Predictors of Bullying and Victimisation in Children with Attention-Deficit/Hyperactivity Disorder
Keywords:
attention-deficit/hyperactivity disorder, bullying, victimisation by peers, predictors, individualised education programme
Abstract
The objective of this paper is to determine whether age, gender, Individualised Education Programme, the experience of victimisation by peers, and the experience of bullying others are predictors of bullying and victimisation in children with ADHD. The sample consisted of children aged from 7 to 15 with ADHD diagnosis (N=72). Gender is a significant predictor of physical bullying, whereas the predictors of verbal bullying are gender, being enrolled in an Individualised Education Programme (IEP), verbal victimisation and the feeling of security. The males with ADHD without any school accommodations (IEP) and who are exposed to verbal victimisation are also more often verbally aggressive towards their peers. Children with ADHD who are verbally aggressive and feel secure in the school setting are more exposed to verbal victimisation.
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References
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Camodeca, M., Terwogt, M. M., & Schuengel, C. (2002). Bullying and victimization among school-age children: Stability and links to proactive and reactive aggression. Social Development, 11(3), 332–345.
Card, N. A., & Hodges, E. V. (2008). Peer victimization among schoolchildren: Correlations, causes, consequences, and considerations in assessment and intervention. School Psychology Quarterly, 23(4), 451–461. doi: 10.1037/a0012769
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Cordier, R., Bundy, A., Hocking, C., & Einfeld, S. (2010). Comparison of the play of children with attention deficit hyperactivity disorder by subtypes. Australian Occupational Therapy Journal, 57(2), 137–145. doi: 10.1111/j.1440-1630.2009.00821.x
Crick, N. R., & Bigbee, M. A. (1998). Relational and overt forms of peer victimization: A multiinformant approach. Journal of Consulting and Clinical Psychology, 66(2), 337–347.
Dumas, M. C. (1998). The risk of social interaction problems among adolescents with ADHD. Education & Treatment of Children, 21(4), 447–461.
DuPaul, G. J., & Stoner, G. (2003). ADHD in the schools: Assessment and intervention strategies (2nd ed.). New York, NY: Guilford.
Eliot, M., Cornell, D., Gregory, A., & Fan X. (2010). Supportive school climate and student willingness to seek help for bullying and threats of violence. Journal of School Psychology, 48(6), 533–553. doi: 10.1016/j.jsp.2010.07.001
Espelage, D. L., Bosworth, K., & Simon, T. R. (2001). Short-term stability and prospective correlates of bullying in middle-school students: An examination of potential demographic, psychosocial, and environmental influences. Violence and Victims, 16(4), 411–426.
Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32(3), 365–383.
Fox, C. L., & Boulton, M. J. (2005). The social skills problems of victims of bullying: Self, peer and teacher perceptions. British Journal of Educational Psychology, 75(2), 313–328. doi:10.1348/000709905X25517
Frazier, T. W, Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40(1), 49–65.
Hanish, L. D. (2000). Predictors of peer victimization among urban youth. Social Development, 9(4), 521–543.
Hanish, L. D., Bradshaw, C. P., Espelage, D. L., Rodkin, P. C., Swearer, S. M., & Horne, A. (2013). Looking toward the future of bullying research: Recommendations for research and funding priorities. Journal of School Violence, 12(3), 283–295.
Hanish, L. D., & Guerra, N. G. (2002). A longitudinal analysis of patterns of adjustment following peer victimization. Development and Psychopathology, 14(1), 69–89.
Hodges, E. V. E., Boivin, M., Vitaro, F., & Bukowski, W. M. (1999). The power of friendship: Protection against an escalating cycle of peer victimization. Developmental Psychology, 35(1), 94–101.
Hodges, E. V. E., Malone, M. J., & Perry, D. G. (1997). Individual risk and social risk as interacting determinants of victimization in the peer group. Developmental Psychology, 33(6), 1032–1039.
Hodges, E. V. E., & Perry, D. G. (1999). Personal and interpersonal antecedents and consequences of victimization by peers. Journal of Personality and Social Psychology, 76(4), 677–685.
