I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
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t
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n (
I
J
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RE
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Vo
l.
14
,
No
.
3
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J
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20
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p
p
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1
824
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8
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v
14
i
3
.
3
1
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6
7
1824
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Im
pa
ct
o
f
en
trep
r
eneuria
l edu
ca
tion po
licies o
n r
edu
cing
bully
ing
am
o
ng
univers
ity stude
nts
wit
h
ana
tom
ica
l
a
nd
phy
sio
lo
g
ica
l disabilit
ies:
review
E
m
a
n
Ra
ba
ba
h
1
,
E
s
ra
H
a
md
a
n
2
,
Ra
ed
H
a
la
ls
heh
3
,
B
a
y
a
n
Ra
ba
ba
h
4
1
D
e
p
a
r
t
me
n
t
of
A
l
l
i
e
d
B
a
s
i
c
M
e
d
i
c
a
l
S
c
i
e
n
c
e
s,
F
a
c
u
l
t
y
of
A
p
p
l
i
e
d
M
e
d
i
c
a
l
S
c
i
e
n
c
e
s,
Th
e
H
a
s
h
e
mi
t
e
U
n
i
v
e
r
s
i
t
y
,
Za
r
q
a
,
J
o
r
d
a
n
2
Th
e
M
i
n
i
s
t
r
y
of
Ed
u
c
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t
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o
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,
A
mm
a
n
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Jo
r
d
a
n
3
D
e
p
a
r
t
me
n
t
of
M
e
d
i
c
a
l
La
b
o
r
a
t
o
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y
S
c
i
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e
s,
F
a
c
u
l
t
y
of
A
p
p
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i
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M
e
d
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a
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e
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a
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a
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o
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D
e
p
a
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o
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i
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La
n
g
u
a
g
e
a
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d
Li
t
e
r
a
t
u
r
e
,
F
a
c
u
l
t
y
o
f
L
a
n
g
u
a
g
e
s
,
T
h
e
U
n
i
v
e
r
si
t
y
of
Jo
r
d
a
n
,
A
m
ma
n
,
J
o
r
d
a
n
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
u
l
4
,
2
0
2
4
R
ev
is
ed
No
v
21
,
2
0
2
4
Acc
ep
ted
No
v
31
,
2
0
2
4
Th
is
stu
d
y
e
x
a
m
in
e
s
th
e
imp
a
c
t
of
e
n
trep
re
n
e
u
rial
e
d
u
c
a
ti
o
n
(EE
)
p
o
l
icie
s
on
re
d
u
c
i
n
g
b
u
ll
y
in
g
(Ta
n
a
m
o
r)
a
m
o
n
g
u
n
iv
e
rsity
stu
d
e
n
ts
with
a
n
a
to
m
ica
l
a
n
d
p
h
y
si
o
lo
g
ica
l
d
isa
b
il
it
ies
a
n
d
sp
e
c
ial
n
e
e
d
s.
Us
i
n
g
a
d
e
sc
rip
ti
v
e
a
p
p
ro
a
c
h
g
r
o
u
n
d
e
d
in
th
e
o
re
ti
c
a
l
li
tera
tu
re
,
th
e
stu
d
y
i
d
e
n
ti
fie
s
p
o
si
ti
v
e
o
u
tco
m
e
s,
s
u
c
h
as
e
n
h
a
n
c
e
d
se
lf
-
c
o
n
fid
e
n
c
e
a
n
d
p
e
e
r
re
sp
e
c
t
a
m
o
n
g
stu
d
e
n
ts
with
d
isa
b
il
it
ies
.
It
h
ig
h
li
g
h
ts
th
e
ro
le
of
EE
in
c
re
a
ti
n
g
in
c
lu
si
v
e
e
n
v
iro
n
m
e
n
ts
t
h
a
t
m
it
ig
a
te
b
u
l
ly
in
g
.
T
h
e
re
v
iew
u
n
d
e
rsc
o
re
s
t
h
e
n
e
c
e
ss
it
y
fo
r
f
u
rth
e
r
re
se
a
rc
h
,
in
c
l
u
d
i
n
g
l
o
n
g
it
u
d
i
n
a
l
st
u
d
ies
to
u
n
d
e
rsta
n
d
th
e
l
o
n
g
-
term
imp
a
c
t
of
th
e
se
e
d
u
c
a
ti
o
n
a
l
stra
teg
ies
.
T
h
e
fin
d
in
g
s
a
d
v
o
c
a
te
fo
r
in
teg
ra
ti
n
g
EE
in
t
o
u
n
i
v
e
rsity
p
o
li
c
ies
to
su
p
p
o
rt
th
e
we
ll
-
b
e
in
g
a
n
d
a
c
a
d
e
m
ic
su
c
c
e
ss
of
stu
d
e
n
ts
wit
h
d
isa
b
il
it
ies
.
K
ey
w
o
r
d
s
:
An
ato
m
ical
d
is
ab
ilit
ies
B
u
lly
in
g
C
y
b
er
b
u
lly
in
g
b
u
lly
i
n
g
E
n
tr
ep
r
en
e
u
r
ial
e
d
u
ca
tio
n
p
o
licies
Ph
y
s
io
lo
g
ical
d
is
ab
ilit
ies
Sp
ec
ial
n
ee
d
s
T
h
is
is
an
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r
th
e
CC
BY
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
E
m
an
R
ab
ab
ah
Dep
ar
tm
en
t
of
Allied
B
asic
M
ed
ical
Scien
ce
s
,
Facu
lty
of
Ap
p
lied
m
ed
ical
Scien
ce
s
T
h
e
Hash
em
ite
Un
iv
er
s
ity
Z
ar
q
a,
J
o
r
d
an
E
m
ail:
ea
m
an
@
h
u
.
ed
u
.
j
o
1.
I
NT
RO
D
UCT
I
O
N
No
wad
ay
s
,
b
u
lly
in
g
(
T
an
am
o
r
)
h
as
b
ec
o
m
e
o
n
e
of
th
e
m
o
s
t
d
an
g
er
o
u
s
p
h
en
o
m
en
a
wo
r
ld
wid
e.
It
m
ay
o
cc
u
r
at
h
o
m
e,
wo
r
k
p
lac
es,
an
d
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
s
u
ch
as
s
ch
o
o
ls
an
d
u
n
iv
er
s
ities
.
B
u
lly
in
g
can
be
d
ef
in
ed
as
p
h
y
s
ical
or
p
s
y
c
h
o
lo
g
ical
ag
g
r
ess
iv
e
b
eh
av
io
r
aim
ed
at
h
ar
m
in
g
an
o
t
h
er
p
er
s
o
n
to
ass
er
t
p
o
wer
o
v
er
th
e
m
.
It
tak
es
m
a
n
y
f
o
r
m
s
am
o
n
g
h
u
m
a
n
s
,
in
clu
d
i
n
g
th
e
u
s
e
of
h
ar
m
f
u
l
ter
m
s
,
wr
itten
or
s
p
o
k
en
,
p
h
y
s
ical
ab
u
s
e,
an
d
v
ar
i
o
u
s
ty
p
es
of
f
o
r
ce
to
d
ec
r
ea
s
e
s
elf
-
c
o
n
f
id
en
ce
,
d
e
f
am
e,
an
d
o
f
f
e
n
d
th
e
p
er
s
o
n
.
Giv
en
its
im
p
ac
t
on
th
e
d
ev
elo
p
m
en
t
of
ch
ild
r
en
a
n
d
ad
o
l
escen
ts
,
wh
ich
can
h
av
e
c
atastro
p
h
ic
p
h
y
s
ical,
p
s
y
ch
o
lo
g
ical,
an
d
s
o
cial
im
p
licatio
n
s
,
th
e
h
ig
h
p
r
e
v
alen
ce
of
s
ch
o
o
l
v
i
o
len
ce
at
all
lev
els
is
a
g
lo
b
al
co
n
ce
r
n
an
d
a
m
ajo
r
p
u
b
lic
h
ea
lth
is
s
u
e.
T
h
e
I
s
lam
ic
r
elig
io
n
p
r
o
m
o
te
s
p
ea
ce
an
d
m
o
r
ality
,
f
o
r
b
id
d
in
g
en
g
ag
em
en
t
in
b
u
lly
in
g
in
all
its
f
o
r
m
s
.
T
h
e
m
o
s
t
s
ev
er
e
i
n
s
tan
ce
s
of
b
u
lly
i
n
g
a
r
e
illu
s
tr
ated
in
th
e
ch
allen
g
es
th
at
th
e
p
r
o
p
h
ets
f
ac
ed
an
d
th
eir
p
atien
ce
with
th
eir
co
m
m
u
n
iti
es.
T
h
e
Qu
r
’
a
n
ic
v
er
s
es
an
d
t
h
e
n
o
b
le
h
ad
ith
s
of
th
e
Pro
p
h
et
ar
e
v
er
y
clea
r
an
d
ev
id
en
t
in
th
is
r
e
g
ar
d
[
1
]
.
B
u
llies
ar
e
u
s
u
ally
in
d
iv
i
d
u
als
or
g
r
o
u
p
s
wh
o
,
d
u
e
to
th
eir
o
wn
wea
k
n
ess
es,
b
eh
av
e
in
way
s
th
at
m
ak
e
th
em
ap
p
e
ar
s
tr
o
n
g
or
s
ee
k
atten
tio
n
.
T
h
ey
m
a
y
i
n
tim
id
ate
o
th
er
s
o
u
t
of
jealo
u
s
y
.
T
h
e
ab
s
en
ce
of
r
elig
io
u
s
an
d
m
o
r
a
l
awa
r
en
ess
,
as
well
as
a
lack
of
ad
h
er
e
n
ce
to
im
p
o
s
ed
r
elig
i
o
u
s
r
u
les,
can
lead
b
u
llies
to
ig
n
o
r
e
th
e
f
ee
lin
g
s
of
o
th
er
s
an
d
im
itate
n
eg
ati
v
e
b
eh
av
io
r
.
T
h
e
b
u
lly
in
g
p
r
o
ce
s
s
in
v
o
lv
es
two
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
mp
a
ct
o
f e
n
tr
ep
r
en
eu
r
ia
l e
d
u
ca
tio
n
p
o
licies o
n
r
ed
u
cin
g
b
u
llyin
g
a
mo
n
g
u
n
ivers
ity
…
(
E
ma
n
R
a
b
a
b
a
h
)
1825
g
r
o
u
p
s
:
th
e
b
u
llied
p
e
r
s
o
n
(
v
ictim
s
)
an
d
th
e
b
u
lly
(
cr
im
in
als,
in
v
ad
er
s
,
or
a
g
g
r
ess
o
r
s
)
.
Alth
o
u
g
h
c
u
r
r
e
n
t
r
esear
ch
s
u
g
g
ests
th
e
ex
is
ten
c
e
of
two
o
th
er
m
ajo
r
g
r
o
u
p
s
:
b
u
lly
-
v
ictim
s
wh
o
ar
e
b
u
llied
b
u
t
also
b
u
lly
o
th
er
s
as
well
[
2
]
a
n
d
b
y
s
tan
d
e
r
s
wh
o
ar
e
not
d
ir
ec
tly
in
v
o
l
v
ed
in
t
h
e
b
u
lly
in
g
but
p
lay
an
ess
en
tial
r
o
le
in
its
s
o
cial
d
y
n
am
ic/p
r
o
ce
s
s
by
s
u
p
p
o
r
tin
g
or
r
ed
u
cin
g
ag
g
r
ess
iv
e
b
eh
av
io
r
s
[
3
]
,
[
4
]
,
th
ey
o
f
ten
s
u
p
p
ly
th
e
b
u
lly
with
s
o
cial
r
ewa
r
d
s
s
u
ch
as
lau
g
h
in
g
an
d
s
h
o
u
tin
g
at
th
e
v
i
ctim
’
s
em
b
ar
r
ass
m
en
t
an
d
h
u
m
iliatio
n
[
5
]
,
[
6
]
.
Alth
o
u
g
h
th
er
e
h
av
e
b
ee
n
in
ten
s
e
ef
f
o
r
ts
to
elim
in
ate
th
e
p
h
en
o
m
e
n
o
n
of
b
u
lly
in
g
,
it
h
as
s
ig
n
if
ican
tly
in
cr
ea
s
ed
r
ec
e
n
tly
,
b
ec
o
m
in
g
one
of
th
e
m
o
s
t
p
r
ev
alen
t
b
eh
av
io
r
al
p
r
o
b
lem
s
.
It
is
k
n
o
wn
to
ex
is
t
g
l
o
b
ally
in
ed
u
ca
tio
n
al
lo
ca
tio
n
s
(
s
ch
o
o
ls
,
co
lleg
es,
u
n
iv
e
r
s
ities
)
,
an
d
its
p
r
ev
alen
ce
v
ar
ies
b
etwe
e
n
co
u
n
tr
ies,
u
s
u
ally
d
ec
r
ea
s
in
g
with
a
g
e
[
7
]
.
Stu
d
ies
h
av
e
f
o
u
n
d
th
at
t
h
e
p
r
ev
ale
n
ce
of
b
u
lly
i
n
g
am
o
n
g
u
n
i
v
er
s
ity
s
tu
d
en
ts
is
lik
e
th
at
of
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
,
r
an
g
i
n
g
f
r
o
m
2
0
%
to
25%
[
8
]
,
[
9
]
.
T
h
e
n
e
g
ativ
e
c
o
n
s
eq
u
en
ce
s
of
b
u
lly
in
g
ex
ten
d
b
e
y
o
n
d
th
e
tar
g
et,
i
m
p
ac
tin
g
th
e
p
er
p
etr
ato
r
,
b
y
s
tan
d
er
s
,
in
s
titu
tio
n
s
,
an
d
co
m
m
u
n
ities
s
o
cially
,
p
s
y
ch
o
lo
g
ically
,
ec
o
n
o
m
icall
y
,
an
d
ac
ad
em
ically
[
1
0
]
.
