Σχολικός εκφοβισμός / θυματοποίηση και ΔΕΠ-Υ

Abstract

School bullying is a repetitive and long-lasting aggressive behavior that is distinguished by intention, power asymmetry and is intended to cause pain or suffering to the weaker (Olweus, 1993). Victimization is a phenomenon where a person or a group of people see themselves as offended, socially excluded or isolated, harassed, threatened, or afraid of others in their social context (Ortega, Del Rey, & Mora-Merchan , 2004). Those involved in school bullying incidents as victims or as victims report an increased risk of health problems and low school performance (Olweus, 1993). ADHD is often a disorder among students of school age who experience behavioral problems. Its dominant symptoms, attention deficit, hyperactivity and impulsivity affect many aspects of everyday life, including relationships with peers (Bacchini, Affuso, & Trotta, 2008). School bullying / victimization is manifest observable behavior with a variety of etiology and consequences, but ADHD is a psychopathological disorder. Students diagnosed with ADHD are more often involved in school bullying incidents than their counterparts without a corresponding diagnosis (Kumpulainen, Rasanen, & Puura, 2001). Boys with ADHD are more often involved as offenders while girls with ADHD are more often victims (Unnever & Cornel, 2003). School-aged students with ADHD diagnosis become less well-tolerated than their peers without diagnosis. Teachers and parents can improve social relationships between children and cope with school bullying / victimization if they become aware of the parameters of poor social skills, inappropriate behavior and a small or non-existent circle of friends associated with ADHD and with involvement In school bullying / victimization incidents.