)
- Danessa Mayo
- Department of Psychiatry and Behavioral Sciences, Imaging Research Center, USA; Medical Investigation of Neurodevelopmental Disorders (MIND) Institute, University of California, Davis, Sacramento, CA, USA
| | - Khalima A Bolden
- Department of Psychiatry and Behavioral Sciences, Imaging Research Center, USA.
| | - Tony J Simon
- Medical Investigation of Neurodevelopmental Disorders (MIND) Institute, University of California, Davis, Sacramento, CA, USA
| | - Tara A Niendam
- Department of Psychiatry and Behavioral Sciences, Imaging Research Center, USA
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A Nurse for Each School: Students with Disabilities and Their Health Requirements. JOURNAL OF CONTEMPORARY MEDICINE 2019. [DOI: 10.16899/jcm.577310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
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Tuakli-Wosornu YA, Sun Q, Gentry M, Ona Ayala KE, Doolan FC, Ottesen TD, Caldwell B, Naushad N, Huang P, Kirby S. Non-accidental harms (‘abuse’) in athletes with impairment (‘para athletes’): a state-of-the-art review. Br J Sports Med 2019; 54:129-138. [DOI: 10.1136/bjsports-2018-099854] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/05/2019] [Indexed: 11/03/2022]
Abstract
ObjectivePara athletes reap significant health benefits from sport but are vulnerable to non-accidental harms. Little is known about the types and impacts of non-accidental harms Para athletes face. In this literature review, we summarise current knowledge and suggest priorities for future research related to non-accidental harms in Para athletes.DesignSix electronic databases were searched between August and September 2017. 2245 articles were identified in the initial title/abstract review, and 202 records were selected for full-text review following preliminary screening. Two independent examiners evaluated each full text, and eight citations were selected based on inclusion/exclusion criteria.Data sourcesMEDLINE, Embase, PsycInfo, Cumulative Index to Nursing and Allied Health Literature, Scopus and Academic Search Premier.Eligibility criteria for selecting studiesInclusion criteria: (A) human participants; (B) written in English; (C) descriptive, cohort and case series, case–control, qualitative, mixed methods studies and all clinical trials; and (D) data pertain to harassment/abuse of youth, recreational, collegiate, national-level and/or elite-level athletes with a physical and/or intellectual impairment.ResultsMost studies focused on young, visually impaired athletes and approximately half of all studies described high rates of bullying and its social implications. One study confirmed remarkably high rates of psychological, physical and sexual harms in Para athletes, compared with able-bodied peers.ConclusionsBullying in young, visually impaired athletes is described most commonly in the available literature. Due to the limited amount of data, the prevalence of non-accidental harms in Para athletes remains unclear and information on trends over time is similarly unavailable.
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Hwang S, Kim YS, Koh YJ, Leventhal BL. Autism Spectrum Disorder and School Bullying: Who is the Victim? Who is the Perpetrator? J Autism Dev Disord 2019; 48:225-238. [PMID: 28936640 DOI: 10.1007/s10803-017-3285-z] [Citation(s) in RCA: 35] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
While a growing number of studies indicate associations between experiences of bullying and autism spectrum disorder (ASD), it is not clear what roles comorbid behavioral problems may play. We investigated the experiences of children with ASD as victims and/or perpetrators of bullying. Children with ASD epidemiologically ascertained participated in a cross-sectional study. Although children with ASD showed significantly increased risk for bullying involvement compared to community children, after controlling for comorbid psychopathology and other demographic factors, increased risks for being perpetrators or victim-perpetrators disappeared while risk for being bullied/teased continued to be significantly elevated. This finding will help guide medical, educational and community personnel to effectively identify children with ASD at risk for school bullying and develop interventions.
