Θυματοποίηση, κατάθληψη και σχέση με την αντίληψη αποδοχής-απόρριψης από γονείς και δασκάλους σε παιδιά με και χωρίς Ειδικές Εκπαιδευτικές Ανάγκες (ΕΕΑ)/δυσκολίες
Victimization, depression and perceived parental and teacher acceptance-rejection in children with and without Special Educational Needs (SEN) / difficulties
The present study is about the investigation of students’ with and without special educational needs involvement in bullying incidents (bullies/victims) and the problems that derive by this involvement. In addition, it is examined how much bullying is related to the appearance of depressive symptoms to children who belong in both teams. Plus, it investigates whether the relationship (perception of acceptance-rejection) of children with their parents and teachers relates to their implication in bullying and victimization incidents. The sample is about 83 students without special educational needs and 18 students with special educational needs. The questionnaires were given to primary schools in the city of Larissa and Rethymno. The results showed that students of both groups (with and without SEN) get involved in bullying and victimization incidents. Concerning the gender, it was found that girls with special educational need tend to be bullied more, while generally boys of both groups were the ones who bullied others more than girls. Plus, the study showed that children who are often victimized are more likely to present depressive symptoms than children who are bullies or bullies/victims in both groups. Finally, as far as the correlation of implication in bullying and victimization incidents and the perception by children of their relationship their parents and teachers goes, it’s shown that children with special educational needs feel that are more neglected by their parents, and are more likely to take part in bullying incidents, while teachers, based on children’s perception, seem to treat the students with SEN more attentively than the ones without SEN.