Recommendations of school students with autism spectrum disorder and their parents in regard to bullying and cyberbullying prevention and intervention

Carrington, Suzanne; Campbell, Marilyn; Saggers, Beth; Ashburner, Jill; Vicig, Fiona; Dillon-Wallace, Julie; Hwang, Yeonsook

doi:10.1080/13603116.2017.1331381

Cited by 24 publications

(26 citation statements)

References 22 publications

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“…Por otro lado, el uso de propuestas participativas que fomentan el compartir y el conocerse también favorece los procesos de inclusión y desarrollan la capacidad de autonomía del alumnado. Es, por ello, que el conjunto de elementos citados, todos ellos rasgos distintivos de la educación inclusiva, son elementos que ayudan a hacer frente y a prevenir los casos de bullying (Carrington et al, 2017, Meyer et al, 2015Nixon y East, 2010;Winchell et al, 2018).…”

Section: Discusión Y Conclusionesunclassified

Bullying in the Context of Inclusive Education: A Systematic Review

Gallego-Jiménez

Otero

García

2021

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El objetivo del presente estudio es aportar una revisión de la literatura científica con el objetivo de ofrecer una definición del constructo de educación inclusiva y su posicionamiento y marco de intervención frente a casos de bullying. Para ello, se presenta una revisión sistemática de las bases de datos SciELO, ERIC, Dialnet, TESEO, DOAJ, Jurn, Refseek, REDIB, EBSCO, Scopus y La Referencia, que arrojó un total de 73 artículos. Los resultados revelan la relación entre los aspectos formativos de la comunidad educativa en materia de educación inclusiva con los procesos de intervención y los posicionamientos ético-políticos. Estos, cuando se ejecutan de forma coherente y bajo un esquema predefinido y colegiado, sirven como medio para favorecer la inclusión y prevenir la violencia entre pares.

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Section: Discusión Y Conclusionesunclassified

Bullying in the Context of Inclusive Education: A Systematic Review

Gallego-Jiménez

Otero

García

2021

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“…These can be even more evident in communities in which there is a high degree of shared intimacy among members (Bazarova, 2012), such as the ones studied in this project. Moreover, participants face a high risk of overexposure and cyberbullying (Carrington et al, 2017).…”

Section: Autism and Social Media In Brazilmentioning

confidence: 99%

We are people and so are they: Shared intimacies and the ethics of digital ethnography in autism communities

Antunes

Dhoest

2019

Research Ethics

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This paper reflects on the three main ethical challenges we faced when conducting digital ethnography in three autism Brazilian communities on Facebook: how to position oneself as a researcher, how to deal with the identity of participants, and how to manage data when anonymity is not enforced. After careful consideration of these issues and taking into consideration questions of authorship and vulnerability, we concluded that, firstly, as researchers, we wanted to be more than mere observers of our participants so we aimed for a mutual sharing and involvement between participants and researchers. Secondly, we believe that voice and authorship matter, so we gave our interviewees the choice of being anonymised or not. Finally, we had in mind that our participants may not be fully aware of the consequences of academic publishing, therefore sensitive topics as well as data gathered in the communities were always anonymised.

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“…In Parallel with the development of technology, cyber-bullying has taken the place of traditional bullying through technological tools, such as computers, smartphones, social networking sites, email, online forums, personal websites, and game sites (Agatston et al, 2007;Harper, 2019). Hence, has become cyberbullying a chronic and serious public health problem, especially for adolescents, because It aims to harm, threaten, intimidate, or embarrass others psychologically and socially (Carrington et al, 2017;Corcoran et al, 2015;Olweus, 2012). Furthermore, Cyberbullying allows vulnerable children or children with disability to bully their powerful peers, as they are usually not (Hillsberg & Spak, 2006).…”

Section: Introductionmentioning

confidence: 99%

Prevalence of Cyberbullying and Traditional Bullying and Their Relationship to Self‐esteem Among Hearing-Impaired Adolescents

Hammad

Awed

2020

HSSR

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Purpose: bullying among students with disabilities, especially hearing impairment adolescents is a neglected problem in most Arab countries, including Saudi Arabia. Objective: This study aimed to investigate the prevalence of cyberbullying and traditional bullying and their relationship to self‐esteem in adolescent students in southern Saudi Arabia. Methods: Three questionnaires (cyberbullying, traditional bullying, and self‐esteem) were used to assess the studied parameters. They were distributed to 81 students with hearing impairment (10th and 12th grade), (M = 18.64, SD = 1.06). Main Findings: Findings indicated that 56.4% were exposed to traditional victimization, 52.9% bullied others at school, 44.6% were not exposed to victimization, while 47.1% had not participated. Concerning cyberbullying, 90.5% were not exposed to cyber-victimization, and 94.2% had not participated in cyber-bullying. Males were more exposed to traditional and cyber-victimization than females; besides, they were significantly higher in self-esteem than females. We found a statistically significant correlation between traditional victimization and traditional bully. We also found a statistically significant correlation between self-esteem and both traditional victimization and bully, while no significant correlation between self-esteem and cyber-bully/victims. Novelty/Originality of this study: Additional studies are needed to compare the traditional bullying and cyberbullying, and its relationship to psychological variables among Saudi children with disability and typically developing peers. Moreover, there is an urgent need for evolving prevention and intervention programs to overcome bullying and its negative effects among individual and society.

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Recommendations of school students with autism spectrum disorder and their parents in regard to bullying and cyberbullying prevention and intervention

Cited by 24 publications

References 22 publications

Bullying in the Context of Inclusive Education: A Systematic Review

Bullying in the Context of Inclusive Education: A Systematic Review

We are people and so are they: Shared intimacies and the ethics of digital ethnography in autism communities

Prevalence of Cyberbullying and Traditional Bullying and Their Relationship to Self‐esteem Among Hearing-Impaired Adolescents

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