Youth Cognition Surrounding Bullying of Peers with Disabilities: Inclusion, Intervention, and the Role of the Group

Autor/inn/en	Mulvey, Kelly Lynn; McMillian, Lauren; Irvin, Matthew J.; Carlson, Ryan G.
Titel	Youth Cognition Surrounding Bullying of Peers with Disabilities: Inclusion, Intervention, and the Role of the Group
Quelle	In: Journal of Emotional and Behavioral Disorders, 28 (2020) 1, S.17-28 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mulvey, Kelly Lynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426618799737
Schlagwörter	Bullying; Social Isolation; Social Cognition; Students with Disabilities; Children; Attitudes toward Disabilities; Expectation; Moral Values; Intervention; Peer Influence; Group Behavior; Gender Differences; Early Adolescents; Elementary School Students; Middle School Students + Suchen Sie Ihr Suchwort? Mobbing; Soziale Isolation; Soziale Kognition; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Child; Kind; Kinder; Expectancy; Erwartung; Moral value; Ethischer Wert; Gruppenverhalten; Geschlechterkonflikt; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	Children with disabilities often experience high rates of bullying, teasing, and social exclusion and these experiences are related to a host of negative outcomes for children who are victimized by these forms of bias-based bullying. Little is known, however, about children's cognition regarding bullying and exclusion of youth with disabilities. The current study measured children's (9- to 10- and 11- to 12-year-olds; N = 90) social cognition regarding bullying and exclusion of peers with different types of disabilities. Results revealed that children's expectations of how inclusive their peers would be toward youth with disabilities were related to participants' own inclusion expectations and that male participants and those who reported greater levels of frustration were less likely to expect that they would include peers with disabilities. Furthermore, participants' moral judgments about the harmful nature of bullying and their own rates of aggressive behavior were associated with their likelihood of intervening if they observed youth with disabilities being victimized. Finally, results indicated variation in types of intervention behaviors children expected to employ. The findings indicate that youth recognize the importance of challenging bullying and exclusion of youth with disabilities, but that they are also influenced by their perceptions of peer responses. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01