This qualitative study examines the experiences of key stakeholders such as school administrators, the families of children with emotional and behavioral disabilities, special education advocates and the representatives of the advocacy organization that train them and their perceptions of the characteristics and core competencies that make special education advocates helpful in their support to families. A thematic analysis of the interview transcripts yielded the following findings: 1) The low barrier to entry into special education advocacy leads to inconsistent approaches, 2) Differing perceptions of what motivates stakeholders create tension during IEP meetings, 3) Special education advocates serve as the voices of parents, 4) Advocates affect the emotional well-being of parents during IEP meetings positively, 5) Meetings are objectively and qualitatively different when advocates attend. The research findings also reveal that special education advocates who are helpful to families embody the following qualities and core competencies: 1) Knowledge of special education laws and procedures, 2) relationship building skills, 3) communication skills, 4) familiarity with available resources to support families. Specific recommendations targeted for each group of stakeholders were provided.

Children and Adolescents with emotional and behavioral disabilities (EBD) are often involved in aggression, acting out, bullying, violence, substance abuse, and juvenile crime. However, the limited Korean studies have focused primarily on bullying of students with developmental disabilities or intellectual disabilities. Therefore, the current study aimed to explore contributing factors to traditional bullying and cyberbullying in Korean children and adolescents with EBD. The current study surveyed 112 students with EBD between ages of 10 and 15 and their parents (guardians). The results revealed that internalizing problem behaviors including anxious/depression, withdrawal/depression, and somatic problems significantly affected traditional bullying victimization of Korean students with EBD. The peer support was a significant factor affecting cyberbullying victimization. Furthermore, the maternal psychological control was a meaningful factor affecting perpetration at school and in cyber world. Based on the findings, the present study described implications regarding prevention and intervention programs for addressing traditional bullying and cyberbullying victimization and perpetration.