Dasioti Α, Kolaitis G
Mental Health Promotion-Prevention of Psychiatric Disorders", School of Medicine, National and Kapodistrian University of Athens, Athens.
Department of Child Psychiatry, School of Medicine, National and Kapodistrian University of Athens, "Aghia Sophia" Children's Hospital, Athens, Greece.
Psychiatriki. 2018 Apr-Jun;29(2):149-159. doi: 10.22365/jpsych.2018.292.149.
The purpose of this study was to investigate the relationship between bullying and mental Health in schoolchildren with special educational needs (SEN). Random sampling was used to select two groups of children aged 11-12 years, attending the fifth and sixth grades of primary school and integration classes in urban and rural locations in Greece. The final sample comprised a group of 80 children with SEN and a control group of 81 children. The participants completed The Revised Olweus Bullying Victim Questionnaire and The Strengths and Difficulties Questionnaire (SDQ). The children in the SEN group scored significantly higher on both the "Victimization" dimension and the "Intimidation" dimension of the Olweus questionnaire than the children in the control group. On the SDQ, the SEN group scored significantly higher overall, and in the dimensions "Emotional Symptoms", "Hyperactivity" and "Peer Problems", and significantly lower in the dimension "Prο- social Behavior", indicating more mental health problems in comparison to the children in the control group. In addition, significant correlation was demonstrated between the dimensions "Victimization" and "Intimidation" of the Olweus questionnaire and almost all the SDQ dimensions. Multifactorial linear regression analysis showed that the SDQ scores were independently associated with the Olweus dimensions "Victimization" and "Bullying". In addition, higher scores in emotional symptoms and conduct problems were associated with higher scores in the dimensions 'Victimization' and Intimidation'. Higher scores in "Victimization" were recorded by children with SEN, but also by those who had not been born in Greece. Children with SEN and those with conduct problems scored higher in the dimension "Bullying" than children whose native language was not Greek. In conclusion, this study showed that in the fifth and sixth grades of primary school, a group of schoolchildren with SEN reported higher levels than a control group of victimization and bullying. These findings suggest that there is a great need for raising the awareness of this situation among the school staff through the provision of special training. Mental health preventive and promotive programs can enable school staff to identify students who are at higher risk of becoming victims of bullying and victimization. It is also recommended that children with SEN should be taught coping strategies against school bullying in the classroom and the wider school community.
本研究的目的是调查有特殊教育需求（SEN）的学童中霸凌与心理健康之间的关系。采用随机抽样的方法，选取了两组11至12岁的儿童，他们分别就读于希腊城乡地区的小学五、六年级以及融合班级。最终样本包括一组80名有特殊教育需求的儿童和一组81名儿童作为对照组。参与者完成了修订后的奥维斯霸凌受害者问卷和优势与困难问卷（SDQ）。有特殊教育需求组的儿童在奥维斯问卷的“受欺负”维度和“恐吓”维度上的得分均显著高于对照组儿童。在SDQ上，有特殊教育需求组的总体得分显著更高，在“情绪症状”、“多动”和“同伴问题”维度上得分显著更高，而在“亲社会行为”维度上得分显著更低，这表明与对照组儿童相比，他们存在更多的心理健康问题。此外，奥维斯问卷的“受欺负”和“恐吓”维度与几乎所有SDQ维度之间都显示出显著相关性。多因素线性回归分析表明，SDQ得分与奥维斯问卷的“受欺负”和“霸凌”维度独立相关。此外，情绪症状和行为问题得分较高与“受欺负”和“恐吓”维度得分较高相关。有特殊教育需求的儿童以及非希腊出生的儿童在“受欺负”维度上得分较高。有特殊教育需求的儿童和有行为问题的儿童在“霸凌”维度上的得分高于母语不是希腊语的儿童。总之，本研究表明，在小学五、六年级，一组有特殊教育需求的学童报告的受欺负和霸凌水平高于对照组。这些发现表明，迫切需要通过提供特殊培训来提高学校工作人员对这种情况的认识。心理健康预防和促进项目可以使学校工作人员识别出更有可能成为霸凌和受欺负受害者的学生。还建议应在课堂和更广泛的学校社区中教导有特殊教育需求的儿童应对校园霸凌的策略。
