Abstract
Autism spectrum disorder (ASD) is a neurodevelopmental disorder that is characterized by impaired social interaction, communication and restricted and repetitive behavior. Few studies have focused on the effect of facial emotion recognition on bullying involvement among individuals with ASD. The aim of this study was to examine the association between facial emotion recognition and different types of bullying involvement in adolescents with high-functioning ASD. We recruited 138 adolescents aged 11 to 18 years with high-functioning ASD. The adolescents’ experiences of bullying involvement were measured using the Chinese version of the School Bullying Experience Questionnaire. Their facial emotion recognition was measured using the Facial Emotion Recognition Task (which measures six emotional expressions and four degrees of emotional intensity). Logistic regression analysis was used to examine the association between facial emotion recognition and different types of bullying involvement. After controlling for the effects of age, gender, depression, anxiety, inattention, hyperactivity/impulsivity and opposition, we observed that bullying perpetrators performed significantly better on rating the intensity of emotion in the Facial Emotion Recognition Task; bullying victims performed significantly worse on ranking the intensity of facial emotion. The results of this study support the different deficits of facial emotion recognition in various types of bullying involvement among adolescents with high-functioning ASD. The different directions of association between bully involvement and facial emotion recognition must be considered when developing prevention and intervention programs.
Highlights
School bullying is a critical problem concerning the psychological health of adolescents
The results of this study support the different deficits of facial emotion recognition in various types of bullying involvement among adolescents with high-functioning Autism spectrum disorder (ASD)
The results revealed that compared with nonperpetrators, bullying perpetrators had more severe depression and anxiety
Summary
School bullying is a critical problem concerning the psychological health of adolescents. Bullying behaviors include physical attacks (e.g., hitting, pushing, or kicking), verbal attacks (e.g., calling names, spreading rumors, or threatening somebody), and intentional actions that cause the victim to experience social isolation [1]. Different types of involvement in bullying produce different risks of mental health problems among adolescents [2]. Adolescents who are victims of school bullying. Res. Public Health 2019, 16, 5125; doi:10.3390/ijerph16245125 www.mdpi.com/journal/ijerph
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International journal of environmental research and public health
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