T
h
e
h
ig
h
p
r
e
v
alen
ce
of
th
is
is
s
u
e
r
eq
u
ir
es
g
l
o
b
al
atten
tio
n
an
d
p
o
s
itio
n
s
b
u
lly
in
g
as
a
s
ig
n
if
ican
t
p
u
b
lic
h
ea
lth
co
n
ce
r
n
.
Desp
ite
v
ar
io
u
s
an
ti
-
b
u
lly
i
n
g
in
itiativ
es,
u
n
iv
er
s
ity
s
tu
d
en
ts
with
an
ato
m
ical
d
is
ab
ilit
ies,
p
h
y
s
io
lo
g
ical
d
is
ab
ilit
ies,
an
d
s
p
ec
ial
n
ee
d
s
c
o
n
tin
u
e
to
f
ac
e
d
is
p
r
o
p
o
r
tio
n
ate
r
ates
of
b
u
lly
in
g
,
wh
ich
s
ig
n
if
ican
tly
h
in
d
er
s
th
eir
a
ca
d
em
ic
p
r
o
g
r
ess
,
s
o
cial
in
t
eg
r
atio
n
,
a
n
d
e
m
o
tio
n
al
wel
l
-
b
ein
g
.
R
esear
ch
in
d
icate
s
th
at
s
tu
d
en
ts
with
d
is
ab
ilit
ies
ex
p
er
ien
ce
b
u
lly
i
n
g
at
m
u
ch
h
ig
h
e
r
r
ates
th
a
n
th
ei
r
non
-
d
is
ab
led
p
ee
r
s
[
1
1
]
.
T
h
is
g
ap
illu
s
tr
ates
a
co
n
ce
r
n
in
g
v
u
ln
er
a
b
ilit
y
,
as
th
ese
s
tu
d
en
ts
o
f
ten
s
tr
u
g
g
le
wit
h
is
o
latio
n
,
r
ed
u
ce
d
s
elf
-
co
n
f
id
en
ce
,
an
d
a
h
eig
h
ten
ed
r
is
k
of
ac
ad
em
ic
u
n
d
e
r
p
er
f
o
r
m
an
ce
due
to
b
u
lly
i
n
g
.
W
h
ile
m
an
y
s
tu
d
ies
ad
d
r
ess
th
e
g
e
n
er
al
im
p
ac
t
of
b
u
lly
in
g
,
lim
ited
r
esear
ch
e
x
p
lo
r
e
s
tailo
r
ed
ap
p
r
o
ac
h
es
th
at
ef
f
ec
tiv
ely
m
itig
ate
b
u
lly
in
g
ag
ai
n
s
t
s
tu
d
en
ts
with
d
is
ab
ilit
ies
with
in
u
n
iv
er
s
ity
en
v
ir
o
n
m
en
ts
.
Giv
en
th
e
r
o
le
of
en
tr
e
p
r
en
eu
r
ial
ed
u
ca
tio
n
(EE)
in
f
o
s
ter
in
g
q
u
alities
li
k
e
r
esil
ien
ce
,
s
elf
-
co
n
f
id
en
ce
,
an
d
em
p
at
h
y
,
it
p
r
esen
ts
a
p
r
o
m
is
in
g
y
et
u
n
d
er
u
tili
ze
d
av
en
u
e
f
o
r
a
d
d
r
ess
in
g
th
e
is
s
u
e.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
in
v
esti
g
ates
th
e
ef
f
ec
tiv
en
ess
of
EE
p
o
licies
in
r
ed
u
cin
g
b
u
lly
in
g
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
with
d
is
ab
ilit
ie
s
an
d
s
p
ec
ial
n
ee
d
s
.
Sp
ec
if
ically
,
it
ex
am
in
es
how
th
ese
p
o
licies
can
cr
ea
te
more
s
u
p
p
o
r
tiv
e,
in
clu
s
iv
e
lear
n
i
n
g
en
v
ir
o
n
m
e
n
ts
,
th
er
eb
y
em
p
o
wer
in
g
th
ese
s
tu
d
en
ts
to
th
r
iv
e
ac
ad
em
ically
an
d
s
o
cially
wh
ile
r
ed
u
cin
g
th
eir
v
u
ln
er
ab
ilit
y
to
b
u
lly
in
g
.
B
u
lly
in
g
r
em
ain
s
a
p
er
v
asiv
e
is
s
u
e
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
s
ig
n
if
ican
tly
af
f
ec
tin
g
u
n
iv
er
s
ity
s
tu
d
en
ts
with
an
ato
m
ical
d
is
ab
ilit
ies,
p
h
y
s
io
lo
g
ical
d
is
ab
ilit
ies,
an
d
s
p
ec
ial
n
ee
d
s
.
T
h
ese
s
tu
d
en
ts
o
f
ten
f
ac
e
u
n
iq
u
e
ch
allen
g
es
an
d
v
u
ln
e
r
ab
ilit
ies
th
at
can
ex
ac
er
b
ate
t
h
e
n
eg
ativ
e
im
p
ac
t
of
b
u
lly
in
g
on
th
eir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
,
s
o
cial
in
teg
r
atio
n
,
an
d
o
v
er
all
well
-
b
ein
g
.
Desp
ite
v
ar
io
u
s
an
ti
-
b
u
lly
in
g
in
i
tiativ
es,
th
er
e
is
a
cr
itical
n
ee
d
f
o
r
more
ef
f
ec
tiv
e
s
tr
ateg
ies
th
at
s
p
ec
if
ically
ad
d
r
ess
th
e
n
ee
d
s
of
t
h
ese
m
ar
g
i
n
alize
d
g
r
o
u
p
s
.
At
u
n
iv
er
s
ities
,
b
u
lly
in
g
ta
k
es
m
an
y
f
o
r
m
s
,
in
f
lictin
g
h
a
r
m
or
d
is
tr
ess
on
tar
g
eted
y
o
u
th
s
,
in
clu
d
in
g
p
h
y
s
ical,
p
s
y
c
h
o
lo
g
ical,
s
o
cial,
or
ed
u
ca
tio
n
al
h
a
r
m
[
9
]
.
T
h
is
f
o
r
m
of
b
u
lly
in
g
m
a
y
in
v
o
l
v
e
s
p
r
ea
d
i
n
g
n
asty
s
to
r
ies
r
eg
ar
d
in
g
r
ac
e,
d
is
ab
ilit
y
,
g
en
d
er
,
r
elig
io
n
,
an
d
s
ex
u
al
o
r
ien
tatio
n
.
On
e
of
th
e
m
o
s
t
tar
g
eted
b
u
lly
i
n
g
g
r
o
u
p
s
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
is
th
o
s
e
wh
o
ar
e
ac
ad
em
i
ca
lly
weak
an
d
u
n
ab
le
to
ac
h
i
ev
e
s
u
cc
ess
[
1
2
]
.
B
u
lly
in
g
p
r
esen
ts
a
s
ig
n
if
ican
t
ch
allen
g
e
in
ed
u
ca
tio
n
al
s
ettin
g
s
,
p
ar
ticu
lar
ly
f
o
r
u
n
iv
e
r
s
ity
s
tu
d
en
ts
with
an
ato
m
ical
d
is
ab
ilit
ies,
p
h
y
s
io
lo
g
ical
d
is
ab
ilit
ies,
an
d
s
p
ec
ial
n
ee
d
s
,
wh
o
ar
e
more
v
u
ln
er
ab
le
to
v
ar
io
u
s
f
o
r
m
s
of
b
u
lly
i
n
g
,
in
cl
u
d
in
g
em
o
tio
n
al,
v
er
b
al,
p
h
y
s
ical,
an
d
c
y
b
er
b
u
lly
in
g
.
R
esear
ch
h
ig
h
lig
h
ts
th
e
h
eig
h
ten
ed
r
is
k
f
ac
ed
by
ce
r
ta
in
s
tu
d
en
t
p
o
p
u
latio
n
s
,
s
u
ch
as
th
o
s
e
with
s
p
ec
ial
n
ee
d
s
,
an
ato
m
ical
d
is
ab
ilit
ies,
an
d
o
v
er
weig
h
t
or
o
b
ese
s
tu
d
e
n
ts
.
Stu
d
ies
in
d
icate
th
at
s
tu
d
e
n
ts
with
d
is
ab
ilit
ies
ar
e
s
ig
n
if
ican
tly
more
lik
ely
to
ex
p
e
r
ien
ce
b
u
lly
in
g
c
o
m
p
ar
ed
to
th
eir
n
o
n
-
d
is
ab
led
p
ee
r
s
[
1
1
]
.
T
h
ese
in
d
iv
id
u
als
o
f
te
n
g
r
ap
p
le
with
s
o
cial
is
o
latio
n
,
d
if
f
icu
lty
in
f
o
r
m
in
g
co
n
n
ec
tio
n
s
,
an
d
m
a
y
en
c
o
u
n
ter
ch
allen
g
es
r
elate
d
to
le
ar
n
in
g
a
b
ilit
ies
an
d
s
o
cial
s
k
ill
s
.
C
o
n
s
eq
u
en
tly
,
th
ey
co
n
f
r
o
n
t
en
d
u
r
in
g
o
b
s
t
ac
les
in
n
av
ig
atin
g
th
eir
ac
ad
em
ic
an
d
s
o
cial
en
v
ir
o
n
m
en
ts
,
u
n
d
er
s
co
r
in
g
t
h
e
p
r
ess
in
g
n
ee
d
f
o
r
co
m
p
r
eh
en
s
iv
e
in
ter
v
en
tio
n
s
tr
ateg
ies
to
ad
d
r
ess
b
u
lly
in
g
an
d
p
r
o
v
id
e
s
u
p
p
o
r
t
to
v
u
ln
er
a
b
le
s
tu
d
en
t
p
o
p
u
latio
n
s
.
EE
h
as
g
ain
ed
m
o
m
en
tu
m
in
n
u
r
tu
r
i
n
g
cr
ea
tiv
ity
,
r
esil
ien
ce
,
an
d
p
r
o
b
lem
-
s
o
l
v
in
g
s
k
ills
in
s
tu
d
en
ts
[
1
3
]
.
By
in
s
till
in
g
an
en
tr
ep
r
en
eu
r
ial
m
in
d
s
et,
s
tu
d
en
ts
can
cu
ltiv
ate
s
elf
-
co
n
f
id
en
ce
,
ass
er
tiv
en
ess
,
an
d
em
p
ath
y
,
all
of
wh
ic
h
p
lay
p
i
v
o
tal
r
o
les
in
p
r
ev
e
n
tin
g
an
d
ad
d
r
ess
in
g
in
s
tan
ce
s
of
b
u
lly
i
n
g
.
T
h
is
ap
p
r
o
ac
h
em
p
o
wer
s
s
tu
d
en
ts
to
tak
e
o
wn
er
s
h
ip
of
th
eir
ac
tio
n
s
an
d
en
co
u
r
ag
es
th
em
to
m
a
k
e
p
o
s
itiv
e
co
n
tr
ib
u
tio
n
s
to
th
eir
co
m
m
u
n
ities
.
To
ef
f
ec
t
iv
ely
co
m
b
at
b
u
lly
in
g
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
with
s
p
ec
if
ic
n
ee
d
s
,
it
is
ess
en
tial
to
im
p
lem
en
t
co
m
p
r
eh
en
s
iv
e
EE
p
o
licies.
T
h
ese
p
o
licies
s
h
o
u
ld
be
tailo
r
ed
to
ad
d
r
ess
th
e
u
n
iq
u
e
ch
allen
g
es
f
ac
ed
by
s
tu
d
en
ts
with
an
ato
m
ical,
p
h
y
s
io
lo
g
ical,
an
d
s
p
ec
ial
n
ee
d
s
.
E
m
p
h
asizin
g
th
e
cr
ea
tio
n
of
in
clu
s
iv
e
en
v
ir
o
n
m
en
ts
,
p
r
o
m
o
tin
g
em
p
ath
y
an
d
u
n
d
er
s
tan
d
in
g
,
an
d
p
r
o
v
id
in
g
s
tu
d
en
ts
with
th
e
r
eq
u
is
ite
s
k
ills
to
p
r
ev
en
t
an
d
ad
d
r
ess
b
u
lly
in
g
in
cid
e
n
ts
ar
e
cr
u
cial
c
o
m
p
o
n
en
ts
of
s
u
ch
p
o
licies.
T
h
e
im
p
ac
t
of
EE
p
o
licies
on
r
ed
u
cin
g
b
u
lly
in
g
am
o
n
g
u
n
i
v
er
s
ity
s
tu
d
en
ts
with
an
ato
m
ical
d
is
ab
ilit
ies,
p
h
y
s
io
lo
g
ical
d
is
ab
ilit
ies,
an
d
s
p
ec
ial
n
ee
d
s
is
a
to
p
ic
th
at
h
as
not
b
ee
n
ex
ten
s
iv
ely
r
esear
ch
ed
.
T
h
er
ef
o
r
e,
th
is
r
ev
iew
c
o
n
d
u
c
ts
a
d
escr
ip
tiv
e
s
tu
d
y
on
h
o
w
EE
p
o
licies
af
f
ec
t
b
u
lly
in
g
a
m
o
n
g
t
h
ese
s
p
ec
ial
ca
teg
o
r
y
u
n
iv
er
s
ity
s
tu
d
e
n
ts
,
aim
in
g
to
p
r
o
v
id
e
in
s
ig
h
t
in
to
ad
d
r
ess
in
g
b
u
lly
in
g
an
d
f
o
s
ter
in
g
a
more
in
clu
s
iv
e
lear
n
in
g
e
n
v
ir
o
n
m
e
n
t.
