Ενδοσχολικός Εκφοβισμός/Θυματοποίηση, Αυτοεκτίμηση και Συναισθηματικές Δυσκολίες σε παιδιά με και χωρίς ΕΕΑ

Abstract

The primary aim of the present study is to explore the extent in which, Greek pupils, with or without special educational needs, are involved in bullying and victimization incidents. Moreover, this study examines the prevalence of emotional difficulties and low levels of self-esteem among these two groups of students. The sample consisted of 175 pupils without special educational needs and 15 receiving additional educational support in the mainstream or in a special classroom. All participants were requested to complete the Peer Experiences Questionnaire (PEQ), the PANAS Scales (Positive and Negative Affect Schedule) as well as the Rosenberg Self-Esteem Scale. Participants were found to be actively involved in both bullying and victimization, with higher rates in victimization. Especially, the results showed that pupils with special educational needs were more likely to act as bullies or victims in more severe forms of bullying and victimization, while pupils without special educational needs were found to be more actively involved in moderate forms of bullying and victimization. One possible explanation is that these high rates in bullying and victimization are associated with emotional difficulties, low levels of self-esteem, social skill deficits, poor social status or adjustment difficulties. According to our findings, the involvement in both bullying and victimization incidents predicts significantly the prevalence of negative emotional manifestations/ negative affect (anxiety, fear, quilt, embarrassment, etc.). Furthermore, low levels of self-esteem were found to be also significant predictable factors of emotional difficulties or negative effect.