School Bullying and Disability in Hispanic Youth: Are Special Education Students at Greater Risk of Victimization by School Bullies than Non-Special Education Students?

Persistent Link:
http://hdl.handle.net/10150/194911
Title:
School Bullying and Disability in Hispanic Youth: Are Special Education Students at Greater Risk of Victimization by School Bullies than Non-Special Education Students?
Author:
Sveinsson, Arni Vikingur
Issue Date:
2005
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
There has been a tremendous increase in the study of school bullying over the past 20 years, where research findings have shown that bullying occurs in school settings regardless of particular country or culture. The vast majority of this research has addressed the behavior of the aggressor (i.e., the bully), whereas relatively few studies have focused on children who are the targets of peer aggression (i.e., the victim). Research findings specific to victims of bullying have shown certain characteristics that indicate increased risk of victimization, such as social isolation, insecurity, and physical weakness.Based on circumstances or manifestations associated with having a disability in a school setting, students with disabilities may have some of the characteristics identified as risk factors for victimization. The purpose of the present study was to determine whether Hispanic students who have disabilities report higher rates of victimization by bullies in comparison to their non-disabled peers, and whether having a particular disability, if any, resulted in more frequent victimization. Forty-three (43) students participated in the study and completed the Reynolds Bully Victimization Scale (BVS) and the Olweus' Bully/Victim Questionnaire (OBVQ). The data from these measures were evaluated using Analysis of Variance, Multivariate Analysis of Variance, and Fisher's Exact Test.The results showed that students identified as having a disability obtained significantly higher BVS scores for victimization, and their BVS T-scores reached clinical significance levels significantly more often than those of non-disabled students. However, results from the OBVQ did not yield significant difference between students with and without disabilities. With respect to having different disabilities (specific learning disability, speech language impairment, & mild mental retardation), the results showed no significant differences in victimization rates for the BVS or the OBVQ. Similarly, no significant differences emerged for victimization across grade/school level. Further research is needed in this area, since the present study appears to be the first research in the United States that has attempted to compare bully victimization rates across students having various different disabilities.
Type:
text; Electronic Dissertation
Keywords:
School Bullying; Children with Disabilities
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Special Education & Rehabilitation; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Morris, Richard J.
Committee Chair:
Morris, Richard J.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleSchool Bullying and Disability in Hispanic Youth: Are Special Education Students at Greater Risk of Victimization by School Bullies than Non-Special Education Students?en_US
dc.creatorSveinsson, Arni Vikinguren_US
dc.contributor.authorSveinsson, Arni Vikinguren_US
dc.date.issued2005en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThere has been a tremendous increase in the study of school bullying over the past 20 years, where research findings have shown that bullying occurs in school settings regardless of particular country or culture. The vast majority of this research has addressed the behavior of the aggressor (i.e., the bully), whereas relatively few studies have focused on children who are the targets of peer aggression (i.e., the victim). Research findings specific to victims of bullying have shown certain characteristics that indicate increased risk of victimization, such as social isolation, insecurity, and physical weakness.Based on circumstances or manifestations associated with having a disability in a school setting, students with disabilities may have some of the characteristics identified as risk factors for victimization. The purpose of the present study was to determine whether Hispanic students who have disabilities report higher rates of victimization by bullies in comparison to their non-disabled peers, and whether having a particular disability, if any, resulted in more frequent victimization. Forty-three (43) students participated in the study and completed the Reynolds Bully Victimization Scale (BVS) and the Olweus' Bully/Victim Questionnaire (OBVQ). The data from these measures were evaluated using Analysis of Variance, Multivariate Analysis of Variance, and Fisher's Exact Test.The results showed that students identified as having a disability obtained significantly higher BVS scores for victimization, and their BVS T-scores reached clinical significance levels significantly more often than those of non-disabled students. However, results from the OBVQ did not yield significant difference between students with and without disabilities. With respect to having different disabilities (specific learning disability, speech language impairment, & mild mental retardation), the results showed no significant differences in victimization rates for the BVS or the OBVQ. Similarly, no significant differences emerged for victimization across grade/school level. Further research is needed in this area, since the present study appears to be the first research in the United States that has attempted to compare bully victimization rates across students having various different disabilities.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectSchool Bullyingen_US
dc.subjectChildren with Disabilitiesen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSpecial Education & Rehabilitationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMorris, Richard J.en_US
dc.contributor.chairMorris, Richard J.en_US
dc.contributor.committeememberMishra, Shitala P.en_US
dc.contributor.committeememberAleamoni, Lawrence M.en_US
dc.contributor.committeememberKampfe, Charleneen_US
dc.identifier.proquest1368en_US
dc.identifier.oclc137355287en_US
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