Background: School bullying is the most widespread form of violence among adolescents. It has been identified as a critical problem for students and has evolved into a public health issue and global crisis. The study aims to assess the prevalence of school bullying among primary school students and its relationship with attention deficit hyperactive disorder (ADHD) and conduct disorders. Among the 280 primary school students those aged 10–12 years were recruited. All participants were assessed by parent interview, the Arabic version of the bullying behavior scale for children and adolescents and the Arabic version of the Conners' Teacher Rating Scale-28. Results: We found that the prevalence rate of bullying behavior was 12.5% among students. In bullying students' group, males were higher percentage (15.8%) than females (9%). Also, they had the highest mean scores regarding verbal bullying and social bullying, followed by psychological and physical bullying. Regarding Conners', the higher mean scores of conduct problem, passive-inattentive, and hyperactivity index were associated with bullying students in compared to students without bullying. Conclusions: The prevalence of school bullying among primary school students was 12.5%. Also, there was significant association between bullying students and having attention deficit hyperactive disorder (ADHD) and/or conduct disorder. [ABSTRACT FROM AUTHOR]

Identifies assumptions about ADD/ADHD that demand reevaluation in light of recent research. Building upon a current, science-based foundation, the book describes in practical terms how ADHD can be recognized at various ages; how it differs from more typical brain development; how it can significantly impair those affected; and how it can safely, and in most cases effectively, be treated in children and adults.

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