Previous research has focused on the prevalence of bullying of students with autism spectrum disorder (ASD), with little attention given to its emotional effect. This mixed methods study examined levels of worry about bullying and bullying experiences reported by students and parents. To determine whether some students with ASD are differentially affected, we explored associations between students’ characteristics (understanding of bullying, age and co‐morbid conditions) and their bullying experiences and worries. Surveys exploring bullying experiences and levels of worry about bullying were completed by 89 students with ASD without intellectual disability aged 11–16 years and their parents. We also qualitatively explored parents’ perceptions of how bullying affects their children, through semi‐structured interviews of nine parents. Students with comorbid anxiety disorders were more likely to report face‐to‐face victimization and were more troubled by both face‐to‐face bullying and cyberbullying, while students with depression were more likely to report cyber victimization. Parental concerns included the impact of victimization on school attendance, self‐esteem, mental health, social participation, academic performance, and behaviour. The significantly higher levels of worry about bullying and higher victimization rates reported by students with internalizing symptoms suggest that these students may be disproportionately at risk of psychological harm.
The employment and work experiences of mothers who care for young children with special health care needs is the focus of this study. It addresses a gap in the research literature, by providing an understanding of how mothers' caring role may affect employment conditions, family life, and financial well-being. Quantitative data are drawn from Growing Up in Australia: The Longitudinal Study of Australian Children. The current study employs a matched case-control methodology to compare the experiences of a group of 292 mothers whose children (aged 4-5 years) with long-term special health care needs with those mothers whose children were typically developing. There were few differences between the two groups with regard to job characteristics and job quality. There were significant differences between the two groups with regard to work-family balance. Fewer mothers with children with special health care needs reported work having a positive effect on family functioning.
All forms of bullying, physical, verbal, social, and cyber, are prevalent among youth worldwide. An especially vulnerable population for involvement in bullying is students with an autism spectrum disorder (ASD). Although there are some studies that have investigated bullying in these students, many of these are beset by methodological issues. We surveyed 104 students with ASD on their bullying experiences in all 4 forms of bullying and examined their roles as victim, perpetrator, and bully-victim, comparing them with a group of typically developing students matched for age and gender. It was found that students with ASD reported significantly more traditional victimisation (physical, verbal, and social) than their typically developing peers. Cyberbullying victimisation was similar for the 2 groups. There were no differences between the groups on traditional bullying perpetration; however, typically developing students reported more cyberbullying perpetration behaviours. Implications for prevention and intervention are discussed.
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