Date of Graduation
Bachelor of Science in Nursing
Bullying perpetration in schools is a significant problem within the United States that has shown to increase mental health issues and adverse outcomes in children. The purpose of this extended literature review is to evaluate the significance of bullying in children with developmental delay (autism spectrum disorder) and majority and minority ethnic groups. The review of literature analyzes implications of bullying within these vulnerable populations and the family factors associated with peer victimization. An analysis from twenty peer-reviewed chosen articles reflects heightened levels of bullying, mental health problems, and negative experiences of all researched populations. The increased amount of victimization in children is associated with differences in socialization, physical characteristics, communication behaviors, home and school environments, and bad perceptions about oneself. Adverse childhood experiences and low parental support increases bullying risk in ASD and ethnic majority/minority children. Gaps and limitations in the literature reflect minimal research about the correlations of bullying in developmentally disabled children and ethnically different children, as well as distinct quantitative data pertaining to all majority/minority groups and victimization. Implications of the nursing profession include building communication with ASD and ethnically diverse parents, teachers, peers, and children, screening early for ACEs and bullying prevalence, and help build communication and socialization strategies to utilize in school.
Autism Spectrum Disorder, bullying, developmental delay, ethnicity, school victimization, adverse childhood experiences
Humphrey, E. (2021). Bullying Experiences Among Families and Children with Autism Spectrum Disorder, Developmental Delay, or Varying Ethnicities. The Eleanor Mann School of Nursing Undergraduate Honors Theses Retrieved from https://scholarworks.uark.edu/nursuht/161