Experiences of Bullying for Individuals With Williams Syndrome

Fisher, Marisa H.; Lough, Emma; Griffin, Megan; Lane, Laurel A.

doi:10.1080/19315864.2016.1278289

Cited by 18 publications

(16 citation statements)

References 47 publications

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“…The protocol consisted of rapport‐building questions and a series of open‐ended questions about participants' definition of bullying, their bullying experiences, the ways in which they responded, whether others intervened on their behalf, and recommendations for bullying prevention (see Fisher et al, for the protocol). Participants were not asked to report on bullying experiences within a specific time frame; rather, questions were intentionally left without a specific time frame to allow the research team to gather richer details on their most salient bullying experiences (e.g., see Fisher, Moskowitz, & Hodapp, ) and to allow for restrospective reflection of the impact of bullying on their lives.…”

Section: Methodsmentioning

confidence: 99%

“…They also stressed the importance of remaining true to themselves and not letting the bully deflate their self‐worth. Overall, then, participants with Williams syndrome described responding to the negative experience of bullying in a self‐determined manner (Fisher, Lough, Griffin, & Lane, ).…”

Section: Introductionmentioning

confidence: 99%

“…Although it was not clear whether a self‐determined response effectively stopped bullying or protected the participants with Williams syndrome from the negative emotional impact of bullying (Fisher et al, ), research indicates that self‐advocacy has been an effective strategy to stop bullying for students without disabilities (Frisen, Jonsson, & Persson, ). Additionally, it is plausible to hypothesize that people who exhibit greater self‐determination in the face of bullying may be more resilient in dealing with the emotional effects of bullying.…”

Section: Introductionmentioning

confidence: 99%

“…Given the findings of responding to bullying with self‐determination by those with Williams syndrome (Fisher et al, ), the current study was designed to examine how other individuals with IDD describe responding to bullying, and whether their responses include elements of self‐determination. Unfortunately, the majority of studies related to bullying of individuals with IDD employ questionnaires that focus on poor mental health, without including measures of well‐being, making it impossible to characterize the complex and perhaps resilient ways that individuals with IDD might respond to bullying.…”

Section: Introductionmentioning

confidence: 99%

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Responses to bullying among individuals with intellectual and developmental disabilities: Support needs and self‐determination

Griffin

Fisher

Lane

et al. 2019

Research Intellect Disabil

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Background Compared to the general population, individuals with intellectual and developmental disabilities (IDD) more often experience bullying and its negative social and emotional impacts. Prior studies explored bullying of individuals with IDD primarily through investigations of the perspectives of others and the negative impacts of bullying. The current study examined how individuals with IDD describe their responses to experiences of bullying, with a focus on whether responses included component skills of self‐determination. Method Eighteen adults with IDD (50% female) aged 18–63 years were interviewed about their experiences with bullying. Interviews were analysed to determine responses to bullying and the degree to which their responses demonstrated self‐determination. Results Data analysis revealed two primary themes, outside support and self‐determination, with additional subthemes. Conclusions Findings provide a more nuanced description of the ways in which individuals with IDD respond to bullying, including the demonstration of self‐determination skills. Implications for research and practice are discussed.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Responses to bullying among individuals with intellectual and developmental disabilities: Support needs and self‐determination

Griffin

Fisher

Lane

et al. 2019

Research Intellect Disabil

Self Cite

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“…Related to WS, a transformation of the research field already occurred in 2003 when Dykens demanded a greater educational relevance; an expansion of the method spectrum and an analysis of complex connections: The 'whole person' is missing" [31]. This transformation has failed to appear, except for occasional studies, to date [22,[32][33][34]].…”

Section: Current State Of Research and Open Questions From The Perspementioning

confidence: 99%

Building a competence center for Wiliams Syndrome at The Hochschule Zittau/Görlitz – current research, teaching and Third Mission

Prosetzky¹,

Danielsmeier²

2018

ACC Journal

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Williams Syndrome (WS) is a rare neurodevelopmental disorder based on a gene loss on chromosome 7, which occurs in 1 of 7,500 live births. The WS phenotype is typically associated with moderate mental disability, cardiac problems, hyper social behavior, anxieties, and a need for lifelong support. Current research focuses mainly on clinical characteristics, thus providing important implications for medical management. Parents, therapists and professional caregivers are able to find very few usable implications for everyday-life challenges though. The authors aim to raise research questions and help to bridge this gap in the long term. Therefore they are engaged in building a competence center for WS at the University of Applied Sciences Zittau/Görlitz (HSZG). This article outlines the starting point and main idea, as well as completed, ongoing and planned scientific and supportive activities.

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Factors associated with pediatric genetic counselors' practices related to bullying screening

Ginter

Lepard‐Tassin

Selig

et al. 2022

Journal of Genetic Counseling

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Bullying is reported in around 20% of children according to the US Department of Education and has been reported in the histories of individuals with genetic disorders.To our knowledge, there has never been a study surveying whether genetic counselors screen their pediatric patients for bullying. This is despite guidelines that pediatric healthcare providers should screen for bullying. The purpose of this study was to assess North American genetic counselors who see pediatric patients and enquire about their practices, attitudes, self-confidence, knowledge, and potential training needs in relation to bullying screening. In an anonymous online survey, 139 genetic counselors from the United States and Canada completed a modified version of the previously validated Healthcare Providers Practices, Attitudes, Self-Confidence, and Knowledge (HCP-PACK) instrument. Among our participant population, 85% reported they did not screen for bullying. This is despite no statistically significant difference in the amount of reported time spent on either initial or follow-up appointments between those who did or did not screen. Those who screened for bullying among their pediatric patients were more likely to view bullying as a healthcare problem (as measured on the attitude subscale) (t[135] = −2.07, p = 0.04) and had greater confidence in their ability to know how to assess for bullying (as measured on the self-confidence subscale) (t[135] = −2.90, p = 0.004) compared with participants who did not screen for bullying. Responses from genetic counselors who screened their patients for bullying demonstrated how screening for bullying can be aligned with the American Board of Genetic Counseling practice-based competencies. Even though the majority of participants did not view screening for bullying as a genetic counselor's role, 82.5% agreed that bullying was a healthcare problem and 63.6% thought genetic counselors should have additional educational opportunities to learn about bullying. Evidence-based guidance is needed to help genetic counselors interested in including screening for bullying in their practice.

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Experiences of Bullying for Individuals With Williams Syndrome

Cited by 18 publications

References 47 publications

Responses to bullying among individuals with intellectual and developmental disabilities: Support needs and self‐determination

Responses to bullying among individuals with intellectual and developmental disabilities: Support needs and self‐determination

Building a competence center for Wiliams Syndrome at The Hochschule Zittau/Görlitz – current research, teaching and Third Mission

Factors associated with pediatric genetic counselors' practices related to bullying screening

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