Abstract
Executive functioning (EF) research has been extended during the past decade to include self-reported estimates of perceived competency in completing routine behaviors associated with these neurological functions. Self-report measures such as the Executive Functioning Index (EFI) and Behavior Rating Inventory of Executive Function (BRIEF-A) have been found to be useful in focusing attention on potential areas of EF deficiency. Prior research has focused disproportionately on genetic and biological, rather than developmental, origins of EF. Retrospective accounts of childhood bullying were linked to adult EFI and BRIEF-A subscale scores in three independent samples in this report. Level of perceived competency in organizational skills was linked to childhood bullying experiences in all three samples. Effect sizes for these respective associations ranged from .50 to .74. Childhood bullying was not associated with deficits on any of the Continuous Performance Test subscales. Being bullied during development may alter self-perceptions of strengths and weaknesses in selected areas of EF. Systematic investigation of broader samples and testing tasks may reveal complex connections between childhood bullying and the acquisition of skills associated with EF.
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