{"id":3280,"date":"2018-03-28T10:24:06","date_gmt":"2018-03-28T16:24:06","guid":{"rendered":"https:\/\/last-drum.flywheelsites.com\/?p=3280"},"modified":"2024-07-30T11:11:22","modified_gmt":"2024-07-30T16:11:22","slug":"teasing-bullying-and-cyberbullying","status":"publish","type":"post","link":"https:\/\/autism.org\/teasing-bullying-and-cyberbullying\/","title":{"rendered":"Teasing, Bullying and Cyberbullying"},"content":{"rendered":"<p><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-1 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-0 fusion_builder_column_1_6 1_6 fusion-one-sixth fusion-column-first\" style=\"--awb-bg-size:cover;width:16.666666666667%;width:calc(16.666666666667% - ( ( 4% + 4% ) * 0.16666666666667 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-1 fusion_builder_column_2_3 2_3 fusion-two-third\" style=\"--awb-padding-top:40px;--awb-bg-size:cover;width:66.666666666667%;width:calc(66.666666666667% - ( ( 4% + 4% ) * 0.66666666666667 ) );margin-right: 4%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-text fusion-text-1\"><p><span style=\"font-weight: 400;\"><a href=\"#jump\">Dr. Aarti Nair<\/a> dives into bullying, teasing, and cyberbullying as it applies to adolescents with autism. She defines each type of bullying and discusses how to address such situations using the evidence-based UCLA PEERS program. The speaker considers the intended outcomes of bullying and uses perspective-taking questions to discuss alternative reactions for autistic adolescents. She underscores the importance of practice and notes the use of social coaches in the PEERS program. Nair uses positive and negative role-playing videos to portray the social interactions she describes and refers to data from clinical samples throughout the presentation. <\/span><\/p>\n<p><em>This presentation includes several recorded videos and playback may vary depending on your device. If you would like to view the clips at their best, please see: <a href=\"https:\/\/www.semel.ucla.edu\/peers\/resources\/role-play-videos?field_peers_video_tags_tid=887&amp;=Apply\" target=\"_blank\" rel=\"noopener noreferrer\">PEERS resources from Semel Institute at UCAL<\/a><\/em><\/p>\n<p><em>Handouts are online <a href=\"https:\/\/ariconference.com\/webinars\/teasing.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">HERE<\/a><\/em><\/p>\n<p><em>No continuing education credits are available for this particular webinar, but free certificates of participation will be available upon successful completion of a brief knowledge quiz online <a href=\"https:\/\/www.classmarker.com\/online-test\/start\/?quiz=66j5aba90f23dcdd\" target=\"_blank\" rel=\"noopener noreferrer\">HERE<\/a><\/em><\/p>\n<\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:30px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-video fusion-youtube fusion-aligncenter\" style=\"--awb-max-width:700px;--awb-max-height:394px;--awb-width:100%;\"><div class=\"video-shortcode\"><div class=\"fluid-width-video-wrapper\" style=\"padding-top:56.29%;\" ><iframe title=\"YouTube video player 1\" src=\"https:\/\/www.youtube.com\/embed\/RBPgUFNpQUE?wmode=transparent&autoplay=0&amp;rel=0\" width=\"700\" height=\"394\" allowfullscreen allow=\"autoplay; fullscreen\"><\/iframe><\/div><\/div><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:30px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-text fusion-text-2\"><h2><strong>In this webinar:\u00a0<\/strong><\/h2>\n<p><b>1:45 &#8211; <\/b><span style=\"font-weight: 400;\">UCLA PEERS program background<br \/>\n<\/span><b>3:13 &#8211; <\/b><span style=\"font-weight: 400;\">Peer rejection and social neglect<br \/>\n<\/span><b>5:13 &#8211; <\/b><span style=\"font-weight: 400;\">Consequences of peer rejection<br \/>\n<\/span><b>6:39 &#8211; <\/b><span style=\"font-weight: 400;\">Bullying and peer victimization<br \/>\n<\/span><b>8:20 &#8211; <\/b><span style=\"font-weight: 400;\">Risk factors for peer rejection<br \/>\n<\/span><b>8:58 &#8211; <\/b><i><span style=\"font-weight: 400;\">Visual: <\/span><\/i><span style=\"font-weight: 400;\">Categories of peer rejection in adolescents<br \/>\n<\/span><b>10:30 &#8211; <\/b><span style=\"font-weight: 400;\">Defining bullying<br \/>\n<\/span><b>12:35 &#8211; <\/b><i><span style=\"font-weight: 400;\">PEERS outline and role-play videos: <\/span><\/i><span style=\"font-weight: 400;\">Teasing<br \/>\n<\/span><b>16:34 &#8211; <\/b><span style=\"font-weight: 400;\">Comebacks and practice<br \/>\n<\/span><b>21:18 &#8211; <\/b><i><span style=\"font-weight: 400;\">PEERS outline and role-play videos: <\/span><\/i><span style=\"font-weight: 400;\">Physical Bullying<br \/>\n<\/span><b>22:45 &#8211; <\/b><span style=\"font-weight: 400;\">Avoiding physical bullying<br \/>\n<\/span><b>25:00 &#8211; <\/b><span style=\"font-weight: 400;\">Safety<br \/>\n<\/span><b>26:51 &#8211; <\/b><span style=\"font-weight: 400;\">What is cyberbullying<br \/>\n<\/span><b>28:11 &#8211; <\/b><i><span style=\"font-weight: 400;\">PEERS outline: <\/span><\/i><span style=\"font-weight: 400;\">Addressing Cyberbullying<br \/>\n<\/span><b>32:04 &#8211; <\/b><i><span style=\"font-weight: 400;\">PEERS outline and role-play videos: <\/span><\/i><span style=\"font-weight: 400;\">Handling Rumors and Gossip<br \/>\n<\/span><b>38:56 &#8211; <\/b><span style=\"font-weight: 400;\">Steps for dealing with gossip and rumors<br \/>\n<\/span><b>42:20 &#8211; <\/b><span style=\"font-weight: 400;\">PEERS resources and <\/span><a href=\"https:\/\/www.semel.ucla.edu\/peers\/resources\"><span style=\"font-weight: 400;\">role-play video library<\/span><\/a><span style=\"font-weight: 400;\">\u00a0<\/span><\/p>\n<h2>Summary<\/h2>\n<p><span style=\"font-weight: 400;\">The speaker gives a background of the UCLA PEERS program, highlighting its evidence-based structure <\/span><b>(1:45)<\/b><span style=\"font-weight: 400;\">. She defines peer rejection and social neglect and discusses how to identify them in autistic youth <\/span><b>(3:13)<\/b><span style=\"font-weight: 400;\">. Nair considers the consequences of peer rejection and notes that it strongly predicts mental health difficulties, loneliness, suicidal ideation, and attempt <\/span><b>(5:13)<\/b><span style=\"font-weight: 400;\">. Adolescents with autism, she continues, are nine times more likely to experience victimization than their non-autistic peers. However, autistic teens with co-occurring ADHD are four times more likely to engage in bullying behavior <\/span><b>(6:39)<\/b><span style=\"font-weight: 400;\">. She explains how bullying and bad reputations often result from individuals trying to be accepted by bullies or other people who take advantage of them <\/span><b>(8:00)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Nair defines bullying as a subtype of aggression that occurs when negative actions directed at a student(s) are repetitive, chronic, and characterized by a power imbalance <\/span><b>(10:30)<\/b><span style=\"font-weight: 400;\">. Bullying can be physical, verbal (teasing), relational (rumor spreading, social exclusion), and electronic (cyberbullying)<\/span><b> (11:03)<\/b><span style=\"font-weight: 400;\">. She describes how to address each type of bullying using the PEERS guidelines and shares role-playing videos with perspective-taking follow-up questions. She presents corresponding clinical examples for various scenarios.<\/span><\/p>\n<p><b><i>Verbal Bullying &#8211; Teasing\u00a0<\/i><\/b><\/p>\n<p><span style=\"font-weight: 400;\">Adolescents with autism often respond to teasing by becoming upset or trying to tease back. According to clinical studies, however, this does not reduce the likelihood of becoming a victim again in the future <\/span><b>(13:13)<\/b><span style=\"font-weight: 400;\">. The presenter shares guidelines for handling teasing <\/span><b>(13:55) <\/b><span style=\"font-weight: 400;\">and suggests that teens memorize three short comebacks to use in these situations <\/span><b>(16:34)<\/b><span style=\"font-weight: 400;\">. She underscores the importance of persistence and shares a positive role-playing video <\/span><b>(17:42)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><b><i>Physical Bullying<\/i><\/b><\/p>\n<p><span style=\"font-weight: 400;\">Responses to physical bullying are often the same (becoming upset, fighting back, telling an adult) and can have adverse effects on social status and future victimization <\/span><b>(21:18)<\/b><span style=\"font-weight: 400;\">. Nair suggests avoiding physical bullies, planning your class route, and hanging out with other teens to deter interactions <\/span><b>(22:45)<\/b><span style=\"font-weight: 400;\">. If someone is in danger, she states, it is best to tell an adult discreetly. She emphasizes the importance of not trying to intervene <\/span><b>(24:57)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><b><i>Cyber Bullying<\/i><\/b><\/p>\n<p><span style=\"font-weight: 400;\">The speaker states that cyberbullies want their victims to react and get upset, scared, or bothered <\/span><b>(27:36)<\/b><span style=\"font-weight: 400;\">. She underscores the importance of not responding to such attacks and having supportive friends to stand up for you in these situations <\/span><b>(28:11)<\/b><span style=\"font-weight: 400;\">. Nair suggests saving the evidence of cyberbullying before deleting any accounts in case law enforcement needs to get involved <\/span><b>(30:48)<\/b><span style=\"font-weight: 400;\">.