The Bullying Dynamic: Prevalence of Involvement among a Large-Scale Sample of Middle and High School Youth with and without Disabilities

Autor/inn/en	Rose, Chad A.; Simpson, Cynthia G.; Moss, Aaron
Titel	The Bullying Dynamic: Prevalence of Involvement among a Large-Scale Sample of Middle and High School Youth with and without Disabilities
Quelle	In: Psychology in the Schools, 52 (2015) 5, S.515-531 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21840
Schlagwörter	Bullying; Incidence; Middle School Students; High School Students; Disabilities; Special Needs Students; Disproportionate Representation; Aggression; Victims; Computer Mediated Communication; Skill Development; Student Experience; School Safety; Student Participation + Suchen Sie Ihr Suchwort? Mobbing; Vorkommen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Victim; Opfer; Computerkonferenz; Kompetenzentwicklung; Qualifikationsentwicklung; Studienerfahrung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Bullying has been the topic of much debate and empirical investigations over the past decade. Contemporary literature contends that students with disabilities may be overrepresented within the bullying dynamic as both perpetrators and victims. Unfortunately, prevalence rates associated with the representation of students with disabilities is limited due to measurement, disability status identification, and definition issues. The present study attempted to address these issues by assessing the prevalence rates of specific subgroups of students with disabilities in a large-scale cross-sectional study with 13,325 students without disabilities and 1,183 students with disabilities in Grades 6 through 12. Results suggest that overall, students with disabilities reported proportionally higher rates of bullying, fighting, relational aggression, victimization, online victimization, and relational victimization than did their peers without disabilities. These findings suggest that schools must begin to establish targeted interventions to support skill development based on characteristics associated with specific disability identification. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01