It
also
aim
s
to
illu
m
in
ate
th
e
is
s
u
e
of
b
u
lly
in
g
tar
g
etin
g
th
ese
s
tu
d
en
ts
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
8
2
4
-
1
8
3
3
1826
ex
p
lo
r
e
its
n
eg
ativ
e
ef
f
ec
ts
,
an
d
h
ig
h
lig
h
t
cr
u
cial
m
eth
o
d
s
to
co
m
b
at
it,
u
ltima
tely
co
n
tr
ib
u
tin
g
to
th
e
elim
in
atio
n
of
th
is
h
ar
m
f
u
l
p
h
en
o
m
e
n
o
n
.
Ad
d
itio
n
ally
,
it
s
ee
k
s
to
ex
p
lo
r
e
th
e
p
o
ten
tial
of
EE
p
o
licies
to
r
ed
u
ce
b
u
lly
in
g
a
m
o
n
g
th
is
p
o
p
u
latio
n
.
T
h
is
s
tu
d
y
aim
s
to
ass
ess
th
e
ef
f
ec
tiv
en
ess
of
EE
p
o
licies
in
r
ed
u
ci
n
g
b
u
lly
in
g
a
m
o
n
g
u
n
iv
er
s
ity
s
tu
d
en
ts
with
v
ar
io
u
s
d
is
ab
ilit
ies,
in
clu
d
in
g
a
n
ato
m
ical,
p
h
y
s
io
lo
g
ical,
an
d
s
p
ec
ial
n
ee
d
s
.
It
ex
p
lo
r
es
how
s
u
ch
ed
u
ca
tio
n
f
o
s
ter
s
a
s
u
p
p
o
r
tiv
e
an
d
in
cl
u
s
iv
e
en
v
ir
o
n
m
en
t,
b
o
o
s
tin
g
s
elf
-
co
n
f
id
en
c
e
an
d
p
ee
r
r
esp
ec
t
am
o
n
g
t
h
ese
s
tu
d
en
ts
.
Ad
d
iti
o
n
ally
,
th
e
s
tu
d
y
s
ee
k
s
to
id
en
tify
ex
is
tin
g
r
esear
ch
g
a
p
s
in
th
e
c
o
n
tex
t
of
b
u
lly
in
g
p
r
ev
e
n
tio
n
t
h
r
o
u
g
h
EE
,
o
f
f
e
r
in
g
r
ec
o
m
m
en
d
atio
n
s
f
o
r
f
u
tu
r
e
s
tu
d
ies.
Ultim
ately
,
th
e
f
in
d
in
g
s
aim
to
p
r
o
v
id
e
ac
tio
n
ab
le
g
u
i
d
an
ce
f
o
r
p
o
licy
m
ak
er
s
an
d
e
d
u
ca
t
o
r
s
to
in
teg
r
ate
EE
in
to
an
ti
-
b
u
lly
in
g
s
tr
ateg
ies
ef
f
ec
tiv
ely
.
T
h
e
s
tu
d
y
f
o
cu
s
es
on
two
k
e
y
q
u
esti
o
n
s
:
i)
Ho
w
do
EE
p
o
licies
af
f
ec
t
th
e
in
cid
en
ce
of
b
u
lly
in
g
am
o
n
g
u
n
iv
er
s
ity
s
tu
d
e
n
ts
with
d
is
ab
ilit
ies
an
d
s
p
ec
ial
n
ee
d
s
?
ii)
W
h
at
ar
e
th
e
m
o
s
t
ef
f
ec
tiv
e
s
tr
ateg
ies
f
o
r
in
teg
r
atin
g
EE
in
to
u
n
iv
er
s
ity
p
o
licies
to
b
etter
s
u
p
p
o
r
t
s
tu
d
en
ts
with
d
is
ab
ilit
ies?
2.
M
E
T
H
O
D
A
d
escr
ip
tiv
e
s
tu
d
y
u
s
in
g
a
liter
atu
r
e
r
ev
iew
s
y
s
tem
atica
lly
e
x
a
m
i
n
e
s
e
x
is
ti
n
g
r
e
s
e
a
r
c
h
to
p
r
o
v
id
e
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
of
a
s
p
ec
if
ic
to
p
ic,
s
u
c
h
as
b
u
lly
in
g
a
m
o
n
g
s
tu
d
en
ts
w
i
t
h
d
i
s
a
b
i
l
it
i
es
or
t
h
e
i
m
p
a
c
t
of
EE
on
s
t
u
d
e
n
t
b
e
h
a
v
i
o
r
can
be
e
x
p
l
o
r
e
d
t
h
r
o
u
g
h
t
h
i
s
a
p
p
r
o
a
c
h
.
T
h
e
p
r
o
ce
s
s
b
eg
in
s
by
clea
r
ly
d
e
f
i
n
i
n
g
t
h
e
r
e
s
e
a
r
c
h
q
u
e
s
ti
o
n
a
n
d
c
o
n
d
u
c
t
i
n
g
a
th
o
r
o
u
g
h
s
e
a
r
c
h
of
r
e
l
e
v
a
n
t
a
c
a
d
e
m
i
c
d
a
t
a
b
a
s
es
u
s
i
n
g
t
a
r
g
e
t
e
d
k
e
y
w
o
r
d
s
.
R
e
s
ea
r
ch
er
s
th
en
ap
p
ly
in
clu
s
io
n
an
d
ex
clu
s
io
n
c
r
iter
ia
to
s
elec
t
ap
p
r
o
p
r
iate
s
tu
d
ies,
ex
tr
ac
tin
g
k
e
y
d
ata
s
u
ch
as
s
tu
d
y
d
esig
n
a
n
d
f
in
d
in
g
s
.
Qu
alitativ
e
a
n
aly
s
is
h
elp
s
id
en
tify
co
m
m
o
n
th
em
es,
p
atter
n
s
,
d
is
cr
ep
an
cies,
an
d
tr
en
d
s
ac
r
o
s
s
s
tu
d
ies.
T
h
is
s
y
n
th
esis
of
f
in
d
in
g
s
p
r
o
v
id
es
a
s
u
m
m
ar
y
of
e
x
is
tin
g
k
n
o
wled
g
e
,
u
n
co
v
er
s
r
esear
ch
g
ap
s
,
an
d
o
f
f
e
r
s
in
s
ig
h
ts
th
at
in
f
o
r
m
ed
u
ca
tio
n
al
p
r
ac
tice
an
d
p
o
licy
d
ec
is
io
n
s
.
T
h
e
s
y
s
tem
atic
r
ev
iew
f
o
c
u
s
es
on
an
aly
zin
g
an
d
s
y
n
th
esizi
n
g
r
esear
ch
on
b
u
lly
in
g
am
o
n
g
s
tu
d
en
ts
with
an
ato
m
ical
an
d
p
h
y
s
io
lo
g
ical
d
is
ab
ilit
ies,
as
well
as
s
tu
d
en
ts
with
s
p
ec
ial
n
ee
d
s
,
in
h
ig
h
er
ed
u
ca
tio
n
,
alo
n
g
with
ed
u
ca
tio
n
al
p
o
lic
ies
th
at
can
p
r
ev
e
n
t
b
u
lly
i
n
g
of
th
ese
g
r
o
u
p
s
.
Pu
b
licatio
n
s
wer
e
s
o
u
r
ce
d
p
r
im
ar
ily
f
r
o
m
E
n
g
lis
h
-
lan
g
u
ag
e
d
atab
ases
,
s
u
ch
as
Go
o
g
le
Sch
o
lar
,
Sco
p
u
s
,
an
d
W
eb
of
Scien
ce
,
u
s
in
g
k
ey
wo
r
d
s
r
elate
d
to
b
u
lly
in
g
in
u
n
iv
er
s
ity
an
d
co
lleg
e
c
o
n
te
x
ts
,
esp
ec
ially
th
o
s
e
f
o
c
u
s
ed
on
an
at
o
m
ical
an
d
p
h
y
s
io
lo
g
ical
d
is
ab
ilit
ies
an
d
s
p
ec
ial
n
ee
d
s
.
Ad
d
itio
n
al
r
e
lev
an
t
p
u
b
licatio
n
s
wer
e
id
e
n
tifie
d
th
r
o
u
g
h
th
e
r
ef
er
en
ce
lis
ts
of
ac
ce
s
s
ed
a
r
ticles.
R
esear
ch
in
ter
est
in
b
u
lly
in
g
with
in
h
ig
h
e
r
ed
u
ca
tio
n
h
as
s
ig
n
if
ica
n
tly
in
cr
ea
s
ed
o
v
er
th
e
p
ast
two
d
ec
ad
es,
p
r
o
m
p
tin
g
a
s
elec
tiv
e
ap
p
r
o
ac
h
to
r
ev
iewin
g
k
e
y
wo
r
k
s
.
T
h
e
f
in
al
an
aly
s
is
was
b
ased
on
52
k
ey
r
ef
er
en
ce
s
,
with
an
em
p
h
as
is
on
in
f
lu
en
tial
wo
r
k
s
,
r
ec
en
t
p
u
b
licatio
n
s
,
an
d
s
tu
d
ies
with
s
u
b
s
tan
tial
cita
tio
n
s
.
T
h
is
s
elec
t
iv
ity
en
s
u
r
ed
th
e
in
clu
s
io
n
of
f
o
cu
s
ed
in
s
ig
h
t
s
in
to
r
ec
en
t
tr
en
d
s
an
d
k
e
y
f
in
d
i
n
g
s
in
b
u
lly
in
g
r
esear
ch
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
T
h
is
s
tu
d
y
’
s
d
escr
ip
tiv
e
an
aly
s
is
p
r
o
v
id
es
a
n
u
an
ce
d
u
n
d
e
r
s
tan
d
in
g
of
th
e
r
o
le
EE
p
o
li
cies
co
u
ld
p
lay
in
co
m
b
atin
g
b
u
lly
in
g
a
m
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
wit
h
an
ato
m
ical
an
d
p
h
y
s
io
lo
g
ic
al
d
is
ab
ilit
ies
an
d
s
p
ec
ial
n
ee
d
s
.
Pre
v
io
u
s
r
esear
ch
h
as
b
r
o
ad
l
y
ex
am
i
n
ed
t
h
e
p
r
e
v
alen
ce
of
b
u
lly
in
g
in
h
ig
h
er
ed
u
ca
tio
n
,
p
ar
ticu
lar
ly
am
o
n
g
s
tu
d
en
ts
with
d
is
ab
ilit
ies.
Ho
wev
er
,
f
ew
s
tu
d
ies
h
av
e
ex
p
lo
r
e
d
tar
g
eted
in
ter
v
en
tio
n
s
,
s
u
ch
as
EE
p
o
licies,
to
d
ir
ec
tl
y
m
itig
ate
b
u
lly
in
g
in
th
is
co
n
tex
t.
In
s
y
n
th
esizin
g
ex
is
tin
g
r
esea
r
ch
,
th
is
s
tu
d
y
r
ev
ea
ls
b
o
th
c
o
n
v
er
g
en
ce
s
an
d
g
a
p
s
co
m
p
a
r
ed
to
p
r
io
r
wo
r
k
.
Fo
r
in
s
tan
ce
,
ea
r
lier
s
tu
d
ies
h
av
e
id
en
tifie
d
h
eig
h
ten
ed
r
ates
of
b
u
ll
y
in
g
am
o
n
g
s
tu
d
e
n
ts
with
d
is
ab
ilit
ies
but
o
f
ten
em
p
h
asize
tr
ad
itio
n
al
an
ti
-
b
u
lly
in
g
p
r
o
g
r
a
m
s
th
at
lack
f
o
cu
s
on
em
p
o
wer
m
en
t
an
d
r
esil
ien
ce
-
b
u
ild
in
g
as
in
teg
r
al
s
o
lu
tio
n
s
.
By
co
n
tr
ast,
th
is
s
tu
d
y
h
ig
h
lig
h
ts
th
e
u
n
iq
u
e
p
o
ten
tial
of
EE
p
o
licies
to
f
o
s
ter
s
elf
-
co
n
f
id
en
ce
,
r
esil
ien
ce
,
an
d
p
ee
r
r
esp
ec
t
-
q
u
alitie
s
th
at
m
ay
r
ed
u
ce
v
u
l
n
er
ab
ilit
y
to
b
u
ll
y
in
g
.
Fu
r
th
er
m
o
r
e
,
wh
ile
s
o
m
e
r
esear
ch
h
as
ad
v
o
ca
ted
f
o
r
in
cl
u
s
iv
e
ed
u
ca
tio
n
f
r
am
ewo
r
k
s
to
p
r
o
tect
s
tu
d
en
ts
with
d
is
ab
ilit
ies,
th
e
s
e
f
r
am
ewo
r
k
s
f
r
e
q
u
en
tly
o
v
er
lo
o
k
th
e
s
tr
ateg
ic
b
en
ef
its
of
en
tr
ep
r
en
eu
r
s
h
ip
ed
u
ca
tio
n
(
E
E
)
.
T
h
is
s
tu
d
y
s
u
g
g
ests
th
at
en
tr
ep
r
en
eu
r
i
al
co
m
p
eten
cies,
s
u
ch
as
p
r
o
b
lem
-
s
o
lv
in
g
an
d
ass
er
tiv
en
ess
,
can
eq
u
ip
s
tu
d
en
ts
with
s
o
cial
an
d
e
m
o
tio
n
al
to
o
ls
to
b
etter
n
av
ig
ate
ch
allen
g
in
g
s
o
cial
d
y
n
am
ics,
o
f
f
e
r
in
g
a
f
r
esh
p
e
r
s
p
ec
tiv
e
on
an
ti
-
b
u
lly
i
n
g
ap
p
r
o
ac
h
es.
By
id
en
tify
in
g
k
e
y
tr
en
d
s
,
co
r
r
elatio
n
s
,
an
d
ar
ea
s
f
o
r
p
o
licy
im
p
r
o
v
e
m
en
t,
th
is
s
tu
d
y
u
n
d
er
s
co
r
es
t
h
e
v
alu
e
of
an
EE
-
b
ased
a
p
p
r
o
ac
h
a
n
d
a
d
v
o
ca
tes
f
o
r
a
s
h
if
t
f
r
o
m
co
n
v
en
tio
n
al
an
ti
-
b
u
ll
y
in
g
s
tr
ateg
ies
to
m
o
r
e
co
m
p
r
e
h
en
s
iv
e,
s
k
ills
-
f
o
c
u
s
ed
p
o
licies.
