Helping students with disabilities better address teasing and bullying situations: a MASNRN study.
Students with disabilities are more likely to be chronically teased or bullied and develop related psychosocial problems. Proactive interventions help these youths develop coping skills and become more resilient in handling such situations. The specific aims of this study were to (a) identify children with disabilities, who are at risk for being chronically teased or bullied and (b) intervene using a web-based program to build resiliency for managing teasing and bullying situations. Using materials from the U.S. Health Services Resources Administration's Stop Bullying Now campaign, 11 school nurses conducted a 12-session, biweekly support/discussion group intervention for 65 students with disabilities. Results indicated that after participating in serial brief interventions using a school nurse-led support group model, students reported being significantly less bothered by teasing and possessed significantly improved self-concepts, thus becoming more resilient in managing teasing and bullying situations. This study was conducted by MASNRN: the Massachusetts School Nurse Research Network.
William F. Connell School of Nursing, Boston College, Chestnut Hill, MA, USA.
Judith A
JA
Vessey
Katherine M
KM
O'Neill
D000223:Adaptation, Psychological; D000293:Adolescent; D058445:Bullying / Q000523:psychology*; D002648:Child; D006233:Persons with Disabilities / Q000523:psychology*; D017144:Focus Groups; D006801:Humans; D011287:Prejudice; D011446:Prospective Studies; D011594:Psychometrics; D036301:Qualitative Research; D012573:School Nursing; D012944:Social Support; D013315:Stress, Psychological; D013334:Students / Q000523:psychology*; D013637:Tape Recording