\u00a0<\/span><\/p>\n<p><b><i>Rumors and Gossip<\/i><\/b><\/p>\n<p><span style=\"font-weight: 400;\">Nair states that the best way to avoid being the target of gossip is to avoid being friends (or enemies) with people who gossip <\/span><b>(32:04)<\/b><span style=\"font-weight: 400;\">. Our natural response to rumors is to defend ourselves and explain the truth. However, the speaker continues, trying to disprove someone often makes you look guilty in social settings. Instead, it is best to pretend you are not upset and to act amazed that anyone would believe or care about such a thing (the rumor) <\/span><b>(36:29)<\/b><span style=\"font-weight: 400;\">. Nair provides steps and guidelines for dealing with rumors and gossip and shares positive and negative role-play videos.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Throughout the presentation, the speaker urges youth to confide in supportive friends and adults and stresses the importance of practicing these scenarios at home before employing them in real-time. Before opening the question-and-answer session, the speaker outlines PEERS resources and role-playing video library access.\u00a0<\/span><\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-2 fusion_builder_column_1_6 1_6 fusion-one-sixth fusion-column-last\" style=\"--awb-bg-size:cover;width:16.666666666667%;width:calc(16.666666666667% - ( ( 4% + 4% ) * 0.16666666666667 ) );\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-column-wrapper-legacy\"><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><div id=\"jump\" class=\"fusion-container-anchor\"><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-2 fusion-flex-container nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row fusion-flex-align-items-flex-start fusion-flex-content-wrap\" style=\"max-width:1315.6px;margin-left: calc(-4% \/ 2 );margin-right: calc(-4% \/ 2 );\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-3 fusion_builder_column_1_1 1_1 fusion-flex-column\" style=\"--awb-bg-size:cover;--awb-width-large:100%;--awb-margin-top-large:0px;--awb-spacing-right-large:1.92%;--awb-margin-bottom-large:0px;--awb-spacing-left-large:1.92%;--awb-width-medium:100%;--awb-order-medium:0;--awb-spacing-right-medium:1.92%;--awb-spacing-left-medium:1.92%;--awb-width-small:100%;--awb-order-small:0;--awb-spacing-right-small:1.92%;--awb-spacing-left-small:1.92%;\"><div class=\"fusion-column-wrapper fusion-column-has-shadow fusion-flex-justify-content-flex-start fusion-content-layout-column\"><div class=\"fusion-text fusion-text-3\"><p><strong>Published: 03\/28\/2018<\/strong><\/p>\n<p><img decoding=\"async\" class=\"lazyload alignleft size-full wp-image-3281\" src=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%2796%27%20height%3D%27100%27%20viewBox%3D%270%200%2096%20100%27%3E%3Crect%20width%3D%2796%27%20height%3D%27100%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/01\/aarti-nair.jpg\" alt=\"Aarti Nair, Ph.D.\" width=\"96\" height=\"100\" \/>Aarti Nair, Ph.D., is a postdoctoral fellow with the UCLA Ahmanson-Lovelace Brain Mapping Center and the UCLA PEERS\u00ae Clinic at the Semel Institute for Neuroscience and Human Behavior. Dr. Nair received her bachelor&#8217;s degree in psychology and anthropology from the University of Mumbai, and her master\u2019s degree in clinical psychology from UNC Charlotte. In 2015, Dr. Nair received her Ph.D. in neuropsychology from the SDSU\/UCSD Joint Doctoral Program in Clinical Psychology in San Diego, CA. Her primary research interests lie in multimodal imaging studies of social cognition in ASD, specifically using fcMRI and DTI techniques to quantify connectivity differences within this population. As a fellow for the PEERS\u00ae Clinic, Dr. Nair co-facilitates the PEERS\u00ae for Preschoolers social skills training groups and serves as an intake clinician under the mentorship of Dr. Elizabeth Laugeson. She is also a clinical neuropsychology fellow in the Medical Psychology Assessment Center (MPAC) at the UCLA Semel Institute for Neuroscience and Human Behavior.