Exploring Psychosocial Predictors of Bullying Involvement for Students With Disabilities. (September 2016)

• Record Type: Journal Article
• Authors: Rose, Chad A.; Simpson, Cynthia G.; Preast, June L.
• Editors: Houchins, David E.; Oakes, Wendy Peia
• Is Part Of: Remedial and special education. Volume 37:Number 5(2016:Sep./Oct.)
• Page Start: 308
• Page End: 317
• Publication Date: 2016-09
• Subjects: bullying -- victimization -- depression -- aggression -- self-esteem -- special education; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0741932516629219
• Languages: English
• ISSNs: 0741-9325

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.