Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review
By N. Humphrey, J. Hebron. 2015
190 citations recorded by the source corpus.
A ‘state of the field’ review of what is currently known about bullying of children and adolescents with autism spectrum conditions (ASC) is presented. We highlight compelling evidence that they are considerably more likely to be bullied than those with other or no special educational needs and disabilities. Although prevalence estimates vary from study to study, they are always worryingly high, with the highest rate reported as 94%. Those most at risk include (but are not limited to) individuals with Asperger syndrome and/or with milder deficits in social understanding, early adolescents, those attending mainstream school, and those with concurrent behavioural difficulties. Research on anti-bullying interventions for ASC is in its relative infancy. Currently available evidence suggests that a multi-level, comprehensive approach to intervention that offers parallel foci on children and young people with ASC, their peers, teaching and support staff, and the broader school ethos and climate is warranted. A crucial component of the above is the acknowledgement of the elevated risk experienced by those with ASC and the requirement to tailor interventions to their specific needs.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/fca0bb1ce5d8a268b75e4d633c92b440d2a34a25
Citations in the corpus
- Social Identity, Self-Esteem, and Mental Health in Autism (2017, unknown): “At the same time, autistic people face greater stigma because of their diagnoses – meaning, amongst other things, that they experience high levels of bullying (Humphrey & Hebron, 2015) - and therefore have a greater need for social support and the collective selfesteem it can provide.”
- Excluded from school: Autistic students’ experiences of school exclusion and subsequent re-integration into school (2017, unknown): “…many teachers feel ill-equipped to deal with autistic students’ challenging behaviour (e.g., Westling, 2010) and difficulties regulating their emotions (e.g., Humphrey & Symes, 2013), which can lead to them using reactive rather than proactive approaches (Lindsay, Proulx, Scott, & Thomson, 2014).”