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Affiliation(s)
- Soonjo Hwang
- Department of Psychiatry, University of Nebraska, Omaha, NE, USA
| | - Young Shin Kim
- Department of Psychiatry, University of California, Langley Porter Psychiatric Institute, 401 Parnassus Ave, Box 0984, San Francisco, CA, 94143-0984, USA. .,Department of Psychiatry, Yonsei University College of Medicine, Seoul, South Korea.
| | - Yun-Joo Koh
- Korea Institute for Children's Social Development, Seoul, South Korea
| | - Bennett L Leventhal
- Department of Psychiatry, University of California, Langley Porter Psychiatric Institute, 401 Parnassus Ave, Box 0984, San Francisco, CA, 94143-0984, USA.,Department of Psychiatry, Yonsei University College of Medicine, Seoul, South Korea
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Beckman L, Hellström L, von Kobyletzki L. Cyber bullying among children with neurodevelopmental disorders: A systematic review. Scand J Psychol 2019; 61:54-67. [PMID: 30820957 DOI: 10.1111/sjop.12525] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2018] [Accepted: 01/04/2019] [Indexed: 11/28/2022]
Abstract
Children and young adults with neurodevelopmental disorders (ND) are at increased risk of bullying compared to typically developing peers. It is still unclear to what extent they are involved in cyber bullying. This systematic review aimed at studying the prevalence of cyber bullying as perpetrators, victims, or both ("bully-victims") among students with ND in a school setting and in need of special education. The Web of Science, Scopus, ERIC, PsycINFO, PubMED, and Cochrane databases were searched including a manual search of reference lists, until February 24, 2018. Eight studies conducted in Europe, North America, the Middle East, and Australia were included reporting a prevalence of cyber-victimization among students with ND of 0%-41%, a prevalence of cyber-perpetration of 0%-16.7%, and a prevalence of bully-victims of 6.7%. Three out of five studies using control groups showed that students with ND might be more involved in cyber bullying overall compared to typically developing students. Students in segregated school settings report slightly higher prevalence rates of cyber bullying compared to students with ND in inclusive school settings, especially among girls. When comparing prevalence rates among studies using the same definition, we found similar prevalence rates. There was a tendency towards students with ND being more involved in cyber bullying compared to typically developing students, but this needs to be confirmed in future studies that should include control groups with typically developing students as well as validated and standardized measurements of cyber bullying and ND diagnoses.
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Affiliation(s)
- Linda Beckman
- Department of Public Health, Karlstad University, Karlstad, Sweden
| | - Lisa Hellström
- Department of School Development and Leadership, Malmö University, Malmö, Sweden
| | - Laura von Kobyletzki
- Lund University, Skåne University Hospital, Department of Dermatology, Malmö, Sweden
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Lung FW, Shu BC, Chiang TL, Lin SJ. Prevalence of bullying and perceived happiness in adolescents with learning disability, intellectual disability, ADHD, and autism spectrum disorder: In the Taiwan Birth Cohort Pilot Study. Medicine (Baltimore) 2019; 98:e14483. [PMID: 30732217 PMCID: PMC6380693 DOI: 10.1097/md.0000000000014483] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
Children with learning disability (LD), intellectual disability (ID), attention-deficit/hyperactivity disorder (ADHD), and autism spectrum disorder (ASD) reported higher risk of being bullied compared to their peers. Controlling for the co-morbidity of different diagnosis is important in investigating the frequency of bullying. Therefore, this study aimed to investigate the pathway relationship of adolescents' psychiatric diagnoses, including LD, ID, ADHD, ASD, with being bullied, their self-perceived psychological well-being (PWB) and social adaptation status (SAS) in 12-years-olds.The Taiwan Birth Cohort Pilot Study dataset (N = 1561) was used. The Chinese Oxford Happiness Questionnaire was used to measure PWB and SAS.Adolescent-reported rate of bullying was 25.4%, while only 2.8% of the parents reported knowing their child had been bullied. Boys reported higher rate of being bullied than girls. Adolescents with ADHD were not at higher risk of being bullied compared to their peers, nevertheless, they perceived lower level of SAS. Adolescents diagnosed with ID and ASD reported 63% rate of bullying and those who have been bullied perceived lower level of happiness.Adolescents with ADHD reported lower level of SAS, for disruption of harmony is even less acceptable in the Asian culture. Adolescents with ID and ASD reported higher rate of bullying than their peers and perceived lower level of happiness. A gap was found between parent and adolescent-reported rate of bullying. Encouraging adolescents to seek adult protection and support to reduce the effect of bullying on the perceived level of happiness is important.