<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-3 fusion-flex-container has-pattern-background has-mask-background nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"--awb-border-radius-top-left:0px;--awb-border-radius-top-right:0px;--awb-border-radius-bottom-right:0px;--awb-border-radius-bottom-left:0px;--awb-background-color:#31478e;--awb-flex-wrap:wrap;\" ><div class=\"fusion-builder-row fusion-row fusion-flex-align-items-flex-start fusion-flex-content-wrap\" style=\"max-width:1315.6px;margin-left: calc(-4% \/ 2 );margin-right: calc(-4% \/ 2 );\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-4 fusion_builder_column_1_1 1_1 fusion-flex-column\" 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fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:30px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-recent-posts fusion-recent-posts-1 avada-container layout-default layout-columns-3\"><section class=\"fusion-columns columns fusion-columns-3 columns-3\"><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/perspective-adult-sibling-with-profound-asd\/\" aria-label=\"Perspective: Adult sibling with profound ASD\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2025\/01\/AdobeStock_184882305-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Joyful moment of three brothers sharing a laugh\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271707%27%20viewBox%3D%270%200%202560%201707%27%3E%3Crect%20width%3D%272560%27%20height%3D%271707%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2025\/01\/AdobeStock_184882305-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2025\/01\/AdobeStock_184882305-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2025\/01\/AdobeStock_184882305-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2025-09-11T12:51:46-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/perspective-adult-sibling-with-profound-asd\/\">Perspective: Adult sibling with profound ASD<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2025-09-11T12:51:46-05:00<\/span><span>August 5th, 2025<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/adults-on-the-spectrum\/\" rel=\"category tag\">Adults on the Spectrum<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/\" rel=\"category tag\">Autism Spectrum Disorders<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/selfcare\/\" rel=\"category tag\">Caregiver Care<\/a>, <a href=\"https:\/\/autism.org\/category\/health\/\" rel=\"category tag\">Health<\/a>, <a href=\"https:\/\/autism.org\/category\/medical-care\/\" rel=\"category tag\">Medical Care<\/a>, <a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/self-care\/\" rel=\"category tag\">Self Care<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/siblings\/\" rel=\"category tag\">Siblings<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   Mojdeh Mostafavi, MD, shares her deeply personal journey as a sibling supporting a loved one with profound autism. She describes her experiences from early childhood through adulthood, highlighting the challenges and triumphs<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/social-media-and-neurodiversity\/\" aria-label=\"The Benefits and Challenges of Using Social Media: Reducing Risks through Joint Problem-Solving and Digital Literacy\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/AdobeStock_210506367-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Asian teen boy and girl look in smartphone, communicate, have fun, millenial, teenagers rest together\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271707%27%20viewBox%3D%270%200%202560%201707%27%3E%3Crect%20width%3D%272560%27%20height%3D%271707%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/AdobeStock_210506367-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/AdobeStock_210506367-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2020\/04\/AdobeStock_210506367-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-10-16T11:26:03-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/social-media-and-neurodiversity\/\">The Benefits and Challenges of Using Social Media: Reducing Risks through Joint Problem-Solving and Digital Literacy<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-10-16T11:26:03-05:00<\/span><span>September 30th, 2024<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/back-to-school\/\" rel=\"category tag\">Back to