Citation

Cho J, Hendrickson JM, Mock DR. Educ. Treat. Child. 2009; 32(4): 655-671.

Copyright

(Copyright © 2009, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

A peer-rating scale was employed to identify the bullying status and behavior patterns of 27 préadolescents and adolescents with BD who were included in general education classes. Together with responses of 247 peers (total n = 274), results indicated that 11% of the students with BD were labeled bullies (vs. 11% of peers), 33% victims (vs. 9% of peers), and 15% bully/victims (vs. 4% of peers). Statistically significant differences were found in bullying status and behavior patterns. Bullies tended to be inattentive and hyperactive with limited prosocial interactions. Victims, as well as being withdrawn, were more inattentive and hyperactive than non-bully/non-victims. Bully/victims were highly inattentive and hyperactive. Students with BD were unilaterally rated as having increased behavior problems and decreased prosocial skills.

Language: en