T
h
is
co
m
p
ar
ativ
e
a
n
aly
s
is
u
n
d
er
s
co
r
es
th
e
p
o
ten
tial
of
EE
p
o
licies
as
an
in
n
o
v
ativ
e,
in
c
lu
s
iv
e
in
ter
v
en
tio
n
,
alig
n
in
g
with
s
o
m
e
p
r
io
r
f
in
d
in
g
s
wh
ile
o
f
f
er
in
g
n
ew
in
s
ig
h
ts
in
to
th
e
d
esig
n
of
ed
u
c
atio
n
al
p
o
licies
th
at
ad
d
r
ess
b
u
lly
in
g
more
ef
f
ec
tiv
ely
f
o
r
s
tu
d
e
n
ts
with
d
is
ab
ilit
ies.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
mp
a
ct
o
f e
n
tr
ep
r
en
eu
r
ia
l e
d
u
ca
tio
n
p
o
licies o
n
r
ed
u
cin
g
b
u
llyin
g
a
mo
n
g
u
n
ivers
ity
…
(
E
ma
n
R
a
b
a
b
a
h
)
1827
3
.
1
.
Ana
t
o
m
ica
l
dis
a
bil
it
ies
a
nd
s
pecia
l
need
s
s
t
u
dents
A
p
er
s
o
n
with
d
is
ab
ilit
ies
is
an
in
d
iv
id
u
al
wh
o
h
as
p
h
y
s
ical,
m
en
tal,
in
tellectu
al,
or
s
en
s
o
r
y
im
p
air
m
en
ts
th
at
r
estrict
m
ai
n
life
ac
tiv
ities
an
d
in
ter
ac
tio
n
with
th
e
wo
r
ld
ar
o
u
n
d
th
e
m
.
T
h
ese
d
is
ab
ilit
ies
co
u
ld
be
m
o
m
e
n
tar
y
,
s
u
ch
as
f
r
ac
tu
r
es,
au
tis
m
s
p
ec
tr
u
m
d
is
o
r
d
er
s
,
wh
ich
in
clu
d
e
m
an
y
ty
p
es
s
u
ch
as
d
y
s
lex
ia,
d
y
s
g
r
a
p
h
ia,
d
y
s
ca
lcu
lia,
d
y
s
p
r
a
x
ia,
an
d
d
ev
el
o
p
m
en
tal
ap
h
asia
[
1
4
]
,
h
ea
r
in
g
lo
s
s
,
lo
w
v
is
io
n
or
b
lin
d
n
ess
,
ch
r
o
n
ic
h
ea
lth
d
is
o
r
d
er
s
s
u
ch
as
ep
ilep
s
y
,
C
r
o
h
n
’
s
d
is
ea
s
e,
ar
th
r
itis
,
ca
n
ce
r
,
d
iab
etes,
m
ig
r
ain
e
h
ea
d
ac
h
es,
or
m
u
ltip
le
s
cler
o
s
is
,
an
d
p
s
y
ch
o
lo
g
ical
or
p
s
y
ch
iatr
ic
d
is
ab
ilit
ies
s
u
ch
as
mood,
an
x
iety
,
an
d
d
ep
r
ess
iv
e
d
is
o
r
d
er
s
,
or
p
o
s
t
-
tr
au
m
atic
s
tr
ess
d
is
o
r
d
er
(
PTSD)
,
Asp
er
g
er
’
s
d
is
o
r
d
er
,
an
d
o
th
e
r
a
u
tis
m
s
p
ec
tr
u
m
d
is
o
r
d
e
r
s
,
an
d
tr
a
u
m
atic
b
r
ain
in
ju
r
y
[
1
5
]
.
Al
-
B
itar
et
a
l.
[
1
6
]
in
d
icate
d
th
at
ch
ild
r
en
with
d
e
n
tal
an
d
f
ac
ial
ap
p
ea
r
an
ce
is
s
u
es
m
ay
s
u
f
f
er
f
r
o
m
b
u
lly
i
n
g
in
t
h
eir
s
ch
o
o
l.
In
h
i
g
h
er
ed
u
ca
tio
n
,
s
tu
d
en
t
s
with
d
is
ab
ilit
ies
en
co
u
n
ter
v
ar
io
u
s
co
m
p
lex
ities
th
r
o
u
g
h
o
u
t
t
h
eir
ac
ad
em
ic
jo
u
r
n
e
y
.
T
h
ey
m
a
y
s
tr
u
g
g
le
with
lear
n
in
g
,
lan
g
u
a
g
e
co
m
p
r
e
h
en
s
io
n
,
u
n
d
er
s
tan
d
in
g
th
e
cu
r
r
icu
lu
m
,
co
m
m
u
n
icatio
n
,
an
d
p
h
y
s
ica
l
lim
itatio
n
s
[
1
7
]
.
T
h
er
ef
o
r
e,
s
ig
n
if
ican
t
ef
f
o
r
ts
ar
e
n
e
ce
s
s
ar
y
ac
r
o
s
s
all
lev
els
-
lead
er
s
h
ip
,
s
taf
f
,
s
tu
d
e
n
ts
,
an
d
em
p
lo
y
ee
s
to
cu
ltiv
a
te
an
in
clu
s
iv
e
cu
ltu
r
e
aim
ed
at
aid
in
g
s
tu
d
en
ts
with
d
is
ab
ilit
ies
in
u
n
d
er
s
tan
d
in
g
h
o
w
th
ey
can
lear
n
an
d
ac
h
iev
e
th
eir
g
o
als.
R
esear
ch
s
u
g
g
ests
th
at
with
o
u
t
ad
eq
u
ate
s
u
p
p
o
r
t
d
u
r
in
g
t
h
eir
f
ir
s
t
y
ea
r
of
e
d
u
ca
tio
n
,
s
tu
d
en
ts
with
d
is
ab
ilit
ies
m
ay
c
o
n
f
r
o
n
t
s
ig
n
if
ican
t
ch
allen
g
es
[
1
8
]
.
T
h
e
way
s
tu
d
en
ts
with
d
is
ab
ilit
ies
ar
e
o
f
t
en
m
is
tr
ea
ted
r
ef
lects
b
r
o
ad
e
r
s
o
cieta
l
attitu
d
es
to
war
d
s
th
em
,
s
tem
m
in
g
f
r
o
m
f
ea
r
or
d
if
f
ic
u
lty
in
u
n
d
e
r
s
tan
d
in
g
.
Mo
r
eo
v
e
r
,
th
eir
m
ar
g
in
alize
d
s
tatu
s
co
n
tr
ib
u
tes
to
in
s
tan
ce
s
of
b
u
l
ly
in
g
,
ex
clu
s
io
n
f
r
o
m
co
m
m
u
n
ity
ac
tiv
ities
,
an
d
p
er
ce
p
tio
n
s
of
th
em
as
b
u
r
d
en
s
r
ath
er
th
an
v
alu
ab
le
m
em
b
er
s
.
Of
ten
,
th
ey
f
ac
e
s
eg
r
eg
atio
n
or
in
s
titu
tio
n
aliza
tio
n
,
s
ig
n
alin
g
th
e
n
ee
d
f
o
r
a
p
ar
ad
ig
m
s
h
if
t
in
s
o
cieta
l
p
er
c
ep
tio
n
s
an
d
attitu
d
es
to
war
d
s
d
is
ab
ilit
y
.
3
.
2
.
Def
ini
t
io
n
of
bu
lly
ing
T
h
e
co
n
ce
p
t
of
b
u
lly
in
g
was
f
ir
s
t
in
tr
o
d
u
ce
d
in
th
e
1
9
6
0
s
by
Olweu
s
,
wh
o
d
ef
in
ed
it
as
ca
s
e
s
in
wh
ich
an
in
d
iv
id
u
al
is
r
ep
ea
te
d
ly
ex
p
o
s
ed
to
h
ar
m
f
u
l
ac
tio
n
s
[
1
9
]
.
Olweu
s
id
en
tifie
d
th
r
e
e
m
ain
co
m
p
o
n
en
ts
of
th
e
b
u
lly
in
g
p
r
o
ce
s
s
:
i
)
an
i
n
ten
t
to
h
a
r
m
;
ii
)
r
ep
ea
ted
d
an
g
er
o
u
s
b
e
h
av
io
r
o
v
er
tim
e;
an
d
iii
)
im
b
alan
ce
in
p
o
wer
r
elatio
n
s
h
ip
s
b
etwe
en
t
h
e
b
u
lly
an
d
th
e
v
ictim
.
He
f
u
r
th
er
a
d
d
ed
th
at
v
ictim
s
ar
e
i
n
d
iv
id
u
als
wh
o
ar
e
wea
k
er
an
d
u
n
ab
le
to
d
ef
e
n
d
t
h
em
s
elv
es
[
2
0
]
,
[
2
1
]
.
Scien
tis
ts
h
av
e
id
en
tifie
d
b
u
ll
y
in
g
in
d
if
f
er
en
t
co
n
tex
ts
d
ep
en
d
in
g
on
th
e
ag
e
of
th
e
b
u
lli
ed
p
er
s
o
n
,
th
e
p
lace
of
th
e
b
u
lly
in
g
p
r
o
ce
s
s
,
or
th
e
ty
p
e.
Kallm
an
et
al
.
[
2
2
]
b
eliev
e
th
at
b
u
lly
i
n
g
is
u
n
d
esira
b
le
b
eh
av
io
r
ca
r
r
ied
out
by
an
i
n
d
iv
id
u
al
or
g
r
o
u
p
ag
ain
s
t
an
o
th
e
r
in
d
iv
i
d
u
al.
Sm
ith
[
2
3
]
d
ef
in
e
d
b
u
lly
i
n
g
as
an
ac
tio
n
th
at
o
cc
u
r
s
wh
en
a
p
er
s
o
n
is
ex
p
o
s
ed
to
d
ir
ec
t
n
e
g
ativ
e,
in
a
p
p
r
o
p
r
iate,
or
f
u
n
d
a
m
en
tally
u
n
wan
ted
b
eh
a
v
io
r
,
wh
ich
m
ay
in
cl
u
d
e
f
ac
to
r
s
s
u
ch
as
r
ac
e,
r
elig
io
n
,
s
ex
,
g
en
d
er
,
an
d
m
a
r
ital
s
tatu
s
.
Po
tar
d
et
a
l.
[
2
4
]
s
u
g
g
ested
th
at,
alth
o
u
g
h
th
er
e
is
v
ar
iatio
n
in
th
e
d
ef
in
itio
n
s
of
b
u
lly
i
n
g
ac
r
o
s
s
s
tu
d
ies,
th
er
e
is
g
en
er
al
ag
r
ee
m
en
t
th
at
b
u
lly
in
g
is
ch
ar
ac
ter
ized
by
th
r
ee
b
eh
a
v
io
r
al
f
ea
t
u
r
es:
an
in
ten
tio
n
to
co
n
s
cio
u
s
ly
h
ar
m
or
h
u
r
t,
r
ep
e
titi
v
e
ac
ts
o
v
er
tim
e,
an
d
a
p
o
wer
im
b
alan
ce
b
etwe
en
th
e
b
u
lly
an
d
th
e
b
u
llied
.
In
Ar
ab
ic
lin
g
u
is
tics
,
th
e
ter
m
‘
b
u
lly
in
g
’
is
not
u
s
ed
;
in
s
t
ea
d
,
it
is
r
ep
lace
d
by
th
e
wo
r
d
‘
T
an
am
o
r
,
’
wh
ich
r
ef
er
s
to
p
o
wer
a
n
d
a
g
g
r
ess
iv
en
ess
ag
ain
s
t
one
or
m
o
r
e
p
er
s
o
n
s
to
h
ar
m
th
em
[
2
5
]
.
B
u
lly
in
g
is
d
is
tin
g
u
is
h
ed
f
r
o
m
v
i
o
len
ce
in
th
at
it
is
u
s
u
ally
co
n
tin
u
o
u
s
an
d
o
cc
u
r
s
r
ep
ea
ted
ly
b
etwe
en
th
e
v
ictim
an
d
th
e
b
u
lly
.
It
is
o
f
ten
d
ir
ec
te
d
to
war
d
s
th
e
s
am
e
p
er
s
o
n
or
a
s
p
ec
if
ic
g
r
o
u
p
.
3
.
3
.
Rea
s
o
ns
f
o
r
bu
lly
ing
Ma
n
y
s
tu
d
ies
on
b
u
lly
in
g
in
d
i
ca
te
th
at
th
e
ca
u
s
es
of
b
u
lly
in
g
ar
e
o
f
ten
r
o
o
te
d
in
th
e
b
u
lly
’
s
n
ee
d
to
co
n
tr
o
l
o
th
e
r
s
an
d
g
ain
atten
t
io
n
an
d
in
ter
est.
It
m
ay
also
be
r
elate
d
to
p
er
s
o
n
al
is
s
u
es
s
u
ch
as
s
elf
is
h
n
es
s
,
s
elf
-
lo
v
e,
n
ar
ciss
is
m
,
an
d
th
e
d
esire
to
in
cr
ea
s
e
s
elf
-
co
n
f
i
d
e
n
ce
.
Au
s
tr
alian
Hea
lth
Dir
ec
t
[
2
6
]
in
d
icate
d
th
at
p
eo
p
le
m
a
y
b
u
lly
to
im
p
r
o
v
e
th
eir
s
o
cial
s
tatu
s
,
s
elf
-
r
esp
e
ct,
an
d
co
p
e
with
f
ee
lin
g
s
of
an
g
er
,
ir
r
itatio
n
,
or
r
esis
tan
ce
to
s
o
cial
n
o
r
m
s
.