Holmberg, K., & Hjern, A. (2008). Bullying and attention-deficit-hyperactivity disorder in 10-yearolds in a Swedish community. Developmental Medicine & Child Neurology, 50(2), 134–138. doi: 10.1111/j.1469-8749.2007.02019.x
Hoza, B. (2007). Peer Functioning in Children With ADHD. Journal of Paediatric Psychology, 32(6), 655–663. doi: 10.1093/jpepsy/jsm024
Kaukiainen, A., Bjorkqvist, K., Lagerspetz, K., Osterman, K., Salmivalli, C., Rothberg, S., et al. (1999). The relationships between social intelligence, empathy, and three types of aggression. Aggressive Behavior, 25(2), 81–89.
Kumpulainen, K., Räsänen, E., & Henttonen, I. (1999). Children involved in bullying: psychological disturbance and the persistence of the involvement. Child Abuse & Neglect, 23(12), 1253–1262.
Kumpulainen, K., Räsänen, E., Henttonen, I., Almqvist, F., Kresanov, K., Linna, S-L, et al. (1998). Bullying and psychiatric symptoms among elementary school-age children. Child Abuse & Neglect, 22(7),705–717.
Kumpulainen, K., Rasanen, E., & Puura, K. (2001). Psychiatric disorders and the use of mental health services among children involved in bullying. Aggressive Behavior, 27(2), 102–110.
Langberg, J. M., Epstein, J. N., Becker, Stephen P., Girio-Herrera, E., & Vaughn, A. J. (2012). Evaluation of the homework, organization, and planning skills (HOPS) intervention for middle school students with attention deficit hyperactivity disorder as implemented by school mental health providers. School Psychology Review, 41(3), 342–364.
Low, S., & Espelage, D. (2014). Conduits from community violence exposure to peer aggression and victimization: Contributions of parental monitoring, impulsivity, and deviancy. Journal of Counselling Psychology, 61(2), 221–231. doi:10.1037/a0035207
Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher–student relationships as compensatory resources for aggressive children. Child Development, 74(4), 1145–1157. doi: 10.1111/1467-8624.00598
Olweus, D. (1998). Bullying at school: What we know and what we can do. Zagreb: Å kolska knjiga.
Owens, J. S., Goldfine, M. E., Evangelista, N. M., Hoza, B., & Kaiser, N. M. (2007). A critical review of self-perceptions and the positive illusory bias in children with ADHD. Clinical Child and Family Psychology Review, 10(4), 335–351. doi: 10.1007/s10567-007-0027-3
Perry, D. G., Williard, J. C., & Perry, L. C. (1990). Peers’ perceptions of the consequences that victimized children provide aggressors. Child Development, 61(5), 1310–1325.
Rief, S. (1998). The ADD/ADHD Checklist: An Easy Reference for Parents & Teachers. Paramus, NJ: Prentice Hall.
Rucklidge, J. J. (2006). Gender differences in neuropsychological functioning of New Zealand adolescents with and without attention deficit hyperactivity disorder. International Journal of Disability, Development and Education, 53(1), 47–66.
Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112–120.
Salmivalli, C., Karhunen, J., & Lagerspetz, K. M. J. (1996). How do the victims respond to bullying? Aggressive Behavior, 22(2), 99–109.
Salmivalli, C., & Nieminen, E. (2002). Proactive and reactive aggression among school bullies, victims, and bully-victims. Aggressive Behavior, 28(1), 30–44.
Salmivalli, C., & Peets, K. (2009). Bullies, victims, and bully-victim relationships in middle childhood and early adolescence. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 322–340). New York, NY & London, UK: The Guilford Press.
Sciutto, M. J., Nolfi, C. J., & Bluhm, C. (2004). Effects of child gender and symptom type on referrals for ADHD by elementary school teachers. Journal of Emotional and Behavioral Disorders, 12(4), 247–253.
Strom, I. F., Thoresen, S., Wentzel-Larsen, T., & Dyb, G. (2013). Violence, bullying and academic achievement: A study of 15-year-old adolescents and their school environment. Child Abuse & Neglect, 37(4), 243–251. doi: 10.1016/j.chiabu.2012.10.010
Swearer, S. M. (2011). Risk factors for and outcomes of bullying and victimization. Educational Psychology Papers and Publications, paper 132. Retrieved from http://digitalcommons.unl.edu/edpsychpapers/132
Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2010). What can be done about school bullying? Linking research to educational practice. Educational Researcher, 39(1), 38–47. doi: 10.3102/0013189X09357622
Šimić, N. (2004). Contribution to research the incidence of bullying in school. Unpublished Graduate Thesis. Zagreb: University of Zagreb Faculty of Humanities and Social Sciences. Retrieved from http://darhiv.ffzg.hr/110/1/Natalija%C5%A0imi%C4%87.pdf
Taylor, L. A., Saylor, C., Twyan, K., & Macias, M. (2010). Adding insult to injury: Bullying experiences of youth with attention deficit hyperactivity disorder. Children’s Health Care, 39(1), 59–72.