School<\/a>, <a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a>, <a href=\"https:\/\/autism.org\/category\/research\/\" rel=\"category tag\">Research<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/sensory\/\" rel=\"category tag\">Sensory<\/a>, <a href=\"https:\/\/autism.org\/category\/social-media\/\" rel=\"category tag\">Social media<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/social-skills\/\" rel=\"category tag\">Social Skills<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/ways-to-help\/\" rel=\"category tag\">Ways to Help<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   Xinru Page, Ph. D., discusses the benefits and challenges of using social media for autistic young adults. She cites recent survey studies involving autistic people, support networks, and field sites and highlights<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/social-skills-and-autism-2024\/\" aria-label=\"The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Group of six happy young people socialize outside\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271707%27%20viewBox%3D%270%200%202560%201707%27%3E%3Crect%20width%3D%272560%27%20height%3D%271707%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2019\/05\/socialize-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-10-16T11:52:02-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/social-skills-and-autism-2024\/\">The Science of Making Friends for Autistic Youth: Lessons from the UCLA PEERS Program<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/autismadmin\/\" title=\"Posts by autismAdmin\" rel=\"author\">autismAdmin<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-10-16T11:52:02-05:00<\/span><span>August 27th, 2024<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/webinar\/adults-on-the-spectrum\/\" rel=\"category tag\">Adults on the Spectrum<\/a>, <a href=\"https:\/\/autism.org\/category\/anxiety-2\/\" rel=\"category tag\">Anxiety<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/anxiety\/\" rel=\"category tag\">Anxiety<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/\" rel=\"category tag\">Autism Spectrum Disorders<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/self-care\/\" rel=\"category tag\">Self Care<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/sensory\/\" rel=\"category tag\">Sensory<\/a>, <a href=\"https:\/\/autism.org\/category\/webinar\/social-skills\/\" rel=\"category tag\">Social Skills<\/a>, <a href=\"https:\/\/autism.org\/category\/autism-spectrum-disorders\/ways-to-help\/\" rel=\"category tag\">Ways to Help<\/a>, <a href=\"https:\/\/autism.org\/webinars\/\" rel=\"category tag\">Webinar<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>  Dr. Elizabeth Laugeson discusses the importance of friendships during development and the prevalence of peer rejection and neglect across populations. She introduces The Program for the Education and Enrichment of Relational Skills (PEERS\u00ae),<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/study-finds-that-employees-with-autism-are-less-likely-to-exhibit-bystander-effect\/\" aria-label=\"Study finds that employees with autism are less likely to exhibit \u201cbystander\u201d effect\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/03\/AdobeStock_469313008-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Office environment with a group of professionals working together\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%271440%27%20viewBox%3D%270%200%202560%201440%27%3E%3Crect%20width%3D%272560%27%20height%3D%271440%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/03\/AdobeStock_469313008-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2024\/03\/AdobeStock_469313008-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2024\/03\/AdobeStock_469313008-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-05T15:04:08-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/study-finds-that-employees-with-autism-are-less-likely-to-exhibit-bystander-effect\/\">Study finds that employees with autism are less likely to exhibit \u201cbystander\u201d effect<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-05T15:04:08-05:00<\/span><span>March 12th, 2024<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>     Employees with autism spectrum disorders (ASD) may contribute to businesses in a unique way because they are less likely than neurotypical individuals to exhibit the \u201cbystander\u201d effect, according to