B
u
lly
in
g
is
a
co
m
p
lex
b
eh
a
v
io
r
i
n
f
lu
en
ce
d
by
a
co
m
b
in
atio
n
of
in
d
i
v
id
u
al,
s
o
cial,
an
d
en
v
ir
o
n
m
e
n
tal
f
ac
to
r
s
.
W
h
ile
th
er
e
is
no
s
in
g
le
ca
u
s
e
th
at
ex
p
lain
s
wh
y
s
o
m
eo
n
e
b
e
co
m
es
a
b
u
lly
,
h
er
e
ar
e
s
o
m
e
co
m
m
o
n
r
ea
s
o
n
s
or
co
n
tr
ib
u
tin
g
f
ac
to
r
s
:
T
h
e
b
u
lly
’
s
d
esire
to
d
o
m
in
ate
an
d
co
n
tr
o
l
t
h
e
v
ictim
,
b
u
llies
m
ay
e
n
g
ag
e
in
b
u
lly
i
n
g
to
im
p
r
o
v
e
th
eir
s
elf
-
esteem
,
an
d
b
u
lly
in
g
m
ay
r
esu
lt
f
r
o
m
f
am
ily
d
y
n
am
ics
an
d
th
e
home
e
n
v
ir
o
n
m
en
t.
So
m
e
b
u
llies
m
ay
s
u
cc
u
m
b
to
p
e
er
p
r
ess
u
r
e.
3
.
4
.
Side
ef
f
ec
t
s
of
bu
lly
ing
B
u
lly
in
g
h
as
wid
esp
r
ea
d
n
eg
a
tiv
e
ef
f
ec
ts
,
im
p
ac
tin
g
v
ictim
s
,
p
er
p
etr
ato
r
s
,
a
n
d
b
y
s
tan
d
e
r
s
[
2
7
]
.
It
is
co
r
r
elate
d
with
a
r
an
g
e
of
b
e
h
av
io
r
al,
em
o
tio
n
al,
an
d
p
h
y
s
ical
co
m
p
licatio
n
s
[
2
8
]
.
B
o
th
th
e
b
u
llied
an
d
t
h
e
b
u
lly
s
u
f
f
er
n
eg
ativ
e
co
n
s
eq
u
en
ce
s
due
to
th
e
b
u
lly
in
g
p
r
o
ce
s
s
,
with
th
e
in
d
iv
id
u
al
m
o
s
t
af
f
ec
ted
ty
p
ically
b
ein
g
th
e
v
ictim
.
R
esear
ch
s
h
o
ws
th
at
s
tu
d
en
ts
wh
o
a
r
e
b
u
llied
o
f
ten
e
x
h
ib
it
v
ar
io
u
s
s
ig
n
s
of
d
is
tr
ess
,
in
clu
d
in
g
m
o
o
d
s
win
g
s
,
d
ep
r
ess
io
n
,
p
h
y
s
ical
in
ju
r
ies
(
s
u
ch
as
welts
on
d
if
f
er
e
n
t
p
ar
ts
of
th
e
b
o
d
y
)
,
l
o
s
s
of
ap
p
etite,
s
leep
d
is
tu
r
b
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,
s
o
cial
with
d
r
awa
l
(
p
r
ef
er
r
in
g
is
o
latio
n
f
r
o
m
f
r
ien
d
s
an
d
p
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r
s
)
,
ag
g
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ess
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ad
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am
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r
o
p
p
in
g
out
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s
ch
o
o
l
or
u
n
iv
er
s
ity
,
f
eig
n
in
g
illn
ess
to
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Vo
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14
,
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3
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J
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20
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8
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3
1828
ju
s
tify
ab
s
en
ce
s
,
lo
w
s
elf
-
co
n
f
id
en
ce
,
n
eg
lect
of
p
e
r
s
o
n
al
a
p
p
ea
r
an
ce
,
an
d
,
in
s
ev
e
r
e
ca
s
e
s
,
s
u
icid
al
id
ea
tio
n
,
s
u
b
s
tan
ce
ab
u
s
e,
an
d
s
elf
-
h
ar
m
u
s
in
g
s
h
ar
p
o
b
jects
[
8
]
,
[
2
9
]
.
Ad
d
itio
n
ally
,
e
s
s
en
tial
life
s
k
ills
,
co
m
m
u
n
icatio
n
ab
ilit
ies,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
ten
d
to
d
eter
io
r
ate
a
m
o
n
g
v
ictim
s
[
2
4
]
.
B
u
llies
,
on
t
h
e
o
th
er
h
an
d
,
f
r
e
q
u
en
tly
d
is
p
la
y
in
cr
ea
s
ed
ag
g
r
ess
io
n
,
v
io
le
n
ce
,
an
d
s
o
cial
r
ejec
tio
n
[
3
0
]
.
B
lan
ch
f
lo
wer
an
d
B
r
y
s
o
n
[
3
1
]
f
o
u
n
d
t
h
at
in
d
iv
i
d
u
als
b
u
llied
in
c
h
ild
h
o
o
d
e
x
p
er
ien
ce
r
e
d
u
ce
d
s
u
b
jectiv
e
wellb
ein
g
f
r
o
m
ag
es
16
to
6
2
,
an
in
c
r
ea
s
ed
r
is
k
of
m
o
r
tality
b
ef
o
r
e
a
g
e
55,
an
d
a
lo
wer
lik
elih
o
o
d
of
em
p
lo
y
m
en
t
in
ad
u
lth
o
o
d
.
I
m
p
o
r
ta
n
tly
,
th
ese
d
etr
im
en
t
al
o
u
tco
m
es
p
er
s
is
t
in
d
ep
en
d
en
tly
of
o
th
er
a
d
v
er
s
e
c
h
ild
h
o
o
d
ex
p
er
ien
ce
s
,
u
n
d
er
s
co
r
i
n
g
th
e
u
n
iq
u
e,
lo
n
g
-
ter
m
im
p
ac
t
of
b
u
lly
in
g
on
lif
e
p
r
o
s
p
ec
ts
o
v
er
all.
3
.
5
.
T
y
pes
of
bu
lly
ing
B
u
lly
in
g
h
as
tr
a
d
itio
n
ally
b
ee
n
ca
teg
o
r
ized
in
t
o
p
h
y
s
ical,
s
o
cial,
v
er
b
al,
an
d
p
r
o
p
er
t
y
b
u
ll
y
in
g
.
W
ith
tech
n
o
lo
g
ical
a
d
v
an
ce
m
en
ts
,
cy
b
er
b
u
lly
in
g
h
as
em
er
g
ed
,
d
ef
in
ed
as
r
e
p
ea
ted
,
i
n
ten
tio
n
al
o
n
lin
e
h
ar
ass
m
en
t
wh
er
e
v
ictim
s
a
r
e
u
n
ab
le
to
d
ef
en
d
th
em
s
elv
es
[
3
2
]
.
So
m
e
r
esear
ch
er
s
class
if
y
b
u
lly
in
g
i
n
to
two
m
ain
ty
p
es:
d
ir
ec
t
p
h
y
s
ical
an
d
d
ir
ec
t
v
er
b
al.
Dir
ec
t
p
h
y
s
ical
b
u
lly
i
n
g
in
v
o
lv
es
ag
g
r
ess
iv
e
ac
tio
n
s
,
s
u
ch
as
p
h
y
s
ically
h
ar
m
in
g
o
th
er
s
or
d
a
m
ag
in
g
t
h
eir
p
r
o
p
er
ty
,
wh
ile
d
ir
ec
t
v
er
b
al
b
u
lly
in
g
ty
p
ically
in
clu
d
es
an
y
f
o
r
m
of
v
e
r
b
al,
r
ac
ial,
or
s
ex
u
al
h
ar
ass
m
en
t
[
3
3
]
.
Oth
er
r
esear
c
h
er
s
,
h
o
w
ev
er
,
ca
teg
o
r
ize
b
u
lly
in
g
in
to
d
ir
ec
t
an
d
in
d
ir
ec
t
ty
p
es.
T
h
e
d
ir
ec
t
ty
p
e
in
v
o
l
v
es
f
ac
e
-
to
-
f
ac
e
in
ter
ac
tio
n
s
b
etwe
en
b
u
llies
an
d
v
ictim
s
,
wh
ich
m
ay
in
clu
d
e
p
h
y
s
ical
alter
ca
tio
n
s
s
u
ch
as
p
u
n
ch
i
n
g
an
d
k
ick
in
g
,
or
th
e
u
s
e
of
v
er
b
al
th
r
ea
ts
an
d
h
u
m
iliatio
n
.
In
co
n
t
r
ast,
th
e
in
d
ir
ec
t
ty
p
e
m
ay
in
v
o
lv
e
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
,
s
u
ch
as
s
o
cial
m
ed
ia,
or
s
p
r
ea
d
in
g
r
u
m
o
r
s
to
h
a
r
m
th
e
v
ictim
s
o
cially
[
2
4
]
,
[
3
4
]
.
Ah
m
ed
et
a
l.
[
3
4
]
f
u
r
th
er
d
i
f
f
er
en
tiates
b
u
lly
in
g
in
to
s
ix
ty
p
es
b
ased
on
th
e
p
r
o
ce
s
s
in
v
o
lv
ed
:
p
h
y
s
ical,
s
o
cial,
v
er
b
al,
p
s
y
ch
o
lo
g
ical,
c
y
b
er
b
u
lly
in
g
,
s
ex
u
a
l,
an
d
s
o
cial
r
elatio
n
s
.
A
d
d
itio
n
ally
,
m
a
n
y
s
tu
d
ies
class
if
y
b
u
lly
in
g
b
ased
on
its
lo
ca
tio
n
,
s
u
ch
as
o
cc
u
r
r
e
n
ce
s
in
s
ch
o
o
l,
u
n
iv
er
s
ity
,
w
o
r
k
p
lace
,
d
o
m
esti
c
s
ettin
g
s
,
an
d
ev
en
p
o
liti
ca
l
en
v
ir
o
n
m
e
n
ts
.
Ver
b
al
an
d
p
h
y
s
ical
b
u
lly
in
g
ar
e
ty
p
ically
d
ir
ec
t
m
eth
o
d
s
in
v
o
lv
i
n
g
f
ac
e
-
to
-
f
ac
e
in
ter
ac
tio
n
s
b
et
wee
n
b
u
llies
an
d
v
ictim
s
.
In
v
er
b
al
b
u
lly
in
g
,
b
u
llies
m
ay
d
ir
ec
tly
co
n
f
r
o
n
t
v
ictim
s
to
v
e
r
b
ally
ab
u
s
e
t
h
e
m
,
u
s
in
g
tactics
s
u
ch
as
n
am
e
-
ca
llin
g
,
th
r
ea
te
n
in
g
,
teasin
g
,
h
ar
ass
m
en
t,
s
h
am
in
g
,
or
m
o
c
k
in
g
.
Me
a
n
wh
ile,
in
p
h
y
s
ical
b
u
lly
in
g
,
b
u
llies
p
h
y
s
i
ca
lly
attac
k
v
ictim
s
th
r
o
u
g
h
a
ctio
n
s
lik
e
p
u
s
h
in
g
or
k
ick
in
g
.
Ps
y
ch
o
lo
g
ical
b
u
lly
in
g
en
tails
p
r
o
v
o
ca
tio
n
a
n
d
em
b
ar
r
ass
m
en
t
of
th
e
v
ict
im
s
,
wh
ile
s
o
cia
l
r
elatio
n
b
u
lly
in
g
in
v
o
l
v
es
b
u
llies
attem
p
tin
g
to
is
o
late
v
ictim
s
f
r
o
m
s
o
cial
co
n
ta
ct.
Sex
u
al
b
u
lly
in
g
en
co
m
p
ass
es
h
ar
m
in
g
v
ictim
s
th
r
o
u
g
h
d
ir
ec
t
s
ex
u
al
to
u
ch
i
n
g
or
th
e
u
s
e
of
ex
p
licit
lan
g
u
ag
e.
C
y
b
er
b
u
lly
in
g
h
as
b
ec
o
m
e
o
n
e
of
th
e
m
o
s
t
wid
esp
r
ea
d
f
o
r
m
s
of
b
u
lly
in
g
in
m
o
d
e
r
n
tim
es,
d
r
iv
en
by
tech
n
o
lo
g
ical
a
d
v
an
ce
m
e
n
ts
.
Po
tar
d
et
a
l.
[
2
4
]
r
e
p
o
r
te
d
th
at
th
e
p
r
ev
ale
n
ce
of
c
y
b
er
b
u
lly
i
n
g
was
ar
o
u
n
d
2
3
%
f
o
r
v
ictim
izatio
n
a
n
d
15%
f
o
r
ag
g
r
ess
io
n
.
It
o
cc
u
r
s
th
r
o
u
g
h
s
o
cial
m
ed
ia
p
latf
o
r
m
s
u
s
in
g
d
ig
ital
d
ev
ices
s
u
c
h
as
p
h
o
n
es
an
d
co
m
p
u
ter
s
.
In
c
y
b
er
b
u
lly
in
g
,
b
u
llies
m
ay
s
en
d
h
u
r
t
f
u
l
or
th
r
ea
ten
in
g
tex
t
m
ess
ag
es,
em
ails
,
or
in
s
tan
t
m
ess
ag
es
to
h
u
m
iliate
or
th
r
ea
ten
th
e
v
ictim
[
3
5
]
,
[
3
6
]
.
3
.
6
.
B
ull
y
ing
t
re
a
t
m
ent
An
ef
f
ec
tiv
e
an
ti
-
b
u
lly
in
g
p
o
licy
in
v
o
lv
es
clea
r
d
ef
in
itio
n
s
,
r
u
les,
an
d
co
n
s
eq
u
en
ce
s
f
o
r
b
u
lly
in
g
ac
r
o
s
s
s
ch
o
o
ls
,
u
n
iv
er
s
ities
,
h
o
m
es,
an
d
c
o
m
m
u
n
ity
s
ettin
g
s
.
