School-Based Bullying Experiences as Reflected by Adults with Visual Impairments

Autor/inn/en	Haegele, Justin A.; Zhu, Xihe; Holland, Steven K.
Titel	School-Based Bullying Experiences as Reflected by Adults with Visual Impairments
Quelle	In: Psychology in the Schools, 57 (2020) 2, S.296-309 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haegele, Justin A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22314
Schlagwörter	Bullying; Visual Impairments; Student Experience; Young Adults; Peer Relationship; Educational Environment; Victims; Verbal Communication; Aggression; Attitudes + Suchen Sie Ihr Suchwort? Mobbing; Visual handicap; Sehbehinderung; Studienerfahrung; Young adult; Junger Erwachsener; Peer-Beziehungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Victim; Opfer; Attitude; Einstellung; Verhalten
Abstract	The purpose of this study was to describe the reflections of adults with visual impairments regarding bullying experiences during their school-based education. An interpretative phenomenological analysis research approach was used and 11 participants (aged 20-35 years; seven women, four men) participated in this study. The sources of data were semi-structured audiotaped telephone interviews and reflective field notes. Thematic development was undertaken utilizing a three-step analytical process guided by the research approach. Based on the data analysis, three interrelated themes were constructed: (a) "It would be when they knew there weren't teachers watching": bullying experiences in unowned and unstructured spaces; (b) "Going through the motions": feelings about verbal, social, and physical victimization; and (c) "They had their own insecurities": understanding the bullies and bystanders. The emerged themes provide a unique insight into the way in which those with visual impairments experienced bullying in schools and the meaning they ascribed to those experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01