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Affiliation(s)
- For-Wey Lung
- Calo Psychiatric Center, Pingtung County
- Graduate Institute of Medical Science, National Defense Medical Center, Taipei
| | - Bih-Ching Shu
- Institute of Allied Health Sciences, Department of Nursing, College of Medicine, National Cheng Kung University, Tainan
| | - Tung-Liang Chiang
- Institute of Health Policy and Management, College of Public Health, National Taiwan University, Taipei
| | - Shio-Jean Lin
- Genetic Counseling Center, Chi Mei Medical Center, Tainan, Taiwan
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Griffin MM, Fisher MH, Lane LA, Morin L. In Their Own Words: Perceptions and Experiences of Bullying Among Individuals With Intellectual and Developmental Disabilities. INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2019; 57:66-74. [PMID: 30716007 DOI: 10.1352/1934-9556-57.1.66] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Despite the high incidence of bullying among people with intellectual and developmental disabilities (IDD), little research has been conducted with people with IDD as participants reporting their own perceptions and experiences of bullying. To address this shortcoming, we interviewed 18 adults with IDD regarding these issues. Four major themes emerged from our qualitative analysis of the transcribed interviews: (a) bullying is hurtful, (b) why people bully, (c) bullying takes many forms, and (d) bullying can happen anywhere. Though participants' definitions of bullying and explanations for why people bully aligned well with traditional understandings, several reported incidents of bullying were discrepant from the traditional definition, including incidents of abuse and rude behavior. Implications for future research and practice are discussed.
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Affiliation(s)
- Megan M Griffin
- Megan M. Griffin, Whitworth University; Marisa H. Fisher, Michigan State University; Laurel A. Lane, University of New Mexico; and Lindsay Morin, Michigan State University
| | - Marisa H Fisher
- Megan M. Griffin, Whitworth University; Marisa H. Fisher, Michigan State University; Laurel A. Lane, University of New Mexico; and Lindsay Morin, Michigan State University
| | - Laurel A Lane
- Megan M. Griffin, Whitworth University; Marisa H. Fisher, Michigan State University; Laurel A. Lane, University of New Mexico; and Lindsay Morin, Michigan State University
| | - Lindsay Morin
- Megan M. Griffin, Whitworth University; Marisa H. Fisher, Michigan State University; Laurel A. Lane, University of New Mexico; and Lindsay Morin, Michigan State University
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Briley PM, Ellis C. The Coexistence of Disabling Conditions in Children Who Stutter: Evidence From the National Health Interview Survey. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2018; 61:2895-2905. [PMID: 30458520 DOI: 10.1044/2018_jslhr-s-17-0378] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2017] [Accepted: 07/05/2018] [Indexed: 05/13/2023]
Abstract
PURPOSE Stuttering is a disorder that has been associated with coexisting developmental disorders. To date, detailed descriptions of the coexistence of such conditions have not consistently emerged in the literature. Identifying and understanding these conditions can be important to the overall management of children who stutter (CWS). The objective of this study was to generate a profile of the existence of disabling developmental conditions among CWS using national data. METHOD Six years of data from the National Health Interview Survey (2010-2015) were analyzed for this project. The sample consisted of children whose respondents clearly indicated the presence or absence of stuttering. Chi-square tests of independence were used for comparing categorical variables; and independent-samples t tests, for comparing continuous variables. Multiple logistic regression analyses were used for determining the odds of having a coexisting disabling developmental condition. RESULTS This study sample included 62,450 children, of which 1,231 were CWS. Overall, the presence of at least 1 disabling developmental condition was 5.5 times higher in CWS when compared with children who do not stutter. The presence of stuttering was also associated with higher odds of each of the following coexisting developmental conditions: intellectual disability (odds ratio [OR] = 6.67, p < .001), learning disability (OR = 5.45, p < .001), attention-deficit hyperactivity disorder/attention-deficit disorder (OR = 3.09, p < .001), seizures (OR = 7.52, p < .001), autism/Asperger's/pervasive developmental disorder (OR = 5.48, p < .001), and any other developmental delay (OR = 7.10, p < .001). CONCLUSION Evidence from the National Health Interview Survey suggests a higher prevalence of coexisting developmental disabilities in CWS. The existence of coexisting disabling developmental conditions should be considered as part of an overall management plan for CWS.
