Naslov
The correlation between teacher’s and children’s assessment of victimization and bullying, and the consequence of children’s entrusting to further victimization

Autori
Žic Ralić, Anamarija ; Cvitković, Daniela

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
World Anti-Bullying Forum 2017 / - Stockholm, 2017, 1014-1014

Skup
1st World Anti-Bullying Forum

Mjesto i datum
Stockholm, Švedska, 07.05.2017. - 09.05.2017

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
bullying, ADHD, confiding

Sažetak
Number of studies indicate attention-deficit / hyperactivity disorder (ADHD) as a risk factor for bullying. Children with ADHD are more likely to engage in bullying, either as being victims or being perpetrators of bullying in comparison with their classmates. Characteristics of children with ADHD such as poor impulse control, difficulties in emotional regulation and in interpretation of social codes, increase their vulnerability to bullying participation. Our previous research show that teachers as well as students estimate that students with ADHD are more victims and bullies in relation to typical students. However, teachers noticed bullying and victimization to a lesser degree than students with and without ADHD. The objective of this study is to investigate correlation between teacher’s assessments and children’s with ADHD assessments of victimization and bullying, a correlation between the teacher's assessment and confiding children to others and a correlation between the confidence of children and consequence to further victimization. Sample consist of children with ADHD (N=47) and typical children (N=47) from the same school, same class, equalized by sex, academic success and family context, aged from 10 to 15, and their teachers (N=47). The study uses an adaptation of the School Bullying Questionnaire (UŠN-2003 ; Buljan Flander, Karlović and Štimac, 2003) designed in line with the Olweus Bully/Victim Questionnaire and version of School Bullying Questionnaire (UŠN-2003) for teachers. Results: There is a significant correlation between the assessments of teachers and children with ADHD regarding victimization, while the assessments of bullying are not in correlation. Conversely, teachers’ and typical children assessments of bullying are in correlation, while assessments of victimization are not. Teacher's assessment of victimization of children with ADHD is in correlation with confiding in teachers and parents, while teacher’s assessment of victimization of typical children is in correlation with confiding in siblings, parents and teachers. Teacher’s assessment of bullying of children with ADHD is in correlation with confiding in parents, while their assessment of bullying of typical children is in correlation with confiding in parents and teachers. There are correlation between the confiding of children with ADHD and continuing of verbal and physical victimization as well as with stopping of verbal and physical victimization. As opposed to that, confiding of typical children is in correlation with stopping of verbal and physical victimization. These results contribute to better understanding of the experience of victimization and bullying in children with ADHD, which opens the possibility of raising teacher’s awareness.

Izvorni jezik
Engleski

Znanstvena područja
Edukacijsko-rehabilitacijske znanosti

POVEZANOST RADA