Exploring Psychosocial Predictors of Bullying Involvement for Students with Disabilities

Autor/inn/en	Rose, Chad A.; Simpson, Cynthia G.; Preast, June L.
Titel	Exploring Psychosocial Predictors of Bullying Involvement for Students with Disabilities
Quelle	In: Remedial and Special Education, 37 (2016) 5, S.308-317 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932516629219
Schlagwörter	Disabilities; Bullying; Psychological Patterns; Predictor Variables; Student Behavior; Interaction; Victims; Aggression; Structural Equation Models; Adolescents; Depression (Psychology); Self Esteem; Intervention; Middle School Students; High School Students; Surveys; Check Lists + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Mobbing; Prädiktor; Student behaviour; Schülerverhalten; Interaktion; Victim; Opfer; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Self-esteem; Selbstaufmerksamkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Survey; Umfrage; Befragung; Checkliste
Abstract	Students with disabilities are disproportionately involved within the bullying dynamic. However, few studies have investigated the interaction between victimization and proactive or reactive aggression, and psychosocial predictors for bullying involvement among school-aged youth with disabilities. This study used structural equation modeling to examine the predictive nature of depression, hostility, and self-esteem on victimization, bullying, fighting, bully-victimization, and reactive-victimization for a diverse sample of 1,183 adolescents with disabilities. Results suggest that victimization predicted bullying and fighting. In addition, lower levels of depression and higher levels of hostility predicted bullying and fighting; higher levels of depression, hostility, and lower levels of self-esteem predicted higher levels of victimization. Finally, higher levels of depression, hostility, and lower levels of self-esteem predicted bully-victim and reactive-victim status. Therefore, schools should begin to incorporate targeted interventions that address skill development, social and emotional learning, and emotion regulation to address escalated rates of bullying involvement for youth with disabilities. (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	2020/1/01