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Affiliation(s)
- Patrick M Briley
- Communication Equity and Outcomes Laboratory, Department of Communication Sciences and Disorders, East Carolina University, Greenville, NC
| | - Charles Ellis
- Communication Equity and Outcomes Laboratory, Department of Communication Sciences and Disorders, East Carolina University, Greenville, NC
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Costantino C, Ventura G, Marotta C, Bono SE, Arcidiacono E, Gambino CR, Gentile M, Palmeri S, Ripoli G, Sannasardo CE, Sannasardo P, Scarpitta F, Vella C, Mazzucco W, Casuccio A, Restivo V. Prevalence of the bullying phenomenon in a schools sample of Palermo, Sicily: a pre-post intervention observational study among teachers. ACTA BIO-MEDICA : ATENEI PARMENSIS 2018; 89:443-451. [PMID: 30333458 PMCID: PMC6502116 DOI: 10.23750/abm.v89i3.7575] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/26/2018] [Accepted: 08/08/2018] [Indexed: 11/23/2022]
Abstract
Background and aim of the work: Bullying involves a significant percentage of school-age children. According to the latest available surveillance data, in Sicily, the estimated prevalence among 11-15 years old children is 14%. This study aimed to estimate a prevalence of the bullying phenomenon, observed by teachers, in a sample of secondary schools of Palermo, Sicily. Moreover, after the conduction of preventive interventions among teachers, aimed to evaluate any modification in bullying prevalence. Methods:A cluster sampling selection according to socio-economic level of the school neighborhood was carried out. Two anonymous online questionnaires, pre and post-intervention, were administered to the 63 teaching staff, belonging to second and third year classes of ten secondary schools enrolled. Preventive interventions were conducted among teachers by experienced researchers. Results:Prevalence of bullying reported decreased significantly from 44.4% to 19.0% (p-value 0.001), comparing pre and post-intervention questionnaires. A reduction in the prevalence of verbal and physical bullying and a concomitant slight increase of indirect bullying were also observed. All the characteristics, reported by the teaching staff, for describing bullies, victims and observers of bullying have been categorized under three different content domains (affective-relational discomfort, socio-cultural context, and character/natural disposition). Conclusions: The present study estimated the prevalence and the characteristics of bullying phenomenon in a sample of secondary schools of Palermo, evaluating the reduction of bullying episodes among students, after a preventive interventions conducted among teaching staff. Data obtained confirmed the effectiveness of this approach and suggested an extension of the project at Regional Level.
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Affiliation(s)
- Claudio Costantino
- Department of Science for Health Promotion and Mother to Child Care "G. D'Alessandro", University of Palermo.
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Jenaro C, Flores N, Vega V, Cruz M, Pérez MC, Torres VA. Cyberbullying among adults with intellectual disabilities: Some preliminary data. RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 72:265-274. [PMID: 29227959 DOI: 10.1016/j.ridd.2017.12.006] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2017] [Revised: 10/18/2017] [Accepted: 12/04/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Recent studies show that youth with disabilities are at risk of experiencing cyberbullying. Nevertheless, the nature of this phenomenon among adults with intellectual disabilities has not been investigated. Therefore, the purpose of this study is to analyze the frequency and characteristics of cyberbullying and its correlates in individuals with intellectual disabilities attending training centers for adults with intellectual disabilities. METHODS AND PROCEDURES A convenience sample of 269 participants (54.3% men and 35.7% women), aged 18-40 years was recruited from Chile (14.1%), Mexico (32%), and Spain (53.9%). RESULTS The findings showed that 15.2% have been cyberbullied 9.7% are currently being cyberbullied. Being different was the main reason (97.7%) for being cyberbullied. The behaviors happen in educational settings (46.67%), leisure/free time activities (31.11%), and associations for people with disabilities (15.56%). Verbal aggressions (74.53%) were the most common cyberbullying behaviors. Those who were cyberbullied reported more inadequate use of mobile phone and Internet, as well as more unhealthy behaviors and depressive mood. CONCLUSIONS AND IMPLICATIONS These findings support the need for further studies on adults with intellectual disabilities, as well as the need for implementing primary, secondary, and tertiary prevention programs.
