Bullying Involvement and the School Adjustment of Rural Students with and without Disabilities

Autor/inn/en	Farmer, Thomas W.; Petrin, Robert; Brooks, Debbie Sprott; Hamm, Jill V.; Lambert, Kerrylin; Gravelle, Maggie
Titel	Bullying Involvement and the School Adjustment of Rural Students with and without Disabilities
Quelle	In: Journal of Emotional and Behavioral Disorders, 20 (2012) 1, S.19-37 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/1063426610392039
Schlagwörter	Bullying; Victims; Student Adjustment; Disabilities; Rural Schools; Grade 5; Elementary School Students; Behavior Problems; Special Education; Interpersonal Competence; School Attitudes + Suchen Sie Ihr Suchwort? Mobbing; Victim; Opfer; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Handicap; Behinderung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 05; 5. Schuljahr; Schuljahr 05; Special needs education; Sonderpädagogik; Sonderschulwesen; Interpersonale Kompetenz
Abstract	Bullying involvement status (i.e., bully, victim, bully-victim) and school adjustment were examined in a sample of 1,389 fifth graders (745 female, 644 male) including 145 special education students who were served in general education classrooms for at least 50% of the day. The sample was drawn from 35 rural schools in seven states across all geographic areas of the United States. School adjustment difficulties including internalizing and externalizing behavior problems were most pronounced in students who were identified as bully-victims (students who were identified as both victims and perpetrators of bullying). In contrast, bullies tended to have more positive interpersonal characteristics and fewer negative ones than youth who were identified as victims or bully-victims. Furthermore, compared to their nondisabled peers, students who received special education services had elevated rates of involvement as victims and bully-victims, but not as bullies. Implications for intervention are discussed. (Contains 8 tables.) (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	2017/4/10