a<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/autistic-adults-show-enhanced-generosity-toward-strangers\/\" aria-label=\"Autistic adults show enhanced generosity toward strangers\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2023\/12\/adult-women-small-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"adult women handcrafting plates\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%271720%27%20height%3D%271218%27%20viewBox%3D%270%200%201720%201218%27%3E%3Crect%20width%3D%271720%27%20height%3D%271218%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2023\/12\/adult-women-small-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2023\/12\/adult-women-small-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2023\/12\/adult-women-small-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-05T15:09:14-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/autistic-adults-show-enhanced-generosity-toward-strangers\/\">Autistic adults show enhanced generosity toward strangers<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/melanie\/\" title=\"Posts by Melanie Glock\" rel=\"author\">Melanie Glock<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2024-09-05T15:09:14-05:00<\/span><span>December 21st, 2023<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>     Adults with autism spectrum disorders (ASD) tend to be more generous to strangers than their neurotypical peers are, according to new research. In the study, Paul Forbes and colleagues explored<\/p><\/div><\/article><article class=\"post fusion-column column col col-lg-4 col-md-4 col-sm-4\"><div class=\"fusion-flexslider fusion-flexslider-loading flexslider flexslider-hover-type-none\"><ul class=\"slides\"><li><a href=\"https:\/\/autism.org\/back-to-school-resources\/\" aria-label=\"Back-to-School Resources\" class=\"hover-type-none\"><img decoding=\"async\" width=\"700\" height=\"441\" src=\"https:\/\/autism.org\/wp-content\/uploads\/2021\/08\/AdobeStock_161131394-700x441.jpeg\" class=\"attachment-recent-posts size-recent-posts lazyload\" alt=\"Pupils with books and backpacks walking in the park\" srcset=\"data:image\/svg+xml,%3Csvg%20xmlns%3D%27http%3A%2F%2Fwww.w3.org%2F2000%2Fsvg%27%20width%3D%272560%27%20height%3D%27687%27%20viewBox%3D%270%200%202560%20687%27%3E%3Crect%20width%3D%272560%27%20height%3D%27687%27%20fill-opacity%3D%220%22%2F%3E%3C%2Fsvg%3E\" data-orig-src=\"https:\/\/autism.org\/wp-content\/uploads\/2021\/08\/AdobeStock_161131394-700x441.jpeg\" data-srcset=\"https:\/\/autism.org\/wp-content\/uploads\/2021\/08\/AdobeStock_161131394-320x202.jpeg 320w, https:\/\/autism.org\/wp-content\/uploads\/2021\/08\/AdobeStock_161131394-700x441.jpeg 700w\" data-sizes=\"auto\" \/><\/a><\/li><\/ul><\/div><div class=\"recent-posts-content\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/nicoleautism-com\/\" title=\"Posts by Nicole\" rel=\"author\">Nicole<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2025-08-07T11:39:05-05:00<\/span><h4 class=\"entry-title\"><a href=\"https:\/\/autism.org\/back-to-school-resources\/\">Back-to-School Resources<\/a><\/h4><p class=\"meta\"><span class=\"vcard\" style=\"display: none;\"><span class=\"fn\"><a href=\"https:\/\/autism.org\/author\/nicoleautism-com\/\" title=\"Posts by Nicole\" rel=\"author\">Nicole<\/a><\/span><\/span><span class=\"updated\" style=\"display:none;\">2025-08-07T11:39:05-05:00<\/span><span>August 22nd, 2022<\/span><span class=\"fusion-inline-sep\">|<\/span><a href=\"https:\/\/autism.org\/category\/news\/\" rel=\"category tag\">News<\/a><span class=\"fusion-inline-sep\">|<\/span><\/p><p>   Whether you\u2019re a parent preparing a child for grade school or an adult transitioning into or out of college, the back-to-school season can present unique challenges. Not only do schedules and priorities<\/p><\/div><\/article><\/section><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":8029,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[27,3785,24],"tags":[4693,58,4393,4756,4141,3535,4755,5716],"class_list":["post-3280","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-educational-therapies","category-social-skills","category-webinar","tag-ari-webinar","tag-autism","tag-bullying","tag-cyberbullying","tag-school","tag-social-skills","tag-teasing","tag-teasing-bullying-and-cyberbullying"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v26.6 (Yoast SEO v27.1.1) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Teasing, Bullying and Cyberbullying - 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