Ad
m
in
is
tr
ato
r
s
can
im
p
lem
en
t
v
ar
io
u
s
p
o
licy
ty
p
es,
in
clu
d
in
g
m
is
s
io
n
s
tatem
en
ts
,
co
d
es
of
co
n
d
u
ct,
a
n
d
s
tu
d
en
t
b
ills
of
r
i
g
h
ts
.
Par
en
tal
in
v
o
lv
em
en
t
is
cr
u
cial,
with
r
ec
o
m
m
en
d
atio
n
s
f
o
r
ac
tiv
e
lis
ten
in
g
,
o
p
en
c
o
m
m
u
n
icatio
n
,
an
d
s
ettin
g
cle
ar
co
n
s
eq
u
e
n
ce
s
at
h
o
m
e.
T
ea
ch
e
r
s
p
lay
a
v
ital
r
o
le
by
in
teg
r
atin
g
an
ti
-
b
u
lly
in
g
s
tr
ateg
ies
in
to
th
eir
teac
h
in
g
,
s
u
ch
as
r
o
le
-
p
lay
in
g
,
in
ter
n
et
r
esear
ch
,
an
d
cr
ea
tiv
e
wr
itin
g
ass
ig
n
m
en
ts
,
to
r
aise
awa
r
en
ess
an
d
f
o
s
ter
a
cu
ltu
r
e
of
r
esp
ec
t
an
d
in
clu
s
io
n
[
3
7
]
.
Su
p
p
o
r
tin
g
b
u
llied
s
tu
d
e
n
ts
b
eg
in
s
at
h
o
m
e,
with
p
a
r
en
ts
ad
o
p
tin
g
a
s
u
p
p
o
r
tiv
e
s
tan
ce
.
T
ea
ch
er
s
,
s
tu
d
en
ts
,
an
d
all
m
em
b
er
s
of
s
o
ciety
n
ee
d
to
u
n
d
er
s
tan
d
th
e
d
an
g
er
s
of
b
u
lly
i
n
g
an
d
r
ec
o
g
n
ize
th
e
b
eh
a
v
io
r
of
b
u
llied
in
d
i
v
id
u
als
to
h
el
p
th
em
escap
e
th
is
s
itu
atio
n
[
2
7
]
,
[
3
8
]
.
T
h
i
s
in
clu
d
es
e
n
h
a
n
c
i
n
g
t
h
e
s
e
l
f
-
c
o
n
f
i
d
e
n
c
e
of
t
h
e
b
u
l
l
i
e
d
p
e
r
s
o
n
a
n
d
h
elp
in
g
r
e
s
t
o
r
e
t
h
e
i
r
p
s
y
c
h
o
l
o
g
i
c
a
l
a
n
d
em
o
tio
n
al
h
e
a
l
t
h
.
E
n
co
u
r
ag
i
n
g
b
u
l
l
i
e
d
i
n
d
i
v
i
d
u
a
l
s
to
p
a
r
t
i
ci
p
a
te
in
s
o
c
i
a
l
a
c
t
i
v
i
t
i
es
a
n
d
b
e
c
o
m
e
in
v
o
lv
e
d
in
s
o
c
i
e
t
y
is
im
p
o
r
tan
t
.
Ps
y
ch
o
lo
g
ical
tr
ea
tm
en
t
an
d
co
n
s
u
ltin
g
a
m
en
tal
h
ea
lth
p
r
o
f
ess
io
n
al
can
also
ass
is
t
th
em
in
m
a
n
ag
in
g
th
is
is
s
u
e
.
Ad
d
itio
n
ally
,
r
aisi
n
g
ch
ild
r
en
in
a
p
o
s
itiv
e
en
v
i
r
o
n
m
e
n
t
an
d
av
o
id
in
g
th
e
u
s
e
of
v
io
len
ce
is
e
s
s
e
n
t
i
a
l
[
3
9
]
.
W
h
en
ad
u
lts
r
esp
o
n
d
p
r
o
m
p
tly
an
d
c
o
n
s
is
ten
tly
to
b
u
lly
in
g
b
eh
av
i
o
r
,
th
e
y
co
m
m
u
n
icat
e
th
at
it
is
u
n
ac
ce
p
tab
le.
R
esear
ch
s
h
o
w
s
th
is
ap
p
r
o
ac
h
can
ef
f
ec
tiv
e
ly
r
ed
u
ce
b
u
lly
in
g
b
eh
av
io
r
o
v
er
tim
e.
Par
en
ts
,
s
ch
o
o
l
s
taf
f
,
an
d
o
th
er
a
d
u
lts
in
th
e
co
m
m
u
n
ity
can
h
elp
p
r
e
v
en
t
b
u
lly
in
g
by
d
is
cu
s
s
in
g
it
o
p
en
ly
,
f
o
s
ter
in
g
a
s
af
e
s
ch
o
o
l
e
n
v
ir
o
n
m
en
t,
an
d
d
ev
elo
p
in
g
a
co
m
m
u
n
ity
-
wid
e
b
u
lly
in
g
p
r
ev
e
n
tio
n
s
tr
ateg
y
[
4
0
]
.
If
b
u
lly
in
g
is
not
ch
allen
g
ed
,
it
can
co
n
tr
i
b
u
te
to
a
cu
ltu
r
e
of
to
ler
an
c
e
f
o
r
s
u
ch
b
eh
a
v
io
r
,
leav
i
n
g
in
d
iv
id
u
als
f
ee
lin
g
p
o
wer
less
to
s
to
p
it.
B
u
llied
in
d
iv
id
u
als
ar
e
en
co
u
r
ag
e
d
to
s
p
ea
k
with
s
o
m
e
o
n
e
th
ey
tr
u
s
t,
b
r
in
g
a
tr
u
s
ted
p
er
s
o
n
wh
en
s
ee
k
in
g
h
el
p
or
c
o
n
f
r
o
n
tin
g
th
e
b
u
lly
,
an
d
s
ee
k
ass
i
s
tan
ce
f
r
o
m
an
ag
en
cy
or
s
u
p
p
o
r
t
s
er
v
ice
f
o
r
p
r
o
tectio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
I
mp
a
ct
o
f e
n
tr
ep
r
en
eu
r
ia
l e
d
u
ca
tio
n
p
o
licies o
n
r
ed
u
cin
g
b
u
llyin
g
a
mo
n
g
u
n
ivers
ity
…
(
E
ma
n
R
a
b
a
b
a
h
)
1829
B
u
lly
in
g
p
r
ev
e
n
tio
n
in
v
o
lv
es
a
co
m
b
in
atio
n
of
laws,
p
o
l
icies,
an
d
th
e
ac
tiv
e
r
o
les
of
v
ar
io
u
s
s
tak
eh
o
ld
er
s
.
W
h
ile
th
er
e
is
no
f
ed
er
al
an
ti
-
b
u
lly
i
n
g
law,
civ
il
r
ig
h
ts
laws
o
f
f
er
s
o
m
e
p
r
o
tectio
n
,
an
d
s
tate
-
lev
el
in
clu
s
iv
e
an
ti
-
b
u
lly
in
g
la
ws
h
av
e
p
r
o
v
en
e
f
f
ec
tiv
e
in
r
e
d
u
cin
g
b
u
lly
in
g
.
Su
cc
ess
f
u
l
p
r
ev
en
tio
n
p
r
o
g
r
a
m
s
ty
p
ically
ad
o
p
t
a
w
h
o
le
-
s
ch
o
o
l
ap
p
r
o
ac
h
,
in
teg
r
atin
g
u
n
iv
er
s
al
s
tr
ateg
ies
with
tar
g
eted
s
u
p
p
o
r
t
f
o
r
at
-
r
is
k
s
tu
d
en
ts
,
th
o
u
g
h
r
esear
ch
g
a
p
s
r
em
ain
,
esp
ec
ially
in
cy
b
er
b
u
lly
in
g
a
n
d
in
ter
v
e
n
tio
n
s
f
o
r
s
tu
d
en
ts
with
d
is
ab
ilit
ies.
I
n
ef
f
ec
tiv
e
s
tr
ateg
ies,
s
u
ch
as
ze
r
o
-
to
ler
a
n
ce
p
o
l
icies
an
d
one
-
tim
e
ev
en
ts
,
m
a
y
wo
r
s
en
b
u
lly
in
g
.
Yo
u
th
p
lay
a
cr
u
cial
r
o
le
in
p
r
ev
en
tio
n
th
r
o
u
g
h
p
ee
r
in
f
lu
en
ce
an
d
s
tu
d
e
n
t
-
led
in
itiativ
es
lik
e
g
ay
-
s
tr
aig
h
t
allian
ce
s
,
wh
ile
p
ar
e
n
ts
co
n
tr
i
b
u
te
by
r
ec
o
g
n
izin
g
b
u
lly
i
n
g
s
ig
n
s
,
p
r
o
m
o
tin
g
p
o
s
itiv
e
f
am
ily
in
ter
ac
tio
n
s
,
an
d
en
g
ag
in
g
with
s
ch
o
o
l
ef
f
o
r
ts
.
E
d
u
ca
to
r
s
ca
n
f
o
s
ter
em
p
ath
y
,
m
o
n
ito
r
h
ig
h
-
r
is
k
ar
ea
s
,
a
n
d
b
u
ild
r
esil
ien
ce
am
o
n
g
s
tu
d
e
n
ts
,
wh
ile
o
u
ts
id
e
o
r
g
an
izatio
n
s
lik
e
y
o
u
t
h
wo
r
k
er
s
im
p
lem
en
t
p
r
ev
en
tio
n
p
r
o
g
r
am
s
.
Hea
lth
ca
r
e
p
r
o
v
id
e
r
s
,
in
clu
d
in
g
s
ch
o
o
l
n
u
r
s
es
an
d
co
u
n
s
elo
r
s
,
p
lay
an
ess
en
tial
r
o
le
by
s
cr
ee
n
in
g
f
o
r
b
u
lly
in
g
a
n
d
co
llab
o
r
atin
g
with
s
ch
o
o
ls
to
p
r
o
v
id
e
s
u
p
p
o
r
t
to
af
f
ec
ted
s
tu
d
en
ts
[
2
7
]
.
T
h
is
liter
atu
r
e
r
ev
iew
h
ig
h
lig
h
ts
th
e
ess
en
tial
r
o
le
of
ad
u
lts
-
p
ar
en
ts
,
teac
h
er
s
,
an
d
o
th
e
r
in
f
lu
en
tial
f
ig
u
r
es
-
in
p
r
e
v
en
tin
g
an
d
r
esp
o
n
d
in
g
to
b
u
lly
in
g
.
W
h
ile
p
ast
r
esear
ch
o
f
ten
f
o
cu
s
ed
on
th
e
b
u
lly
-
v
ictim
d
y
n
am
ic
a
n
d
p
ee
r
in
f
l
u
en
ce
,
less
atten
tio
n
h
as
b
ee
n
g
iv
e
n
to
ad
u
lt
r
o
les.
So
ciety
’
s
im
p
licit
ac
ce
p
tan
ce
of
b
u
lly
in
g
as
a
n
atu
r
al
p
ar
t
of
s
o
cial
h
ier
ar
ch
y
p
er
p
etu
ates
th
e
p
r
o
b
lem
,
a
n
d
s
tu
d
ies
r
ev
ea
l
g
ap
s
in
how
s
tu
d
en
ts
,
p
ar
en
ts
,
a
n
d
teac
h
er
s
p
er
ce
iv
e
b
u
lly
in
g
.
Par
en
ts
,
as
ea
r
ly
m
o
d
els,
s
o
m
etim
es
r
esp
o
n
d
u
n
h
elp
f
u
lly
,
wh
ile
teac
h
er
s
,
ce
n
tr
al
to
s
ch
o
o
l
in
ter
v
en
tio
n
s
,
m
a
y
o
v
e
r
lo
o
k
s
u
b
tle
b
u
lly
in
g
f
o
r
m
s
.
E
f
f
ec
tiv
e
ad
u
lt
s
tr
ateg
ies
in
clu
d
e
clea
r
c
o
m
m
u
n
icatio
n
,
co
n
s
is
ten
t
in
ter
v
en
tio
n
,
an
d
f
o
s
ter
in
g
in
clu
s
iv
e,
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
ts
.
Ultim
ately
,
p
r
o
ac
tiv
e
ad
u
lt
lead
er
s
h
ip
is
cr
itical
in
estab
lis
h
in
g
an
d
m
ain
tain
in
g
an
ti
-
b
u
lly
i
n
g
in
itiativ
es.
3
.
7
.
T
he
ef
f
ec
t
iv
eness
o
f
ent
re
pr
eneuria
l
educa
t
io
n
po
licie
s
i
n
prev
ent
ing
bu
l
ly
ing
(
‘
T
a
n
a
m
o
r
’
)
a
m
o
n
g
un
iv
er
s
it
y
s
t
ud
e
nts w
it
h a
na
t
o
m
ica
l,
ph
y
s
io
lo
g
ica
l,
a
nd
s
pecia
l
needs
EE
is
ess
en
tial
f
o
r
u
n
iv
er
s
ity
s
tu
d
en
ts
as
it
en
h
a
n
ce
s
th
eir
en
tr
ep
r
en
eu
r
ial
in
ten
tio
n
s
,
f
o
s
ter
s
b
u
s
in
ess
estab
lis
h
m
en
t,
an
d
n
u
r
t
u
r
es
in
n
o
v
ativ
e
p
o
ten
tial
[
4
1
]
.
It
s
er
v
es
as
a
s
tr
ateg
ic
to
o
l
f
o
r
ec
o
n
o
m
ic
d
ev
elo
p
m
en
t
an
d
p
o
v
er
ty
r
ed
u
ctio
n
by
e
m
p
o
wer
in
g
e
d
u
ca
tio
n
to
m
ee
t
d
iv
er
s
e
s
tu
d
en
t
n
ee
d
s
.
