TY - JOUR
T1 - Bullying involvement and the school adjustment of rural students with and without disabilities
AU - Farmer, Thomas W.
AU - Petrin, Robert
AU - Brooks, Debbie Sprott
AU - Hamm, Jill V.
AU - Lambert, Kerrylin
AU - Gravelle, Maggie
N1 - Funding Information:
This work was supported by grant #R305A04056 from the Institute of Education Sciences. The views expressed in this article are those of the authors and do not represent the granting agency.
Copyright:
Copyright 2012 Elsevier B.V., All rights reserved.
PY - 2012/3
Y1 - 2012/3
N2 - 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.
AB - 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.
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U2 - 10.1177/1063426610392039
DO - 10.1177/1063426610392039
M3 - Article
AN - SCOPUS:84857747962
SN - 1063-4266
VL - 20
SP - 19
EP - 37
JO - Journal of Emotional and Behavioral Disorders
JF - Journal of Emotional and Behavioral Disorders
IS - 1
ER -