Timmermanis, V., & Wiener, J. (2005). Social correlates of bullying in adolescents with attention deficit/hyperactivity disorder. Canadian Journal of School Psychology, 26(4), 301–318. doi: 10.1177/0829573511423212
Unnever, J. D., & Cornell, D. G. (2003). Bullying, self-control, and ADHD. Journal of Interpersonal Violence, 18(2), 129–147. doi: 10.1177/0886260502238731
Wåhlstedt, C., Thorell, L. B., & Bohlin, G. (2008). ADHD symptoms and executive function impairment: early predictors of later behavioral problems. Developmental Neuropsychology, 33(2), 160–178. doi: 10.1080/87565640701884253
Wang, C., Berry, B., & Swearer, S. M. (2013). The critical role of school climate in effective bullying prevention. Theory Into Practice, 52(4), 296–302. doi: 10.1080/00405841.2013.829735
Wan Salwina, W. I., Nik Ruzyanei, N. J., Tuti Iryani, M. D., Shamsul, A. S., Aniza, I., & Zasmani, S. (2010). The association between the attention deficit hyperactivity disorder (ADHD) symptoms and bully/victim problem among Malaysian sixth-graders. ASEAN Journal of Psychiatry, 11(1), 79-86.
Wiener, J., & Mak, M. (2009). Peer victimization in children with attention-deficit/hyperactivity disorder. Psychology in the School, 46(2), 116–131. doi: 10.1002/pits.20358
Woods, S., & Wolke, D. (2004). Direct and relational bullying among primary school children and academic achievement. Journal of School Psychology, 42(2), 135–155. doi:10.1016/j.jsp.2003.12.002
Bacchini, D., Affuso, G., & Trotta, T. (2008). Temperament, ADHD and peer relations among schoolchildren: The mediating role of school bullying. Aggressive Behavior, 34(5), 447–459. doi:10.1002/ab.20271
Barkley, R. A. (2000). Taking charge of ADHD. New York, NY: The Guilford Press.
Buljan Flander, G., Durman Marijanović, Z., & Ćorić Špoljar, R. (2007). Bullying in Croatian schools with regard to gender, age and acceptance/rejection in school. Journal for General Social Issues, 16(1-2), 157–174.
Camodeca, M., Terwogt, M. M., & Schuengel, C. (2002). Bullying and victimization among school-age children: Stability and links to proactive and reactive aggression. Social Development, 11(3), 332–345.
Card, N. A., & Hodges, E. V. (2008). Peer victimization among schoolchildren: Correlations, causes, consequences, and considerations in assessment and intervention. School Psychology Quarterly, 23(4), 451–461. doi: 10.1037/a0012769
Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65–83.
Cordier, R., Bundy, A., Hocking, C., & Einfeld, S. (2010). Comparison of the play of children with attention deficit hyperactivity disorder by subtypes. Australian Occupational Therapy Journal, 57(2), 137–145. doi: 10.1111/j.1440-1630.2009.00821.x
Crick, N. R., & Bigbee, M. A. (1998). Relational and overt forms of peer victimization: A multiinformant approach. Journal of Consulting and Clinical Psychology, 66(2), 337–347.
Dumas, M. C. (1998). The risk of social interaction problems among adolescents with ADHD. Education & Treatment of Children, 21(4), 447–461.
DuPaul, G. J., & Stoner, G. (2003). ADHD in the schools: Assessment and intervention strategies (2nd ed.). New York, NY: Guilford.
Eliot, M., Cornell, D., Gregory, A., & Fan X. (2010). Supportive school climate and student willingness to seek help for bullying and threats of violence. Journal of School Psychology, 48(6), 533–553. doi: 10.1016/j.jsp.2010.07.001
Espelage, D. L., Bosworth, K., & Simon, T. R. (2001). Short-term stability and prospective correlates of bullying in middle-school students: An examination of potential demographic, psychosocial, and environmental influences. Violence and Victims, 16(4), 411–426.
Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32(3), 365–383.
Fox, C. L., & Boulton, M. J. (2005). The social skills problems of victims of bullying: Self, peer and teacher perceptions. British Journal of Educational Psychology, 75(2), 313–328. doi:10.1348/000709905X25517
Frazier, T. W, Youngstrom, E. A., Glutting, J. J., & Watkins, M. W. (2007). ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities, 40(1), 49–65.
Hanish, L. D. (2000). Predictors of peer victimization among urban youth. Social Development, 9(4), 521–543.
Hanish, L. D., Bradshaw, C. P., Espelage, D. L., Rodkin, P. C., Swearer, S. M., & Horne, A. (2013). Looking toward the future of bullying research: Recommendations for research and funding priorities. Journal of School Violence, 12(3), 283–295.
Hanish, L. D., & Guerra, N. G. (2002). A longitudinal analysis of patterns of adjustment following peer victimization. Development and Psychopathology, 14(1), 69–89.
Hodges, E. V. E., Boivin, M., Vitaro, F., & Bukowski, W. M. (1999). The power of friendship: Protection against an escalating cycle of peer victimization. Developmental Psychology, 35(1), 94–101.
Hodges, E. V. E., Malone, M. J., & Perry, D. G. (1997). Individual risk and social risk as interacting determinants of victimization in the peer group. Developmental Psychology, 33(6), 1032–1039.
Hodges, E. V. E., & Perry, D. G. (1999). Personal and interpersonal antecedents and consequences of victimization by peers. Journal of Personality and Social Psychology, 76(4), 677–685.
Holmberg, K., & Hjern, A. (2008). Bullying and attention-deficit-hyperactivity disorder in 10-yearolds in a Swedish community. Developmental Medicine & Child Neurology, 50(2), 134–138. doi: 10.1111/j.1469-8749.2007.02019.x
Hoza, B. (2007). Peer Functioning in Children With ADHD. Journal of Paediatric Psychology, 32(6), 655–663. doi: 10.1093/jpepsy/jsm024
Kaukiainen, A., Bjorkqvist, K., Lagerspetz, K., Osterman, K., Salmivalli, C., Rothberg, S., et al. (1999). The relationships between social intelligence, empathy, and three types of aggression. Aggressive Behavior, 25(2), 81–89.
Kumpulainen, K., Räsänen, E., & Henttonen, I. (1999). Children involved in bullying: psychological disturbance and the persistence of the involvement. Child Abuse & Neglect, 23(12), 1253–1262.
Kumpulainen, K., Räsänen, E., Henttonen, I., Almqvist, F., Kresanov, K., Linna, S-L, et al. (1998). Bullying and psychiatric symptoms among elementary school-age children. Child Abuse & Neglect, 22(7),705–717.
Kumpulainen, K., Rasanen, E., & Puura, K. (2001). Psychiatric disorders and the use of mental health services among children involved in bullying. Aggressive Behavior, 27(2), 102–110.
Langberg, J. M., Epstein, J. N., Becker, Stephen P., Girio-Herrera, E., & Vaughn, A. J. (2012). Evaluation of the homework, organization, and planning skills (HOPS) intervention for middle school students with attention deficit hyperactivity disorder as implemented by school mental health providers. School Psychology Review, 41(3), 342–364.
Low, S., & Espelage, D. (2014). Conduits from community violence exposure to peer aggression and victimization: Contributions of parental monitoring, impulsivity, and deviancy. Journal of Counselling Psychology, 61(2), 221–231. doi:10.1037/a0035207
Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher–student relationships as compensatory resources for aggressive children. Child Development, 74(4), 1145–1157. doi: 10.1111/1467-8624.00598
Olweus, D. (1998). Bullying at school: What we know and what we can do. Zagreb: Å kolska knjiga.
Owens, J. S., Goldfine, M. E., Evangelista, N. M., Hoza, B., & Kaiser, N. M. (2007). A critical review of self-perceptions and the positive illusory bias in children with ADHD. Clinical Child and Family Psychology Review, 10(4), 335–351. doi: 10.1007/s10567-007-0027-3
Perry, D. G., Williard, J. C., & Perry, L. C. (1990). Peers’ perceptions of the consequences that victimized children provide aggressors. Child Development, 61(5), 1310–1325.
Rief, S. (1998). The ADD/ADHD Checklist: An Easy Reference for Parents & Teachers. Paramus, NJ: Prentice Hall.