R
ef
o
r
m
ef
f
o
r
ts
in
EE
h
a
v
e
g
ain
ed
s
ig
n
if
ican
t
r
ec
o
g
n
itio
n
f
o
r
p
o
s
itiv
ely
in
f
lu
en
cin
g
en
tr
ep
r
en
e
u
r
ial
in
te
n
tio
n
s
.
T
h
e
f
ield
of
EE
h
a
s
r
ap
id
ly
ev
o
lv
ed
,
with
r
ec
e
n
t
s
tu
d
ies
co
n
f
ir
m
in
g
its
ac
tiv
e
p
r
o
m
o
tio
n
of
e
n
tr
ep
r
e
n
eu
r
ial
in
ten
tio
n
s
an
d
en
h
an
ce
m
e
n
t
of
e
n
tr
ep
r
e
n
eu
r
ial
co
m
p
ete
n
ce
.
It
s
er
v
es
as
a
k
e
y
d
r
iv
er
in
im
p
r
o
v
i
n
g
e
n
tr
ep
r
e
n
eu
r
ial
ca
p
ab
ilit
ies,
ex
er
tin
g
a
s
ig
n
if
ic
an
t
im
p
ac
t
on
en
tr
ep
r
en
eu
r
ial
co
m
p
eten
ce
[
4
2
]
−
[
4
5
]
.
Nu
r
h
ay
ati
et
a
l.
[
4
6
]
em
p
h
as
ize
th
e
im
p
o
r
tan
ce
of
c
o
m
p
r
eh
en
s
iv
e
p
o
licies
at
m
ac
r
o
,
m
eso
,
an
d
m
icr
o
lev
els
to
e
f
f
ec
tiv
ely
a
d
d
r
ess
b
u
lly
in
g
.
T
h
ese
p
o
lic
ies
s
h
o
u
ld
be
s
y
s
tem
atica
lly
im
p
lem
en
ted
an
d
co
m
p
lem
en
ted
with
in
n
o
v
ativ
e
p
r
o
g
r
am
s
.
E
f
f
ec
ti
v
e
ed
u
ca
ti
o
n
al
p
o
licies
h
av
e
th
e
p
o
ten
ti
al
to
s
ig
n
if
ican
tly
d
ec
r
ea
s
e
b
o
t
h
th
e
f
r
e
q
u
en
c
y
an
d
s
ev
er
ity
of
b
u
lly
in
g
in
ci
d
en
ts
.
It
is
c
r
u
cial
f
o
r
all
s
tak
eh
o
ld
er
s
at
v
a
r
io
u
s
lev
els
to
co
n
tr
ib
u
te
cr
ea
tiv
el
y
,
ad
ap
tin
g
p
o
licy
p
r
o
g
r
am
s
to
s
u
it
th
e
s
p
ec
if
ic
co
n
tex
ts
of
th
eir
s
ch
o
o
ls
.
A
d
d
i
t
i
o
n
a
l
l
y
,
s
t
u
d
e
n
t
s
a
t
i
s
f
a
c
t
i
o
n
in
EE
is
i
n
f
l
u
e
n
c
e
d
by
f
a
c
t
o
r
s
s
u
c
h
as
t
h
e
“
e
n
t
r
e
p
r
e
n
e
u
r
s
h
i
p
p
o
l
i
c
y
d
i
v
i
d
e
n
d
,
”
en
tr
ep
r
en
e
u
r
s
h
ip
lear
n
i
n
g
,
en
t
r
ep
r
en
e
u
r
s
h
ip
c
o
m
p
etitio
n
,
an
d
en
tr
ep
r
en
eu
r
s
h
ip
p
r
ac
tice,
w
h
ich
s
y
n
er
g
is
tically
wo
r
k
to
g
eth
er
.
C
o
n
v
e
r
s
ely
,
teac
h
er
s
atis
f
ac
tio
n
is
p
r
i
m
ar
ily
in
f
l
u
en
ce
d
by
o
r
g
a
n
i
z
a
t
i
o
n
a
l
l
e
a
d
e
r
s
h
i
p
s
atis
f
ac
tio
n
,
f
o
llo
wed
by
m
ec
h
an
is
m
g
u
ar
an
tee
s
atis
f
ac
tio
n
,
a
n
d
teac
h
in
g
m
an
a
g
em
en
t
s
atis
f
ac
tio
n
[
4
7
]
.
Few
s
t
u
d
ies
h
a
v
e
e
x
p
lo
r
e
d
th
e
i
m
p
ac
t
of
EE
p
o
lici
es
on
r
e
d
u
ci
n
g
b
u
ll
y
i
n
g
,
p
ar
t
ic
u
l
ar
ly
co
n
c
er
n
i
n
g
in
d
i
v
i
d
u
als
wi
th
an
at
o
m
ica
l,
p
h
y
s
i
o
l
o
g
i
ca
l
d
is
ab
ilit
ies
,
an
d
s
p
ec
ial
n
e
ed
s
.
EE
p
o
li
ci
es
c
an
a
d
d
r
ess
b
u
l
ly
in
g
am
o
n
g
u
n
i
v
e
r
s
it
y
s
t
u
d
e
n
ts
wit
h
s
p
ec
i
al
n
ee
d
s
by
p
r
o
v
i
d
i
n
g
em
p
o
we
r
m
e
n
t
a
n
d
s
k
i
lls
t
r
ai
n
in
g
.
By
e
q
u
ip
p
i
n
g
th
es
e
s
t
u
d
e
n
ts
w
it
h
e
n
t
r
e
p
r
e
n
e
u
r
ial
k
n
o
wl
ed
g
e
a
n
d
s
k
ills
,
t
h
e
y
c
an
b
o
ls
te
r
t
h
ei
r
s
el
f
-
co
n
f
i
d
e
n
c
e
a
n
d
r
esil
ie
n
c
e,
th
e
r
eb
y
r
e
d
u
c
in
g
t
h
ei
r
v
u
ln
er
a
b
il
it
y
to
b
u
ll
y
i
n
g
.
Ad
d
i
ti
o
n
all
y
,
EE
p
o
lici
es
h
a
v
e
t
h
e
p
o
t
en
t
ial
to
f
o
s
te
r
a
m
o
r
e
in
c
lu
s
iv
e
u
n
i
v
er
s
i
ty
en
v
i
r
o
n
m
en
t
,
p
r
o
m
o
t
in
g
a
cc
ep
ta
n
c
e
a
n
d
s
u
p
p
o
r
t
f
o
r
s
t
u
d
e
n
ts
f
r
o
m
d
iv
e
r
s
e
b
a
c
k
g
r
o
u
n
d
s
.
Po
li
c
y
m
ak
er
s
a
n
d
e
d
u
ca
t
o
r
s
s
h
o
u
l
d
r
ec
o
g
n
iz
e
t
h
e
s
i
g
n
i
f
ic
an
t
p
o
te
n
ti
al
of
EE
p
o
li
cies
in
tac
k
l
in
g
b
u
l
ly
in
g
am
o
n
g
u
n
i
v
er
s
it
y
s
t
u
d
e
n
ts
wit
h
s
p
e
cia
l
n
e
e
d
s
a
n
d
p
r
i
o
r
iti
ze
th
e
ir
i
m
p
le
m
e
n
t
ati
o
n
a
cc
o
r
d
i
n
g
l
y
.
Stu
d
en
ts
with
d
is
ab
ilit
ies
an
d
s
p
ec
ial
n
ee
d
s
ar
e
en
titl
ed
to
a
f
r
ee
a
n
d
a
p
p
r
o
p
r
iate
p
u
b
lic
ed
u
ca
tio
n
,
in
clu
d
in
g
n
ec
ess
ar
y
s
p
ec
ial
ed
u
ca
tio
n
a
n
d
r
elate
d
s
er
v
ices.
T
h
ey
r
e
q
u
ir
e
leg
al
p
r
o
tectio
n
s
,
as
b
u
ll
y
in
g
m
ay
c
o
n
s
titu
te
h
ar
ass
m
en
t
wh
en
it
s
ig
n
if
ican
tly
im
p
ed
es
a
s
tu
d
en
t
’
s
ab
ilit
y
to
p
ar
ticip
at
e
in
or
b
en
ef
it
f
r
o
m
s
ch
o
o
l
s
er
v
ices,
ac
tiv
ities
,
or
o
p
p
o
r
tu
n
ities
due
to
th
eir
d
is
a
b
ilit
y
.
T
h
e
Natio
n
al
B
u
lly
in
g
Pre
v
en
tio
n
C
en
ter
(
PAC
E
R
’
s)
ad
v
o
ca
tes
f
o
r
th
e
u
s
e
of
I
n
d
iv
id
u
al
E
d
u
ca
tio
n
Pro
g
r
am
s
(
I
E
Ps
)
,
504
Plan
s
,
or
p
er
s
o
n
alize
d
p
lan
s
to
ef
f
ec
ti
v
ely
ad
d
r
ess
b
u
lly
in
g
.
T
h
ese
t
o
o
ls
can
cu
s
to
m
ize
p
r
ev
en
tio
n
s
tr
ateg
ies
b
ased
on
a
ch
ild
’
s
d
is
ab
ilit
y
,
s
o
cial
s
k
ills
,
an
d
en
v
ir
o
n
m
en
t.
E
v
en
with
o
u
t
an
IEP
or
504
Plan
,
f
am
ilies
can
co
llab
o
r
ate
with
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
ad
u
lt
s
to
d
ev
elo
p
a
tailo
r
e
d
p
lan
.
I
n
v
o
lv
i
n
g
teac
h
er
s
,
th
er
ap
is
ts
,
an
d
s
taf
f
in
d
ec
is
io
n
-
m
ak
in
g
cr
ea
tes
a
s
af
ety
n
et
f
o
r
all
ch
ild
r
e
n
,
p
r
o
m
o
tin
g
a
h
ea
lth
ier
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t.
W
h
eth
er
s
tu
d
e
n
ts
h
av
e
an
IEP
or
504
Pla
n
,
th
ey
a
r
e
en
titl
ed
to
a
f
r
ee
ap
p
r
o
p
r
iate
p
u
b
lic
ed
u
ca
tio
n
(
FAPE)
,
s
af
eg
u
ar
d
e
d
f
r
o
m
b
u
lly
in
g
.
Sch
o
o
ls
m
u
s
t
p
r
o
m
p
tly
r
esp
o
n
d
to
h
a
r
ass
m
en
t,
en
g
ag
in
g
th
e
s
tu
d
en
t
’
s
IEP
or
504
team
to
f
o
r
m
u
late
ef
f
ec
tiv
e
s
tr
ateg
ie
s
.
Par
en
ts
can
w
o
r
k
with
s
ch
o
o
l
s
taf
f
to
a
d
d
r
ess
b
u
lly
in
g
ef
f
ec
tiv
ely
,
with
p
r
o
v
id
ed
ex
a
m
p
les
an
d
to
o
ls
f
o
r
g
u
id
an
ce
.
T
h
er
ef
o
r
e,
I
E
Ps
an
d
504
Plan
s
ca
n
s
er
v
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
1
8
2
4
-
1
8
3
3
1830
as
p
r
ev
en
tiv
e
b
u
lly
in
g
p
r
o
g
r
am
s
not
o
n
ly
in
s
ch
o
o
ls
b
u
t
also
in
u
n
iv
er
s
ities
,
p
r
o
tec
tin
g
s
tu
d
en
ts
with
an
ato
m
ical,
p
h
y
s
io
lo
g
ical,
an
d
s
p
ec
ial
n
ee
d
s
[
4
8
]
.
An
ti
-
b
u
lly
in
g
p
o
licies
can
ef
f
ec
tiv
ely
r
ed
u
ce
b
u
lly
in
g
if
th
ey
ar
e
ev
id
en
ce
-
b
ased
,
g
r
o
u
n
d
e
d
in
s
o
u
n
d
th
eo
r
y
,
an
d
im
p
lem
en
ted
wi
th
h
ig
h
f
id
elity
[
1
0
]
,
[
4
9
]
.
Po
licies
p
lay
a
cr
u
cial
r
o
l
e
in
d
ef
in
in
g
an
d
co
m
m
u
n
icatin
g
ac
ce
p
tab
le
b
e
h
av
io
r
s
,
alth
o
u
g
h
ze
r
o
-
to
ler
an
ce
p
o
licies,
wh
ile
co
m
m
o
n
,
h
av
e
b
ee
n
cr
iticized
f
o
r
b
ein
g
h
a
r
s
h
an
d
co
u
n
ter
p
r
o
d
u
ctiv
e
[
2
9
]
.
Du
e
to
th
e
n
eg
ativ
e
co
n
s
eq
u
en
ce
s
of
b
u
lly
in
g
v
ictim
izatio
n
,
n
u
m
er
o
u
s
p
r
e
v
en
tio
n
p
r
o
g
r
am
s
h
av
e
b
ee
n
d
e
v
elo
p
e
d
wo
r
l
d
wid
e,
o
f
ten
in
clu
d
i
n
g
m
o
n
ito
r
in
g
an
d
ev
alu
atin
g
b
u
lly
in
g
b
eh
av
io
r
s
,
s
ch
o
o
ly
a
r
d
s
u
p
er
v
is
io
n
,
r
elatio
n
s
h
ip
b
u
ild
in
g
,
a
n
d
ac
tiv
e
p
ar
ticip
atio
n
f
r
o
m
p
u
p
ils
,
p
ar
en
ts
,
an
d
teac
h
e
r
s
[
5
0
]
.
Pro
g
r
am
s
in
th
e
US
an
d
C
h
in
a,
in
clu
d
in
g
a
n
ti
-
b
u
lly
in
g
laws
an
d
p
ar
e
n
t
-
d
ir
ec
te
d
em
p
ath
y
tr
ain
i
n
g
,
h
av
e
s
h
o
w
n
p
r
o
m
is
in
g
r
esu
lts
in
r
ed
u
cin
g
b
u
lly
in
g
a
n
d
its
ef
f
ec
ts
[
3
1
]
.