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Affiliation(s)
- Cristina Jenaro
- INICO (Instituto Universitario de Integración en la Comunidad), Facultad de Psicología, Universidad de Salamanca, Avda. de la Merced, 109-131, 37005, Salamanca, Spain.
| | - Noelia Flores
- INICO (Instituto Universitario de Integración en la Comunidad), Facultad de Psicología, Universidad de Salamanca, Avda. de la Merced, 109-131, 37005, Salamanca, Spain.
| | - Vanessa Vega
- Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Avda. El Bosque 1290, Santa Inés, Viña del Mar, Chile.
| | - Maribel Cruz
- Facultad de Enfermería, Universidad Autónoma de San Luis Potosí Mexico, Av. Niño artillero 130, Zona Universitaria, C.P. 78240, Mexico.
| | - Ma Carmen Pérez
- Facultad de Enfermería, Universidad Autónoma de San Luis Potosí Mexico, Av. Niño artillero 130, Zona Universitaria, C.P. 78240, Mexico.
| | - Víctor A Torres
- Master en Psicología General Sanitaria, Facultad de Psicología, Universidad de Salamanca, Avda. de la Merced, 109-131, 37005, Salamanca, Spain.
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Morin AJS, Arens AK, Tracey D, Parker PD, Ciarrochi J, Craven RG, Maïano C. Self-Esteem Trajectories and Their Social Determinants in Adolescents With Different Levels of Cognitive Ability. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2017; 122:539-560. [PMID: 29115873 DOI: 10.1352/1944-7558-122.6.539] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This study examines the development of self-esteem in a sample of 138 Australian adolescents (90 males; 48 females) with cognitive abilities in the lowest 15% (L-CA) and a matched sample of 556 Australian adolescents (312 males; 244 females) with average to high levels of cognitive abilities (A/H-CA). These participants were measured annually (Grade 7 to 12). The findings showed that adolescents with L-CA and A/H-CA experience similar high and stable self-esteem trajectories that present similar relations with key predictors (sex, school usefulness and dislike, parenting, and peer integration). Both groups revealed substantial gender differences showing higher levels of self-esteem for adolescent males remaining relatively stable over time, compared to lower levels among adolescent females which decreased until midadolescence before increasing back.
