Mental Health Problems and Bullying Victimization Among Sexual Minority Adolescents in Greek Secondary Schools.

This study provides the first empirical account of mental health issues among sexual minority adolescents in Greece and the effects on mental health of both bullying and victimization in relation to adolescents' sexual orientation. A sample of 757 adolescents (M age = 15.98, SD = 0.84) completed self-reported scales measuring school bullying victimization experiences, levels of depression, feelings of loneliness, hopelessness, feeling of belonging in school, self-esteem, and sense of wellbeing. Statistically significant differences were observed between heterosexuals and gay adolescents in depression, loneliness, bullying behavior and school belongingness. Gay adolescents are more likely to present higher levels of depression. Furthermore, sexual orientation was also found to be significant moderator of the effect of bullying victimization on loneliness. Bullying was associated with low sense of school belonging and victimization with depressive symptomatology, loneliness and low sense of school belonging and self-esteem. Students' self-esteem and school belongingness were found to have a protective role against loneliness, depression and hopelessness. The findings of the current study provide valuable information to school psychologists, teachers, policy makers, and other professionals whose goals are to enhance adolescent functioning and adaptation. It is suggested that intervention strategies designed to promote resilience should incorporate sexual orientation issues.

Young children's attitudes toward peers with intellectual disabilities: effect of the type of school.

BACKGROUND: This study explored typically developing children's attitudes towards peers with intellectual disabilities, with special reference to the type of school they attended. MATERIALS AND METHODS: Two hundred and fifty-six Greek children aged 9-10 (135 in inclusive settings) completed a questionnaire and an adjective list by Gash (European Journal of Special Needs Education 1993; 8, 106) and drew a child with intellectual disabilities, commenting also on their drawings. RESULTS: Typically developing children expressed overall neutral attitudes towards peers with intellectual disabilities. Type of school differentiated their attitudes, with children from inclusive settings being more positive towards peers with intellectual disabilities and choosing less negative adjectives to describe them than children from non-inclusive settings. Girls and students who expressed more positive social, emotional and overall attitudes towards students with intellectual disabilities chose more positive adjectives to describe a child with intellectual disabilities. It was also found that children from inclusive settings drew children with intellectual disabilities as more similar to a child with Down syndrome in comparison with children from non-inclusive settings. CONCLUSIONS: Effective inclusive practices should be promoted to foster social acceptance of students with intellectual disabilities.