Ag
en
cies
an
d
o
r
g
an
izatio
n
s
ca
n
co
m
b
at
b
u
lly
in
g
by
in
v
o
lv
in
g
s
elf
-
ad
v
o
ca
tes,
f
am
ily
m
em
b
er
s
,
s
taf
f
,
an
d
lo
ca
l
s
ex
u
al
ass
au
lt
ce
n
ter
s
,
estab
lis
h
in
g
an
ti
-
b
u
lly
in
g
p
o
licies,
d
ep
lo
y
in
g
co
m
p
r
eh
en
s
iv
e
p
r
ev
en
tio
n
p
r
o
g
r
a
m
s
,
p
r
o
v
id
i
n
g
t
r
ain
in
g
f
o
r
all
s
tak
eh
o
ld
e
r
s
,
an
d
in
v
e
s
tig
atin
g
in
cid
en
ts
to
p
r
ev
en
t
f
u
tu
r
e
o
cc
u
r
r
en
ce
s
.
Ad
d
itio
n
ally
,
f
o
s
ter
in
g
p
o
s
itiv
e
s
elf
-
esteem
,
en
s
u
r
in
g
s
af
ety
,
r
ec
o
g
n
izin
g
talen
ts
,
ass
i
s
t
in
g
with
em
o
tio
n
al
m
an
ag
em
en
t,
an
d
s
u
p
p
o
r
tin
g
in
d
iv
id
u
als
in
ac
h
iev
in
g
t
h
eir
g
o
als
ar
e
ess
en
tial.
L
eg
al
p
r
o
tectio
n
s
ex
is
t
f
o
r
s
tu
d
en
ts
with
d
is
ab
ilit
ie
s
wh
o
ex
p
er
ien
ce
h
ar
ass
m
en
t,
as
b
u
lly
in
g
is
co
n
s
id
er
ed
h
ar
ass
m
en
t
if
it
s
ig
n
if
ican
tly
d
is
r
u
p
ts
th
eir
p
ar
ticip
atio
n
in
e
d
u
ca
tio
n
al
ac
tiv
ities
due
to
th
e
ir
d
is
ab
ilit
y
[
3
4
]
,
[
5
1
]
,
[
5
2
]
.
4.
CO
NCLU
SI
O
N
T
h
i
s
s
tu
d
y
d
is
tin
g
u
is
h
es
its
elf
by
b
r
id
g
in
g
th
e
g
ap
b
etwe
en
a
n
ti
-
b
u
lly
in
g
in
itiativ
es
an
d
E
E
p
o
licies,
s
u
g
g
esti
n
g
th
at
EE
can
p
lay
an
ess
en
tial
r
o
le
in
f
o
s
ter
in
g
an
in
clu
s
iv
e
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t.
Un
lik
e
tr
ad
itio
n
al
ap
p
r
o
ac
h
es
to
b
u
lly
in
g
p
r
e
v
en
tio
n
,
wh
ich
f
o
cu
s
on
p
u
n
itiv
e
m
ea
s
u
r
es,
th
e
s
tu
d
y
ad
v
o
ca
tes
f
o
r
p
r
o
ac
tiv
e
s
tr
ateg
ies
th
at
en
h
an
ce
s
tu
d
en
ts
’
s
elf
-
em
p
o
wer
m
en
t
an
d
r
esil
ien
ce
.
By
em
p
h
asizin
g
I
E
Ps
,
504
Plan
s
,
an
d
cu
s
to
m
ized
ap
p
r
o
a
ch
es,
th
e
s
tu
d
y
also
d
em
o
n
s
tr
ates
how
ex
is
tin
g
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
s
can
be
ad
ap
ted
to
more
e
f
f
ec
tiv
ely
s
u
p
p
o
r
t
s
tu
d
e
n
ts
with
d
is
ab
ilit
ies
.
In
co
n
cl
u
s
io
n
,
th
is
s
tu
d
y
h
i
g
h
lig
h
ts
th
e
tr
an
s
f
o
r
m
ativ
e
p
o
ten
tial
of
EE
p
o
licies
in
co
m
b
atin
g
b
u
lly
in
g
,
p
a
r
ticu
lar
ly
f
o
r
u
n
i
v
er
s
ity
s
tu
d
en
ts
with
a
n
ato
m
ica
l
an
d
p
h
y
s
io
lo
g
ical
d
is
ab
ilit
ies
an
d
s
p
ec
ial
n
ee
d
s
.
By
m
o
v
in
g
b
ey
o
n
d
m
e
r
ely
a
d
d
r
ess
in
g
b
u
lly
in
g
s
y
m
p
to
m
s
,
EE
p
o
licies
eq
u
ip
s
tu
d
en
ts
with
ess
en
tial
s
k
ill
s
an
d
c
o
n
f
id
e
n
ce
,
f
o
s
ter
in
g
a
more
in
clu
s
iv
e
a
n
d
em
p
o
wer
in
g
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t.
T
h
is
a
p
p
r
o
ac
h
en
co
u
r
a
g
es
p
o
licy
m
a
k
er
s
an
d
ed
u
ca
to
r
s
to
in
teg
r
ate
EE
in
to
an
ti
-
b
u
lly
in
g
s
tr
ateg
ies
,
r
ec
o
g
n
izin
g
it
i
s
p
o
ten
tial
to
cr
ea
te
s
af
er
,
more
s
u
p
p
o
r
tiv
e
u
n
iv
er
s
ities
.
W
h
ile
EE
p
o
licies
o
f
f
e
r
s
ig
n
if
ican
t
p
r
o
m
is
e,
it
is
ess
en
tial
to
ac
k
n
o
wled
g
e
t
h
at
th
ey
m
ay
not
co
m
p
letely
r
eso
lv
e
th
e
is
s
u
e
of
b
u
lly
in
g
.
C
o
m
p
lem
en
tar
y
in
t
er
v
en
tio
n
s
ar
e
lik
ely
n
ec
ess
ar
y
to
ad
d
r
ess
th
e
f
u
ll
s
co
p
e
of
t
h
e
ch
allen
g
e.
No
n
eth
eless
,
th
e
f
in
d
in
g
s
p
r
o
v
id
e
a
s
tr
o
n
g
f
o
u
n
d
atio
n
f
o
r
f
u
r
th
e
r
r
esear
ch
,
in
clu
d
in
g
lo
n
g
itu
d
in
al
s
tu
d
ies,
to
ass
ess
th
e
last
in
g
im
p
ac
t
of
EE
on
b
u
lly
in
g
p
r
e
v
en
tio
n
a
n
d
o
v
er
all
s
tu
d
en
t
well
-
b
ein
g
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
au
th
o
r
s
r
ec
ei
v
ed
n
o
r
elev
an
t
f
in
an
cial
s
u
p
p
o
r
t
f
o
r
th
e
r
esear
ch
,
au
th
o
r
s
h
ip
an
d
/o
r
p
u
b
licatio
n
o
f
th
is
ar
ticle.
AUTHO
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C
o
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r
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u
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T
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2252
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8
8
2
2
I
mp
a
ct
o
f e
n
tr
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eu
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l e
d
u
ca
tio
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p
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…
(
E
ma
n
R
a
b
a
b
a
h
)
1831
CO
NF
L
I
C
T
O
F
I
N
T
E
R
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T
T
h
e
au
t
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t
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was
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e
ab
s
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o
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m
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r
elatio
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s
h
ip
s
th
at
co
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ld
b
e
co
n
s
tr
u
ed
as a
p
o
ten
tial c
o
n
f
lict o
f
in
ter
est.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
r
aw
d
ata
o
f
th
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ar
ticle
will b
e
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v
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b
y
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h
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co
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esp
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[
E
R
]
,
o
n
r
e
q
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
H
.
M
.
Zu
b
a
i
r
a
n
d
H
.
T.
H
u
ss
a
i
n
,
“
I
sl
a
mi
c
sh
a
r
i
a
t
e
a
c
h
i
n
g
s
a
n
d
p
r
a
c
t
i
c
e
s
f
o
r
p
r
e
v
e
n
t
i
n
g
b
u
l
l
y
i
n
g
,
”
Am
e
ri
c
a
n
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
C
o
n
t
e
m
p
o
r
a
r
y
R
e
se
a
rc
h
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
2
5
4
–
2
6
5
,
2
0
1
4
.
[
2
]
S
.
T.
L
e
r
e
y
a
,
W
.
E
.
C
o
p
e
l
a
n
d
,
S
.
Z
a
mm
i
t
,
a
n
d
D
.
W
o
l
k
e
,
“
B
u
l
l
y
/
v
i
c
t
i
ms:
a
l
o
n
g
i
t
u
d
i
n
a
l
,
p
o
p
u
l
a
t
i
o
n
-
b
a
se
d
c
o
h
o
r
t
s
t
u
d
y
o
f
t
h
e
i
r
men
t
a
l
h
e
a
l
t
h
,
”
E
u
ro
p
e
a
n
C
h
i
l
d
a
n
d
Ad
o
l
e
sce
n
t
Psy
c
h
i
a
t
ry
,
v
o
l
.
2
4
,
n
o
.
1
2
,
p
p
.
1
4
6
1
–
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4
7
1
,
D
e
c
.
2
0
1
5
,
d
o
i
:
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0
.
1
0
0
7
/
s0
0
7
8
7
-
015
-
0
7
0
5
-
5.
[
3
]
J.
S
.
H
o
n
g
a
n
d
D
.
L
.
Esp
e
l
a
g
e
,
“
A
r
e
v
i
e
w
o
f
r
e
se
a
r
c
h
o
n
b
u
l
l
y
i
n
g
a
n
d
p
e
e
r
v
i
c
t
i
mi
z
a
t
i
o
n
i
n
sc
h
o
o
l
:
a
n
e
c
o
l
o
g
i
c
a
l
s
y
st
e
m
a
n
a
l
y
si
s
,
”
Ag
g
ress
i
o
n
a
n
d
V
i
o
l
e
n
t
Be
h
a
v
i
o
r
,
v
o
l
.
1
7
,
n
o
.
4
,
p
p
.
3
1
1
–
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2
2
,
Ju
l
.
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0
1
2
,
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:
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0
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0
1
6
/
j
.
a
v
b
.
2
0
1
2
.
0
3
.
0
0
3
.
[
4
]
S
.
W
.
Tw
e
m
l
o
w
a
n
d
F
.
C
.
S
a
c
c
o
,
“
H
o
w
a
n
d
w
h
y
d
o
e
s
b
y
st
a
n
d
i
n
g
h
a
v
e
su
c
h
a
s
t
a
r
t
l
i
n
g
i
mp
a
c
t
o
n
t
h
e
a
r
c
h
i
t
e
c
t
u
r
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o
f
sc
h
o
o
l
b
u
l
l
y
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n
g
a
n
d
v
i
o
l
e
n
c
e
?
”
I
n
t
e
r
n
a
t
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o
n
a
l
J
o
u
r
n
a
l
o
f
A
p
p
l
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e
d
Psy
c
h
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t
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d
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e
s
,
v
o
l
.
1
0
,
n
o
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p
p
.
2
8
9
–
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0
6
,
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e
p
.
2
0
1
3
,
d
o
i
:
1
0
.
1
0
0
2
/
a
p
s.
1
3
7
2
.
[
5
]
C
.
S
a
l
mi
v
a
l
l
i
,
“
B
u
l
l
y
i
n
g
a
n
d
t
h
e
p
e
e
r
g
r
o
u
p
:
a
r
e
v
i
e
w
,
”
Ag
g
ress
i
o
n
a
n
d
V
i
o
l
e
n
t
B
e
h
a
v
i
o
r
,
v
o
l
.
1
5
,
n
o
.
2
,
p
p
.
1
1
2
–
1
2
0
,
M
a
r
.
2
0
1
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
a
v
b
.
2
0
0
9
.
0
8
.
0
0
7
.
[
6
]
C
.
S
a
l
mi
v
a
l
l
i
,
“
P
a
r
t
i
c
i
p
a
n
t
r
o
l
e
s
i
n
b
u
l
l
y
i
n
g
:
h
o
w
c
a
n
p
e
e
r
b
y
st
a
n
d
e
r
s
b
e
u
t
i
l
i
z
e
d
i
n
i
n
t
e
r
v
e
n
t
i
o
n
s
?”
T
h
e
o
ry
I
n
t
o
Pra
c
t
i
c
e
,
v
o
l
.
5
3
,
n
o
.
4
,
p
p
.
2
8
6
–
2
9
2
,
O
c
t
.
2
0
1
4
,
d
o
i
:
1
0
.
1
0
8
0
/
0
0
4
0
5
8
4
1
.
2
0
1
4
.
9
4
7
2
2
2
.
[
7
]
D
.
A
.
O
l
w
e
u
s,
“
U
n
d
e
r
s
t
a
n
d
i
n
g
a
n
d
r
e
s
e
a
r
c
h
i
n
g
b
u
l
l
y
i
n
g
:
s
o
me
c
r
i
t
i
c
a
l
i
ss
u
e
s
,
”
i
n
H
a
n
d
b
o
o
k
o
f
Bu
l
l
y
i
n
g
i
n
S
c
h
o
o
l
s
,
S
.
R
.
Ji
m
e
r
so
n
,
S
.
M
.
S
w
e
a
r
e
r
,
a
n
d
D
.
L.
Esp
e
l
a
g
e
,
Ed
s
.
,
N
e
w
Y
o
r
k
:
R
o
u
t
l
e
d
g
e
,
2
0
1
0
,
p
p
.
9
–
3
3
.
[
8
]
F
.
A
l
-
D
a
r
ma
k
i
,
H
.
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Evaluation Warning : The document was created with Spire.PDF for Python.