Exceptionality and Peer Victimization Involvement in Late Childhood: Subtypes, Stability, and Social Marginalization

Autor/inn/en	Chen, Chin-Chih; Hamm, Jill V.; Farmer, Thomas W.; Lambert, Kerrylin; Mehtaji, Meera
Titel	Exceptionality and Peer Victimization Involvement in Late Childhood: Subtypes, Stability, and Social Marginalization
Quelle	(2015), (29 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/0741932515579242
Schlagwörter	Peer Relationship; Victims; Intervention; Disabilities; Bullying; Social Status; Control Groups; Experimental Groups; Risk; Student Attitudes; Social Networks; Peer Acceptance; Elementary School Students; Middle School Students; Rural Areas; Grade 6; Elementary School Teachers; Middle School Teachers + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Victim; Opfer; Handicap; Behinderung; Mobbing; Sozialer Status; Risiko; Schülerverhalten; Social network; Soziales Netzwerk; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Rural area; Ländlicher Raum; School year 06; 6. Schuljahr; Schuljahr 06; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This study examined subtypes and stability/change in peer victimization involvement among students with exceptionalities. Data were collected over spring of fifth grade and fall/spring of sixth grade with 1,861 students in 36 rural schools as part of a cluster randomized trial of a context-based intervention (Supporting Early Adolescent Learning and Social Success [SEALS]) designed to support students' transition to early adolescence. More than 74% of students with disabilities were involved in peer victimization, and they were more likely to be nominated as victims and bully-victims than students without disabilities. Students with disabilities, but not academically gifted students, had more stable involvement in peer victimization over time. Being socially marginalized in the network differentiated peer victimization stability. Although there were no differences between intervention and control schools in students with exceptionalities' peer victimization involvement, students with exceptionalities in intervention schools were less likely to perceive classmates encouraging bullying. Implications of interventions to reduce the risk for peer victimization are discussed. [This paper was published in "Remedial and Special Education" v36 n5 2015 (EJ1074025).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01