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Affiliation(s)
- Alexandre J S Morin
- Alexandre J. S. Morin, Substantive-Methodological Synergy Research Laboratory Department of Psychology, Concordia University, Montreal, Canada
| | - A Katrin Arens
- A. Katrin Arens, German Institute for International Educational Research, Frankfurt, Germany
| | - Danielle Tracey
- Danielle Tracey, Western Sydney University, Sydney, Australia
| | - Philip D Parker
- Philip D. Parker, Joseph Ciarrochi, and Rhonda G. Craven, Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, Australia; and
| | - Joseph Ciarrochi
- Philip D. Parker, Joseph Ciarrochi, and Rhonda G. Craven, Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, Australia; and
| | - Rhonda G Craven
- Philip D. Parker, Joseph Ciarrochi, and Rhonda G. Craven, Institute for Positive Psychology and Education, Australian Catholic University, Strathfield, Australia; and
| | - Christophe Maïano
- Christophe Maïano, Cyberpsychology Laboratory, Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO), Saint-Jérôme, Canada
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Bhui K, Silva MJ, Harding S, Stansfeld S. Bullying, Social Support, and Psychological Distress: Findings From RELACHS Cohorts of East London's White British and Bangladeshi Adolescents. J Adolesc Health 2017; 61:317-328. [PMID: 28587795 DOI: 10.1016/j.jadohealth.2017.03.009] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/31/2016] [Revised: 03/17/2017] [Accepted: 03/17/2017] [Indexed: 11/28/2022]
Abstract
PURPOSE The purpose of the study is to test whether bullying in adolescents relates to poor mental health and whether social support mitigated this effect. METHODS In 2001, 28 schools in East London were randomly selected for surveys of two representative mixed ability classes: year 7 (11-12 years) and year 9 (13-14 years). Repeated measures were obtained from the same pupils 2 years later, using the Strengths and Difficulties Questionnaire (total difficulties score [TDS]) as a measure of psychological distress. A simple one-level random intercepts model with measurements nested within pupils was used to investigate the effects of bullying and social support from friends and family on TDS. We also assessed whether culturally congruent friendships offered a mental health advantage. RESULTS Bullying was associated with a higher mean TDS (coefficient, 95% confidence interval: White British: 2.15, 1.41-2.88; Bangladeshi: 1.65, .91-2.4); a high level of family social support was associated with a lower TDS (White British: -2.36, -3.33 to -1.39; Bangladeshi: -2.34, -3.15 to -.149). Social support from friends was helpful for White British adolescents (-1.06, -2.07 to -.04). Culturally congruent friendships offered no general advantage. CONCLUSION Bullying is associated with psychological distress; family social support is independently associated with less psychological distress.
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Affiliation(s)
- Kamaldeep Bhui
- Center for Psychiatry, Wolfson Institute of Preventive Medicine, Barts & The London School of Medicine and Dentistry, Queen Mary University of London, London, United Kingdom.
| | - Maria Joao Silva
- Center for Psychiatry, Wolfson Institute of Preventive Medicine, Barts & The London School of Medicine and Dentistry, Queen Mary University of London, London, United Kingdom
| | - Seeromanie Harding
- Diabetes and Nutritional Sciences, King's College London, London, United Kingdom
| | - Stephen Stansfeld
- Center for Psychiatry, Wolfson Institute of Preventive Medicine, Barts & The London School of Medicine and Dentistry, Queen Mary University of London, London, United Kingdom
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Blood GW, Blood IM. Long-term Consequences of Childhood Bullying in Adults who Stutter: Social Anxiety, Fear of Negative Evaluation, Self-esteem, and Satisfaction with Life. JOURNAL OF FLUENCY DISORDERS 2016; 50:72-84. [PMID: 27865231 DOI: 10.1016/j.jfludis.2016.10.002] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2016] [Revised: 09/28/2016] [Accepted: 10/06/2016] [Indexed: 05/22/2023]
Abstract
PURPOSE Psychosocial disorders have been reported in adults who stutter, especially social anxiety disorder. Social anxiety has been linked to childhood victimization. It is possible that recalled childhood victimization could be linked to psychosocial problems reported in some adults who stutter. METHOD Participants were 36 adults who stutter and 36 adults who do not stutter (mean age=21.9 years). The Retrospective Bullying Questionnaire was completed for primary school, secondary school and university environments for physical, verbal, relational and cyber bullying. Participants were categorized into one of five groups (bully, victim, bully-victim, bystander and uninvolved) based ontheir responses. Participants completed four psychosocial scales: social interaction anxiety, fear of negative evaluation, self-esteem and satisfaction with life scales. RESULTS The two groups differed with adults who stutter having higher social interaction anxiety, fear of negative evaluation and satisfaction with life. Analyses of variance revealed that victims had the highest scores among both groups on all four scales. CONCLUSION Adults who recalled being victimized during childhood were more likely, regardless of whether they stutter or did not stutter, to have poorer psychosocial scale scores. These results show the lingering effects of childhood victimization, common in some children who stutter, may contribute to the reported psychosocial problems in adulthood. The need for early intervention for children who are bullied and future research with larger samples is warranted.
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