Creating Healthy Relationships to Address Bullying and Trauma

There have been over three decades of research on bullying and victimization in Canadian schools. In spite of extensive resources, programs, strategies, and policies, Canada still ranks poorly on protecting its children from bullying. In our research on children with autism, we found that they experienced victimization (according to parents’ reports) at a much higher rate than typically developing children. Children with autism may be at higher risk of victimization at the hands of peers because of their difficulties in social interactions and communication. These problems may also place children with autism at risk of bullying their peers or being involved in both bullying others and being victimized by peers.
With an understanding of bullying as a relationship problem that requires relationships solutions, we can consider two general approaches to supporting children with autism to have safe and harmonious relationships with peers (Pepler, 2006). The first approach focuses on the developmental needs of the child to identify the domains in which scaffolding can support the development of social capacities. The second approach, social architecture, refers to the ways in which adults can organize children’s groupings to prevent bullying and promote social inclusion. By supporting children with autism and their peers, we can promote healthy relationships, which in turn, support healthy development and prevent the long-term harms associated with bullying and victimization.