Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicología del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.
Núria Voltas1,2 , Paula Morales-Hidalgo1,3 , Carmen Hernández-Martínez1 and Josefa Canals-Sans1
Background: Bullying is highly prevalent among children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). This study investigates self-perceived bullying victimization and related sociodemographic, psychopathological, cognitive, and academic characteristics in pre-adolescents with ADHD compared to controls. Method: The participants were 424 pre-adolescents, 138 of whom had ADHD. Self-perceived bullying victimization was assessed with the Bullying and School Violence questionnaire. This study is part of a larger double-phase epidemiologic cross-sectional study. Results: A total of 35% of the ADHD pre-adolescents self-reported bullying victimization. ADHD-combined presentation showed the highest prevalence of co-occurring self-perceived bullying victimization. After the effects of socioeconomic level, gender, place of birth, intelligence quotient and autism had been controlled, we observed that presenting ADHD increased the likelihood of self-perceived bullying victimization almost 3-fold. Having ADHD and self-perceived bullying victimization were significantly associated with higher rates of the co-occurrence of internalizing and externalizing psychological problems. Comorbidity with ASD was higher in ADHD + bullying cases. Pre-adolescents with ADHD had lower cognitive scores and worse academic outcomes regardless of whether they were being bullied or not. Conclusions: In bullying prevention and intervention, special attention should be paid to ADHD as a vulnerability factor for self-perceived victimization, with negative consequences for emotional well-being and behavior.
Antecedentes: El acoso escolar es altamente prevalente entre niños/adolescentes con TDAH. Se estudió la victimización por acoso escolar autopercibida y las características sociodemográficas, psicopatológicas, cognitivas y académicas relacionadas en preadolescentes con TDAH en comparación con un grupo control. Método: Participaron 424 preadolescentes, 138 con TDAH. La victimización por acoso autopercibida se evaluó con el cuestionario de Acoso y Violencia Escolar. Este trabajo forma parte de un estudio epidemiológico transversal en doble fase más amplio. Resultados: El 35% de los preadolescentes con TDAH reportaron haber sido víctimas de acoso escolar. El TDAHpresentación combinada mostró la mayor coocurrencia de victimización por acoso autopercibida. Controlados los efectos del nivel socioeconómico, sexo, lugar de nacimiento, coeficiente intelectual y autismo, esta presentación aumentaba casi 3-veces la probabilidad de victimización por acoso autopercibida. El TDAH y la percepción de victimización se asociaron significativamente con altas tasas de coocurrencia de problemas psicológicos internalizantes/externalizantes. La comorbilidad con TEA fue mayor en el TDAH + acoso. Los preadolescentes TDAH tenían puntuaciones cognitivas más bajas y peores resultados académicos, independientemente de si estaban siendo acosados. Conclusiones: En prevención e intervención del bullyingdebe prestarse especial atención al TDAH como factor de vulnerabilidad, con consecuencias negativas para el bienestar emocional y comportamiento.
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ENGLISH
https://doi.org/10.7334/psicothema2022.360