Rucklidge, J. J. (2006). Gender differences in neuropsychological functioning of New Zealand adolescents with and without attention deficit hyperactivity disorder. International Journal of Disability, Development and Education, 53(1), 47–66.
Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112–120.
Salmivalli, C., Karhunen, J., & Lagerspetz, K. M. J. (1996). How do the victims respond to bullying? Aggressive Behavior, 22(2), 99–109.
Salmivalli, C., & Nieminen, E. (2002). Proactive and reactive aggression among school bullies, victims, and bully-victims. Aggressive Behavior, 28(1), 30–44.
Salmivalli, C., & Peets, K. (2009). Bullies, victims, and bully-victim relationships in middle childhood and early adolescence. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 322–340). New York, NY & London, UK: The Guilford Press.
Sciutto, M. J., Nolfi, C. J., & Bluhm, C. (2004). Effects of child gender and symptom type on referrals for ADHD by elementary school teachers. Journal of Emotional and Behavioral Disorders, 12(4), 247–253.
Strom, I. F., Thoresen, S., Wentzel-Larsen, T., & Dyb, G. (2013). Violence, bullying and academic achievement: A study of 15-year-old adolescents and their school environment. Child Abuse & Neglect, 37(4), 243–251. doi: 10.1016/j.chiabu.2012.10.010
Swearer, S. M. (2011). Risk factors for and outcomes of bullying and victimization. Educational Psychology Papers and Publications, paper 132. Retrieved from http://digitalcommons.unl.edu/edpsychpapers/132
Swearer, S. M., Espelage, D. L., Vaillancourt, T., & Hymel, S. (2010). What can be done about school bullying? Linking research to educational practice. Educational Researcher, 39(1), 38–47. doi: 10.3102/0013189X09357622
Šimić, N. (2004). Contribution to research the incidence of bullying in school. Unpublished Graduate Thesis. Zagreb: University of Zagreb Faculty of Humanities and Social Sciences. Retrieved from http://darhiv.ffzg.hr/110/1/Natalija%C5%A0imi%C4%87.pdf
Taylor, L. A., Saylor, C., Twyan, K., & Macias, M. (2010). Adding insult to injury: Bullying experiences of youth with attention deficit hyperactivity disorder. Children’s Health Care, 39(1), 59–72.
Timmermanis, V., & Wiener, J. (2005). Social correlates of bullying in adolescents with attention deficit/hyperactivity disorder. Canadian Journal of School Psychology, 26(4), 301–318. doi: 10.1177/0829573511423212
Unnever, J. D., & Cornell, D. G. (2003). Bullying, self-control, and ADHD. Journal of Interpersonal Violence, 18(2), 129–147. doi: 10.1177/0886260502238731
Wåhlstedt, C., Thorell, L. B., & Bohlin, G. (2008). ADHD symptoms and executive function impairment: early predictors of later behavioral problems. Developmental Neuropsychology, 33(2), 160–178. doi: 10.1080/87565640701884253
Wang, C., Berry, B., & Swearer, S. M. (2013). The critical role of school climate in effective bullying prevention. Theory Into Practice, 52(4), 296–302. doi: 10.1080/00405841.2013.829735
Wan Salwina, W. I., Nik Ruzyanei, N. J., Tuti Iryani, M. D., Shamsul, A. S., Aniza, I., & Zasmani, S. (2010). The association between the attention deficit hyperactivity disorder (ADHD) symptoms and bully/victim problem among Malaysian sixth-graders. ASEAN Journal of Psychiatry, 11(1), 79-86.
Wiener, J., & Mak, M. (2009). Peer victimization in children with attention-deficit/hyperactivity disorder. Psychology in the School, 46(2), 116–131. doi: 10.1002/pits.20358
Woods, S., & Wolke, D. (2004). Direct and relational bullying among primary school children and academic achievement. Journal of School Psychology, 42(2), 135–155. doi:10.1016/j.jsp.2003.12.002
Published
2018-12-27
How to Cite
Žic RalićA., Cvitković, D., & Sekušak-Galešev, S. (2018). Predictors of Bullying and Victimisation in Children with Attention-Deficit/Hyperactivity Disorder. Center for Educational Policy Studies Journal, 8(4), 63-88. https://doi.org/10.26529/cepsj.557
Section
VARIA
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